All pupils need to feel safe, accepted and valued in order to learn effectively and become successful members of society.
At Fairstead House School we aim to provide a curriculum that is appropriate to the varying needs and abilities of all our children. We plan our teaching and learning in such a way that each child is able to reach his or her highest level of personal achievement, by enriching their learning in and outside the classroom and monitoring their potential for excellence. Some children may need a personalised level of support because of a particular aptitude, specific learning difficulty (such as dyslexia) or because there first language at home is a language other than English.
At the heart of the work of the school is a continuous cycle of planning, teaching and assessing; therefore we are able to identify those needs as early as possible and offer advice on methods of support to teachers and parents. High quality teaching which is differentiated and personalised is available for all pupils. The majority of children will learn and progress within these arrangements. Those children whose overall attainments or attainment in specific subjects fall significantly outside the expected range may benefit from small group support or one-to-one teaching carried out by the SENCO or one of our dedicated and experienced Teaching Assistants. Whilst additional classes may be offered, the majority of support is provided in class.
Should further intervention be required, we carry out our own in-house testing and refer to external agencies where it is deemed necessary. If a prospective child has an identified need before joining, information will be gathered from you, your child, and previous school and any relevant external agencies before planning a learning programme.
Class teachers adopt a range of strategies which ensures that students of all abilities are set tasks that offer sufficient challenge. The children on the Most Able and Talented Register from Year 1 up to Year 6 have timetabled, extension, intervention lessons each week taught by the Director of Learning, SENCo or Inclusion Co-Ordinator. These lessons will encourage open thinking and problem solving in Literacy and Numeracy.
English as Another Language (EAL)
For pupils, who are learning English as an additional language, this includes recognising and valuing their home language and background.
As a school, we are aware that bilingualism can be a useful learning tool and that all EAL pupils can make a valuable contribution to their school community.
We take a whole school approach, including ethos, curriculum and education against racism through Cultural Diversity Days.
1. Equality – To be proactive in removing barriers that stand in the way of our EAL pupils’ learning and success.
2. Diversity – To meet our responsibilities to EAL pupils by ensuring equal access to the National Curriculum and the achievement of their educational potential.
3. Belonging and Cohesion – To provide our EAL pupils with a safe, welcoming, nurturing environment where they are accepted, valued and encouraged to participate.
Please contact the school for any further information and the appropriate school policy.