Teaching, curriculum access and adpatations
Quality First Teaching is our first response across the whole school, with adaptations to instruction, materials and environment. We deliver a broad and balanced curriculum, with clear assessment practices to inform planning and close gaps. Adaptations may include pre‑teaching vocabulary, visual supports, alternative recording, scaffolded tasks, assistive technology, additional adult support and reasonable adjustments as outlined in our Ordinarily Available Provision within our school universal offer.
Within the resource base a bespoke, language‑rich curriculum aligned with the National Curriculum is delivered through quality first teaching, explicit receptive/expressive language targets and visual supports. Just as in the mainstream, Phonics and reading are taught through Little Wandle, with adaptations made for SEND and informed by the Little Wandle SEND and Rapid Catch-up programmes. Speech therapy is integrated with teaching (programmes provided by Wiltshire HCRG Children’s Speech & Language Therapy and other professionals), with clear targets embedded across the day. We also include concentration and focus activites, for example through Bucket Time, and to enhanve vocabulary development.
All of our interventions, as outlined in our universal offer, form Christ the King Catholic School's contribution to the Wiltshire local offer.
What documents are used to inform and support the teaching and adaptations my child needs?
Pupil Passport
When a pupil is added to school SEN register, their class teacher creates them a personalised Pupil Passport. This is a snapshot view of your child's strengths, difficulties, what helps them learn best and how to support them effectively in school. You can view this using your parent access code to your child's provision map.
Eduation Health and Care Plan
If your child has an EHCP this is issued by the Local Authority and they have a legal obligation to ensure that they support the school to fulfil Section F. At Christ the King, we break the larger EHCP targets down into smaller, termly SMART targets, and put these into an Indivudal Learning Plan (sometimes referred to as an IEP). We will hold an annual review meeting with you and other key stakeholders to discuss your child's progress towards their EHCP targets.
Individual Learning Plan
This document outlines SMART targets to address your child's areas of need, if your child has an EHCP we will break their big targets down into these termly small step SMART targets. These are ideally small-steps targets and reviewed at regular intervals in the school year. Class teachers will share these plans with you at meetings during the school year, but you can also see them online - and leave your own comments - at any time via your Provision Map access code. These plans are an important part of the 'assess-plan-do-review' cycle. We will use these to support an EHC application.
Other Plans
Every child is different, and at Christ the King Catholic School, we pride ourselves on adapting to the individual and specific needs of all of our learners. In addition to any of the plans above, we may also outline ways to support your child's needs through other plans, including reverse inclusion plans (i.e. Resource Base inclusion into Mainstream curriculum lessons), intimate care plans, physical intervention plans, pastoral support plans, behaviour support plans and risk reducation plans. You'll know if your child has one of these as the class teacher will share it with you, and as with all of our SEN plans, you can always access these online via your Porvision Map access code.
Inclusion in wider school life
All clubs, trips and special events are open to pupils with SEND; no child is excluded due to SEND or disability. All visits and trips involve careful risk assessment planning to detail any specific needs and measures to provided fo these. We plan reasonable adjustments and, where needed, additional adult support so that pupils can participate safely and meaningfully. When arranging curriculum visits and trips, we liaise carefully with parents to ensure that their child will be able to access this fully, particularly for those children with physical disabilities and medical care needs. This is true of SEND pupils in both the mainstream and Resource Base classes, where we have successfully enjoyed off-site visits and overnight residentials for children with all levels of need.
