At St Francis we hold a weekly staff workshop. These are used to ensure staff have up-to-date knowledge to teach children of all abilities.  Sometimes training is run by specialists e.g. Epipen training or training by a member of the Communication and Autism Team.  We also have 5 INSET days each year that provide longer, more detailed training opportunities.  Our Teaching Assistants receive regular training in a range of skills from Miss Hurved.

St Francis uses a range of strategies to monitor the progress of children and to ensure that effective teaching is in place for all pupils.  We do this through:

•Tracking your child’s progress through termly pupil progress meetings with the class teacher.

•Book scrutiny’s for all classes with constructive feedback to teachers.

•Classroom observations and learning walks, including monitoring the learning environment.

We offer support through some key interventions.  We identify the children by looking closely at their progress and identifying what we can do to support them further.

Interventions are aimed at improving reading, writing and phonics skills, basic number skills and working memory.  Children with physical disabilities receive other forms of intervention to support their needs.

For example:

• Lexia (reading)
• Third Space Learning (maths)
• Welcomm (speech and language)
• Finemotor
• Nessy Fingers (touch typing)
• Social skills groups
• Physiotherapy 
• Small group support in class

Interventions may also be put in place to support children’s social and emotional well-being.

We use a range of criteria and evidence to help us identify the level children are working at.  This might include:

• Checking the words children can read and spell independently
• Moderating writing together
• Making observations, particularly regarding speaking and listening and Maths
• Use of assessments

All of these help teachers to plan work to enable all children to make progress.  The work and support will be different for different groups of children.

We use the following to support children with additional needs to become independent learners:

• Interventions
• One to one or group support
• Scaffolded tasks and resources

All classrooms have maths and literacy resources with different types of practical and visual apparatus to support learning and progress.  All classrooms have visual timetables to enable children to know what will be happening next.

• Our home and guided reading books are book banded so that they are at the right level for your child to make progress.
• We have a range of ICT equipment including laptops, ipads, talking tins, cameras and recording equipment to support children recording their work in different ways across the school environment.
• Positions of tables and chairs are always considered for children with Special Educational Needs and Disabilities.
• Reading materials are copied onto coloured paper if required.
• Some reading books are printed on coloured paper and are available for use as required.
• Coloured writing paper and books are available for use with children who require them.
• Children are encouraged to talk with partners or in small groups to develop their ideas, reason and articulate before recording them.
• Adults are trained in scaffolding support to get the best from the children, whilst encouraging their independance.
• Fine motor skills resources
• Sensory equipment to aid sensory seeking behaviours and regulation

Our Individual Education Plans identify the types of need a child may have and resources that would be beneficial to their learning.   We use visual timetables in all classrooms, so that children understand the bigger picture.  This supports children who have difficulty with changes in routine.  A member of the Communication and Autism Team may visit to observe, assess and offer advice on ways to support children with autism, once they have been identified.  We can provide quiet areas and individual workstations for a pupil whose needs require them.  Teaching Assistants are trained to deliver small group social skills interventions.

We follow a positive approach to managing behaviour, with three core rules: ready, respectful, safe.  This is set out in detail in our Behaviour Policy which encourages children to make the right choices.  This approach is consistent across the school.  Click here to read the Behaviour Policy.

Miss Hurved and Mrs Mee, our learning mentor, work closely children and their families to ensure that positive behaviour support plans are in place.

At St Francis we nurture, care, guide, support and encourage all children, and what we offer is open to everyone regardless of SEN or disabilities.

Children with additional needs are free to participate in after school clubs.

The school curriculum includes visits outside of school to enrich the experiences children have. Our risk assessments are inclusive of SEND children and adult support is provided as and when required.  Adapted transport is available for those children with specific disabilities.

Parents are consulted regarding specific needs, including those children with medical/dietary needs, so that all children have a safe and enjoyable experience.

All children participate in their class assemblies and other performances, such as musical performances.