Additional Educational Needs (AEN)- Key information
We have a fully inclusive ethos which determines that all pupils will be able to access the curriculum at a level appropriate for their individual needs. We ensure that our children get 'quality first teaching', which ensures that when teachers plan, they are making sure that they have differentiated their plans to a level appropriate for all children in their class incorporating the different layers of learning. This enables all children to make strong progress for them.
The class provision map identifies which children require specific interventions to help accelerate their progress. A few children that have needs which are more complex will have an Inclusion Passport which will be shared with parents. All of this will allow us to implement specific targets that will support them to make good progress.
If you think that your child may have an unidentified special educational need, the first step is to approach their class teacher for a discussion. Then if you are still concerned please book an appointment to speak our Inclusion Lead, Miss Alice Seymour, through the school office.
Our AEN policy can be found here
Our 2018 AEN report can be found here.
Useful external links for parents
Here you will find additional useful information and links to support which is available to you and your children.
Information Advice and Support Kent (IASK) The Information and Advice and Support Kent (IASK) Service offers support and advice for parents - and families of disabled children - and children with SEN.
Special educational needs (SEN) KCC education website.
Strategies we use in school
Dyslexia-friendly classroom practices are reflected throughout the school. Please see the attached whole school provision map as a guide to what we are able to offer pupils with dyslexia. Staff are supported to ensure they are meeting the needs of dyslexic children and we seek the advice of the Educational Psychology Service where appropriate. You can read more about dyslexia by visiting the British Dyslexia Association where you can read their latest newsletters. Other websites that might prove useful are Kent West Dyslexia Association and Dyslexia Action.
W For those with Irlen Syndrome, the brain is unable to process full spectral light. This can results in a range of distortions in the environment, a range of distortions on the printed page or physical and behavioural symptoms. Where a diagnosis is in place the school will adapt practice as appropriate. Adaptation can include coloured books, coloured screens on the interactive whiteboard etc.
Gifted and Talented
We aim to ensure that children who display exceptional gifts and talents are provided for. Every year, the children with exceptional gifts and talents are identified by members of staff as well as their families. This process enables the school to ensure that provision is in place to challenge and enrich the learning of this group of children. The school works to offer a variety of enrichment opportunities both inside and outside of the classroom, and aims to harness and develop the gifts and talents that our children display.
More able children are catered for through layers of learning and quality first teaching.
A speech programme which targets sounds that children have difficulties in producing. Children are tested within the school using this specialised computer programme and then the class teacher or teaching assistant delivers the suggested individualised programmes. There are occasions when the tests show that a child needs to be referred to a Speech and Language Therapy for additional guidance and/or intervention.
Speech and Language
Individualised programmes submitted by a Speech Therapist assigned to this school which is delivered by the class teacher or teaching assistant. These are for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service. These programmes can include speech sound production, language development and social skills, depending on the child’s needs.
EAL - English as an Additional Language
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development.
The Fizzy programme has been developed by Physiotherapists and Occupational Therapists. It is graded and measurable in three stages and works on three specific areas- balance, ball skills and body awareness.
Toe by Toe
This is a highly structured, multi-sensory individual reading programme which is specially designed for children needing additional support in acquiring reading and phonic skills.
This intervention is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life. The Village Academy employs a fully qualified counsellor to support pupils.
This is provided to help young people understand why they are angry and how to deal with it in a positive and safe way.
Fine motor skills
Fine motor skills are vital to the development of many competencies in young children. Activities are divided into sections focusing on warming up, hand and finger strength, manipulation and eye-hand co-ordination. A programme called Clever Fingers is used for this purpose.
If you wish to discuss any of the above or a specific issue regarding your child, Miss Seymour can be contacted via the school office.
Tel: 01795 521362
or Email: firstname.lastname@example.org