About us
The Curriculum
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Stejarii residential club
SCHOOL POLICIES
Aims and Objective

IOANID International Preschool promotes learning for life.

We are an inclusive, aspirational learning environment where children, families and staff learn together in an atmosphere of co-operation and tolerance.  As a community we promote self-discipline, understanding, empathy, co-operation, perseverance and independence.

All our pupils with SEND are fully included in all opportunities, both learning and extra-curricular, alongside children who do not have SEND

We encourage a culture of high standards, achievements and expectations.  We aim to develop the full potential of every individual.  Every child brings valuable experiences and strengths to our school.  We build on these by offering a curriculum that is stimulating, accessible, challenging and differentiated to meet the needs of all children. The curriculum is carefully differentiated for all pupils with Special Educational Needs, either by expected outcome, resources provided or the amount of adult support they receive.

We provide an open, stimulating environment in which every child feels safe, valued and happy.  Our ethos forms the core of our planning and teaching.

 

 

Supporting All our Children’s Needs

  • Provision will be made to meet the individual requirements of children with any additional needs, to enable them to make progress and achieve their full potential, eg through specific targets as part of an Individual Support Plan.
  • Staff will liaise and work closely with other professionals involved with the child and respond to the advice they offer.
  • Where necessary, resources and teachers to support children with additional needs will be procured from other agencies by parents

 

Primarily, it is the responsibility of the class teacher to ensure the progress and development of the pupils in their class, supported by the Head of School. The class teachers will work together with the ‘outside’ support such as therapists, shadow /support teachers to set up objectives and goals for the development of the child.

The ‘responsible person’ coordinating the day to day provision of education for pupils with SEND is the Head of School.

Provisions

The school offers a differentiated curriculum.  When a pupil fails to make progress and shows signs of difficulty in some of the following areas: acquiring literacy and numeracy; presenting persistent behaviour, emotional and social difficulties; has sensory or physical problems; or communication or interaction difficulties, the school follow an ‘Assess, Plan, Do, Review’ approach. Assessments will allow the child to show what they know, understand and can do, as well as to identify any learning difficulties.  Following assessment, we will put a plan in place (Provision Mapping, an Individual Plan) detailing appropriate interventions, such as

•             Classroom organisation and management

•             In-class support by teacher

•             Small group work

How we consult with parents and carers of SEND children?

We aim to work with all parents to ensure that the best possible provision is put in place for all pupils.  We have an open door policy and parents are welcome to come into school at a mutually convenient time to discuss any concerns they may have.  Parents are kept updated of their child’s progress via termly Parent and Teacher Consultations, as well as a termly written report.  Parents are consulted at each stage of their child’s education and their views and wishes are extremely important.  Any necessary referrals to outside agencies are made in partnership and consultation with the child’s parents.

After an assessment has been completed, school will discuss with parents both the findings and the implementation of suggestions made.  Parents are invited to come into school termly to discuss their child’s Individual Educational Plan, the progress made and the setting of new targets. 

 

Special Educational Needs and Disabilities Procedure Flow Chart

Stage 0: Normal classroom monitoring, observations, assessments

Stage 1: Cause for concern? Close monitoring. Make observations, do assessments.

                No more concerns? Return to Stage 0

                Still concerned? Go to Stage 2

Stage 2: Talk to informally to parents. Monitor and review.

                 Still concerned? Make a detailed referral (Cause for Concern Pupil Referral, Head Teacher’ office)

                 Meet formally with parents. Prepare an I.E.P. (Individual Education Plan)

Stage 3: * Head of School must be involved. Serious concerns. Regular review meetings with parents.

Stage 4: Child referred elsewhere

               or extra 1:1 support is provided with parents covering the extra cost.

 

Ask Yourself:

¨ Have you tried different strategies?

¨ Have you differentiated?

¨ Have you asked other staff for information/ their views?

¨ Have you spoken to parents to get background information?