How do teachers match the curriculum to an individual pupil’s needs?
At Paradigm Trust schools all of the teachers teach using a ‘rubric’ which sets out how every lesson is taught. Some examples of how teachers differentiate are:
- using focused questions
- directly supporting pupils in groups
- repeating instructions and information regularly
- breaking instructions and information into manageable chunks
- giving pupils materials (concrete apparatus) that they can use to help them when they are learning
- scaffolding (supporting) pupils’ answers and responses (for example giving them sentences openings)
- using SEND TAs to support specific groups or individual pupils.
Delayed language development as a consequence of hearing impairment means that lessons often need to be differentiated. This is addressed by pre-teaching and general language enrichment activities and by support from a specialist teaching assistant in lessons using additional resources when appropriate.
Teachers who work in the deaf support base (DSB) are teachers of the deaf, which means they have additional, specialist training. Teachers of the deaf work with mainstream teachers to plan DSB pupils’ learning and monitor their progress. The curriculum is made more accessible for the DSB pupils and they have additional lessons in developing listening skills and using specialist equipment. Culloden Primary works closely with specialist speech therapy and audiology services to secure the best possible outcomes for the DSB pupils. Culloden is purpose built with additional teaching rooms which create optimum listening conditions for small group teaching. The DSB pupils’ ability to take part in mainstream lessons is enhanced by the use of radio aid systems, which provide access to the teacher’s voice in all classrooms.
Our approach to educating children with SEN in the context of Paradigm’s core curriculum and pedagogy and assessment approaches
Our starting point is that all pupils, including those with additional educational needs, have an entitlement to the learning which is specified within the Trust’s curriculum.
Our approach to educating pupils with additional needs is closely tied back to our organisational values:
Integrity
We recognise that all pupils – including those with additional educational needs – benefit from individualised support, which can include modifications to the Trust’s agreed curriculum.
Our challenge is to make the best decisions we can, on behalf of and in consultation with pupils, around the extent to which curriculum and pedagogical variations are required in order to stay true to the Trust’s overarching curriculum aim – that we prepare pupils to lead fulfilling lives and to play an active, positive and productive role in our democratic society. Our approach places aspiration and high expectations at its core.
Community
We aim to build a culture that respects and values our differences; promoting dignity, equality and diversity.
We work closely with families as well as using reliable assessment methods in order to identify children’s learning needs as early as possible, thereby enabling appropriate support and challenge to be put in place quickly. We work with pupils and their families to ensure smooth transition through stages of education and progression to adulthood.
Excellence
Quality first teaching for all pupils is critical – our staff are trained to consistently deliver excellent lessons. Our underlying pedagogical approaches are further enhanced by specialist teaching techniques which are tailored to individual needs. Staff have regular access to high quality professional development opportunities focused on supporting children with additional needs, including opportunities to gain specific qualifications.
We ensure that staff are provided with high quality information in relation to each pupil’s needs. Where additional insight is required which extends beyond our areas of expertise, we commission high quality multi-agency assessments, advice and ongoing support.
We recognise that the vast majority of additional needs – even when accompanied by a specific diagnosis – involve a continuum of presentations and that it is common for needs to present in a way which creates overlapping and even contradictory challenges. We strive to provide streamlined, but not simplistic, support.