Special Needs Provision
The SEN provision at North Beckton Primary School provides a wide and comprehensive offer to pupils attending the school. Pupils benefit from an extensive range of internal and external specialist resources. We believe that all children and young people should have an equal opportunity to attend a mainstream primary school.
The school uses B Squared and CASPA in order to assess and set targets for pupils with SEN. Our pupils’ achievements are celebrated throughout the school during assemblies, displays and earning team points.
SEN Information report
The school is legally required to publish a SEND information report which sets out its aims regarding SEND in school for more information click the link below.
Local School offer at North Beckton
Our local school offer is information for parents/carers of children who may require additional support due to a Special Educational Need. We believe that all children and young people should have an equal opportunity to attend a mainstream primary school.
We aim to have structures and policies which promote inclusion:
- A policy of making all parents and carers feel their children will be welcomed and supported at the school
- A policy of welcoming and doing our best to meet the needs of all children and young people attending the school, whatever special educational needs or disability they may have
- Governors and staff who are trained in disability awareness issues
- A policy which ensures recruitment and training of staff who will support and are committed to inclusion
- An inclusion policy which is an integral part of the school development plan
- A special needs policy which is rigorously implemented and reviewed
for more information about the local offer click here
We aim to promote high levels of achievement for all children and young people, by:
- Offering a wide range of learning and teaching experiences
- Developing and implementing Individual Education Plans for children and young people with special education needs
- Valuing high expectations of all children and young people
- Having high expectations of all children and young people
- Training staff to equip them to teach all children and young people
We aim to include all children and young people in all activities of the school, by:
- Fostering supportive friendships among children and young people
- Having clear codes of behaviour that take account of the particular difficulties that certain children and young people face
- Working to enable children and young people to become more independent
- Finding ways to overcome any difficulties caused by the physical environment, school rules or routines
- Promoting diversity, understanding difficulties, recognising and respecting individual differences
- Taking positive steps to prevent exclusions, especially of all children and young people with Statements of Special Educational Needs
We aim to work in partnership with parents and carers, by:
- Welcoming parents and carers into school
- Making written and spoken language accessible
- Dealing with parents and carers with honesty, trust and discretion
- Taking time, sharing information, listening and valuing contributions in meetings.
Pupils who attend the school as part of the resource provision do so alongside their mainstream peers. We have 12 spaces for Resource Based (RB) children who have Profound and Multiple Learning Difficulties (PMLD). Pupils are included in all aspects of school life. The pupils learn through a variety of fun, exciting and stimulating activities. Some of the children in the Resource Base have an Education Health Care Plan (EHCP) and have a variety of needs which affect their ability to gain access to the National Curriculum in the same way as their classmates. Additional teaching and ancillary staff are employed by the school to support learning access to all aspects of school life. A wide range of specialist support staff visit the school on a daily or weekly basis and provide specialist teaching as well as advice to school based staff on a variety of different areas of need. Many of these children travel to and from school by transport facilities
Physiotherapists use physical approaches to promote well-being in children who have physical problems with any movements. Physiotherapists help our staff to carry out initial assessments and to modify programmes to take regard of children’s needs. Physiotherapist also train our staff to implement individual physiotherapy programmes and use specialised equipment such as hoist, wedges and standing frames.
Many of the children in our Resource Base have developmental or other physical difficulties and physiotherapy is normally an integral part of their individual education programmes (IEP’s), which are prepared by CST’s (Curriculum Support Teachers) in consultation with specialist staff and other teachers. The physio room is used in a variety of ways to support the different children’s needs.
Soft Play Room
The soft play area is wonderful for children who need opportunities to explore their physical capabilities or gain confidence in a safe environment. The children have the freedom to learn, in an enjoyable way, through climbing, rolling, jumping and sliding in a safe padded environment. Children have planned regular sessions usually with a friend or two.
Our sensory room has huge variety of devices and features to stimulate children visual, auditory or tactile responses, with an enormous variety of possibilities. Children are able to control the environment by using switches that carers can also adapt to the children’s needs.
Sessions are planned and organised around the individual childrens needs and they are implemented by trained Nursery Nurses, Curriculum Support Teachers and Learning Support Assistants and often include a friend or children with a similar need.
The children and staff work together to explore colour, shapes, patterns and space using the equipment, music and lights. They carry out sorting and sequencing activities to help practice tracking, location and movement exercises. Sessions are done with small groups or individuals and develop their communication, interaction and physical skills.
Every week a group of children come together to create beautiful pictures and objects using a wide variety of artistic resources. This allows the children to practice and improve their fine motor skills as well as developing skills in communication, sharing, knowledge of colours and other key concepts, exploration of new textures and pride in their achievement. The work from these sessions is included in a permanent display in the school.
