Days Lane Primary School adopts an inclusive approach, providing adaptations to the learning environment and curriculum where necessary for the individual needs of our children. Learning tasks are adapted to ensure all children can access their learning. Where a child has difficulties accessing the curriculum independently, additional measures and strategies are discussed and put into place. For example, they may be identified to take part in a targeted intervention too support the development of a particular skill or may require a bespoke curriculum which is personalised to their learning needs. 

We hold a shared expectation that all pupils, regardless of their specific needs should be offered inclusive teaching, which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community. We offer a range of provision to support children with Special Educational needs. The support deployed will be tailored to individual needs following thorough assessment, both internally and via external agencies. It will be designed to support pupils towards becoming independent and resilient learners and should not be seen in isolation.

The Key member of staff responsible for Inclusion is Mrs Dunne, Deputy Headteacher.

If you have any concerns about your child or need to speak to someone in school, please contact the school office to arrange an appointment with the relevant person or speak to your child's class teacher who will be happy to help you. 

 

 

 Personalised Learning

Teachers use a range of resources and strategies to personalise children's learning so that they have access to the Days Lane curriculum. Some examples of how we personalise learning can be seen below. 

Widgits: Widgit symbols are used to reinforce language for pupils who have difficulties within this ara. They are used in a variety of ways including cloze procedures, as the example shows below.

Practical activities: Some activities are adapted to remove specific barriers for children so that they can acquire new knowledge and sills and evidence these. For example, when learning about the Iron Age, some children in Year 3 built their own hill forts out of Lego and then placed key vocabulary (widgit labels) around their design to evidence their learning. 

Pictorial Resources: Images of mathematical strategies are often used to help children remember procedural steps.

Picture word banks are used to offer children visual support, which enables them to access key vocabulary.

Differentiated Knowledge Mats: Knowledge mats outline the key knowledge and vocabulary that is taught throughout a specific topic. To enable all children to access key information related to the topic, knowledge mats are adapted, depending on the needs of the child. 

Additional Scaffolding: 

 

Further information on Interventions

Please see below further information regarding SEND interventions at Days Lane

Friends Resilience: What is Friends Resilience? 

To aid children's transition into school, we provide the following small group daily interventions: 

Mindful Mornings: A small group of children attend 'mindful mornings' before school and participate in a range of mindfulness activities, including puzzles, colouring and listening to calm, stimulating music. This environment helps our children create a positive frame of mind and improves their ability to focus and learn. 

Sensory Circuits: Children attend sensory circuits during registration and participate in sensory based activities to support their readiness to learn. 

Our KS2 Provision Class (The Ark) 

At Days Lane, we run a small provision class for KS2 pupils, who benefit from highly personalised curriculum. All of the children within the Ark have and Education Healthcare Plan or are in the process of receiving one. 

Extracts from Parent Newsletter

In the Ark, the children have been reading 'The Little Glow' and exploring the theme of light. To deepen their understanding of the impact of light and the vocabulary from the story, the children experimented with different light sources. This week they focussed on glowing and discovered how powerful and exciting a little glow can be! 

 

This week the children in our Ark visited our local allotments to support their learning related to the text ' Pumpkin Soap' by Helen Cooper. During their visit, they learnt about the vegetables that grow during the autumn. They then made pumpkin sup and used this experience to help them write a set of instructions for others to follow. Both Mrs Kenward and Mr Lang were lucky enough to taste the soup. 

 

This week the children in the Ark have been reading 'Traction Man' and have thoroughly enjoyed retelling the story. They used a text map and actions, which they created together, to help them remember and structure the story. It was wonderful to see the children performing so confidently and with such enthusiasm! Below are some examples of their favourite actions.