Woodlea Primary School is highly committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities. The school seeks to raise achievement, remove barriers and increase physical and curricular access to all by providing a friendly supportive learning environment. We aim to enable every child to learn as effectively as possible, to enjoy his/her learning and to provide a foundation for life-long learning. All children with Special Educational Needs and Disability (SEND) are valued, respected and are equal members of the school.
Our SENCo, Miss Bray, works with a team of teaching assistants who support children with SEND. This support takes place both in the classroom and through short term interventions both individually and in small groups.
The class teachers meet regularly with parents and carers to keep them informed of their child’s progress towards the targets on their Learning Passport and to share next steps in their learning. The SENCo also meets with parents who have concerns about their child to discuss their progress, offer support and discuss possible solutions.
Our school ELSA (Emotional Literacy Support Assistant) also supports children and parents through difficult times.
We have very good links with the Ethnic Minority and Traveller Achievement Service which ensures any child joining us with little or no English can be well supported.
We also work closely with other outside agencies including the school nurse team, Educational Psychology, Speech and Language Therapy, CAMHS and Hollywater Outreach.
More able learners are those pupils who are currently on track to be working at greater depth within the expected standard in either reading, writing or maths; we recognise that children may have an aptitude in other areas of the curriculum including sporting, musical or art achievements.
Our lessons are planned in four stages Novice, Apprentice, Expert and Master which allows all children to know ‘what comes next’ and strive to achieve at a higher level. This is based on the principals of Solo Taxonomy whereby children who are working at a higher level are able to make links to see the bigger picture and look at these ideas in a new and different way.
Teachers plan activities which deepens their knowledge, understanding and skills, rather than simply undertaking more work of the same difficulty or going on to study different content. These tasks are often open ended and expect more Fluency, Independence and Resourcefulness in less familiar contexts which builds resilience and perseverance.
Higher order questions (stretch questions) are carefully planned for across all subjects using the questioning stems of Remembering, Understanding, Applying, Analysing, Evaluating, Creating taken from Blooms Taxonomy.
We also encourage children to be reflective learners by developing their ability to be a critical friend. This is introduced through the use of Austin’s butterfly and the children develop their own set of classroom rules for being a critical friend. They are then able to transfer these skills so they are able to self-assess.
Teacher use marking and feedback that stretches the child’s application of knowledge, skills and their understanding.
Our curriculum is broad and balanced and includes themed weeks which allow our higher attaining pupils to work together on problem solving situations.