Learning Enrichment

Eaton House Belgravia Prep recognises the rights of all children to share in the whole curriculum. 

At Eaton House Belgravia the first response to a child who is showing difficulties is high-quality teaching. All our teachers are teachers of children with special educational needs. We want to ensure that a caring and educationally appropriate environment is provided for the children who find learning more difficult or who have a specific disability which affects their learning. Children with exceptional abilities are also identified and provided with a stimulating and challenging environment in which to learn and develop.

Children with special educational needs or a learning difficulty will either work as part of the class, in a group or on a one to one basis depending on their needs. The class teacher and SENCO (special educational needs coordinator) work closely together to ensure that children are getting the best support available.

At Eaton House Belgravia we recognise the importance of early identification, assessment and provision for any child who may have special educational needs or a specific learning difficulty. We realise that the earlier the action is taken, the more responsive the child is likely to be. Eaton House Belgravia appoints an EYFS coordinator. All educators of children aged 5 years and below must follow a set of welfare requirements and learning and developmental goals. The four themes – the unique child, positive relationships, enabling environments, and learning and development – influence the planning and teaching at Eaton House. Evidence of these learning development goals is found in exercise books. These development goals are tracked on a term-by-term basis through a learning and development tracker.

In addition, all the Kindergarten children will be assessed using the school's baseline screening. This continual observation and assessment in the kindergarten enables teachers and the SENCO to support children who may need additional support and those children who may need extending with the classroom.

Cycle of extra support

 A decision is made as to the appropriate support required by the child. If a child is not making adequate progress despite high-quality teaching, then extra support is given. To reflect the Code of Practice 2015, there are four actions forming a cycle for SEN support: assess, plan, do, review.

Assess

If a teacher and/or parent has concerns about a child and their development, he/she should communicate with the SENCO. Developmental issues may fall into one of four categories:

  • cognition and learning
  • emotional, behavioural and social development
  • communication and interaction
  • sensory and physical

The assessment should be a clear analysis of the child's needs. Where necessary the SENCO may seek advice and assessments from other professionals including: speech and language therapists, occupational therapists, physiotherapists, educational psychologists, and specialist literacy and numeracy teachers.

Plan

Anything differentiated from general classroom techniques needs to be discussed with the parents. If the problems persist, The SENCO organises special educational provision and ensures that individual targets are drawn up. The nature of the intervention might include a multisensory, differentiated approach to planning ensuring inclusion and different or special learning equipment. Parents are informed about all areas of their child's education. Targets are available to parents.  Parents are invited to meetings to discuss provision and progress.

Parents' involvement is central to the plan.  Where possible, emphasis is placed on the views and wishes of the child. The main focus is on the family. At times, and with parental permission, referral to an outside agency may be necessary. This includes consultations with professionals such as educational psychologists, speech and language therapists, occupational therapists, optometrists, visual perceptual therapists, physiotherapists and numeracy or literacy support specialists.

Copies of reports can be shared with the school and kept on file.  Effort is made to liaise with future prep schools when the child is to leave us. If there continues to be a lack of progress and the child is not meeting expected results, then the local authority may conduct an assessment and give the child an education, health and care plan (EHC).

Regardless of extra support, the class teacher should remain responsible for working with the child on a daily basis. Implementation of support will vary with the extent to which the child needs to be supported. One-to-one lessons are given during the working day. The specialist teachers will endeavour to remove the child form non-core subjects. Records are kept by the specialist and notes are sent home in a communication book between specialist teachers and parents.

Able and talented provision

Eaton House Belgravia acknowledges the importance for children who are academically more able. We believe that every boy has the right to receive our assistance in achieving his potential. They should feel challenged and stimulated by the range of activities available to them. We plan our teaching in such a way as to ensure that each boy reaches his highest level of personal achievement, and this includes those boys who have been identified as academically more able.

Definition

We acknowledge there is no fixed national or international accepted definition of 'more able' children. Part of the difficulty with creating a definition is that able pupils "… are a diverse and disparate group" (Research Centre of Able Pupils, Oxford Brookes University 2002). However we believe that academically more able children are ones who demonstrate a significantly higher level of ability than most pupils of the same age.