Many of the children in our resource base have developmental or other physical needs aromatherapy stimulates a child’s muscles by massaging in a relaxed environment using a softly lit room with tranquil music and sweet smelling oils. This develops communication skills, sensory skills.
Movement and Play
A group of children meet weekly to learn how to move more freely and accurately using a range of the large, soft play equipment. Developing muscle tone.
Sign-a-long is a system of simple signs using hands and facial expression which allows children with communication difficulties to express their needs as well as supporting many areas of learning and language development. It is learned through assemblies, class lessons and group sessions and is a fun activity with a positive purpose. All children and staff in the school learn to use signalong and this creates an inclusive environment where everybody is heard and can contribute to school life.
Messy play sessions happen weekly in school. Pupils explore a variety of different media and are free to make a mess! These sessions are particularly beneficial to pupils who are tactile defensive as they are encouraged to explore different textures in a way in which they feel comfortable. These sessions also promote communication and learning through play.
Life Skills Room
We have a fully equipped life skills flat. Pupils have learning opportunities outside the classroom where every pupil can learn about independent living skills.
Gifted and Talented
We believe that children who are gifted and talented should be continuously and suitably challenged with learning that is extended both within and outside the classroom. They are able to work with other schools on a number of G&T projects, such as art residentials, sporting events, puzzle days, History and Science workshops.
English as an Additional Language (EAL)
Every year many pupils come to North Beckton Primary School from different countries and with diverse experiences and backgrounds. We aim to provide a secure and welcoming environment for each one of them as well as to have an effective provision to meet their educational needs.
Pupils are encouraged to use and share their knowledge of other languages so they can maintain and develop a sense of cultural identity. As a school we are proud to celebrate throughout the year our rich linguistic diversity - 47 different languages! – and our multicultural heritage. Activities such as Black History Month, Refugee Week, a Carnival and a multicultural event provide great opportunities for the pupils to share and enjoy different experiences across our school.
All EAL learners are different
There is not one kind of EAL learner and therefore one teaching approach will not meet everyones learning needs. Some of our pupils are able to switch between English and their first language easily. Many are fluent in conversational English but need some help with learning and using academic language. Others have little or no English and initially they may need a lot of encouragement and emotional support. Like any other learners, a few EAL pupils may also need support from outside agencies such as Speech and Language Therapy, Occupational Therapy or Learning Support Services.
EAL is about helping pupils to learn, even though the curriculum is not been taught in their first language.
How the school can help
Shortly after a pupil arrives at our school, an experienced member of the EAL team assesses the student to establish his/her level of knowledge and skills as well as how well he or she can understand and use the English language. Progress is monitored consistently and EAL provision takes place mainly in the classroom where the pupil will spend most of his/her time. Teachers provide quality first teaching, with many planned opportunities to develop speaking, listening and understanding to ensure all pupils have equal access to the curriculum.
For those with no or very limited English, extra group sessions are put in place three times a week focusing on speaking, listening, vocabulary building and word recognition. Structured, time-limited interventions such as Reading Recovery, Fischer Family Trust Wave 3 and Better Reading Partnership are also provided – as recommended by the Northen Association of Support Services for Equality and Achievement (nassea) - for those with some command of the English language.
The EAL team is responsible for raising the achievement of ethnic groups within the school. They work in partnership with all year groups to support, plan and differentiate lessons for the pupils who arrive at school with little or no English. Initially, bilingual support staff or family volunteers play an important role by modelling spoken language. If parents speak little or no English, we provide them with a bilingual picture dictionary.
A buddy system operates to welcome all new pupils and to help them settle into their new school. Also, at lunchtime, some EAL pupils are paired up with older ones to read and discuss appropriate levelled books.
Many of our pupils have recently arrived in this country. Our priority is to make the transition as smooth as possible for them and their families. We hold coffee mornings and provide a variety of courses to help parents to support their children with reading, writing and comprehension. Every day there is also a Reading Club running before and after school. Parents attend weekly with their child for an individual 15-minute slot to observe their child reading, answering questions about a book or learning new vocabulary with a specialist teacher. This is followed by a discussion between parent, pupil and teacher about the focus for the following week’s session.
Comments recieved from Parents/Carers:-
‘My expectations were exceeded. I was not expecting the course to be so good, informative, interesting and useful’
‘The best part was learning strategies to help the children, little things that make a huge difference’
‘I believe I know now how to support and assist my boy to improve his reading skills. I am able to choose the accurate book right for his reading level’
‘Enjoyed the course. Very happy I attended. I would recommend to everybody! Thank you!