About us
The Curriculum
Age groups
Information for parents
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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 and Disabilities
•    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?
Able, Gifted and Talented
Certian children have remarkably high academic ability in one or multiple fields, and that certain children have exceptional expressive or creative ability.
Our teachers are experienced and able to identify our Able, Gifted and Talented pupils and support them to ensure that their individual needs are met both within and outside the curriculum.
Identification
The school uses a range of agreed criteria and sources of evidence. These may include:
•    Non-verbal reasoning tests
•    Attributes and subject specific checklists
•    Information from teachers, parents, carers and outside agencies
•    Children’s work
We keep updated Learning Journeys where the children who show particular or general exceptional ability within the curriculum can be seen. Children do develop at different rates and comparisons between children should never be made.

Aims of Provision for Able, Gifted and Talented Children:
We aim to encourage and support the abilities and passions of our Able, Gifted and Talented children during curriculum hours by tailoring and extending activities, or during one to one sessions.
During extra-curricular hors we provide a variety of extra-curricular activities such as: Painting Techniques, Famous Artists, Mini-beasts Habitats, Forest Rangers, Scientists, Architecture and Construction, Origami, Mini Chefs, Traditions around the World, Karate Kyokushin, Multisport and Relay, Football, Swimming, Gymnastics, Yoga, Storytelling or Hygge.
We encourage children to engage in open inquiry, creativity, decision-making and independent thought.
We provide opportunities for children to work at higher cognitive levels
We provide opportunities for children to develop specific skills and talents
We encourage children to reflect on the process of their own learning
We encourage children to take managed risks and to incorporate risky play as an active role in their learning
We encourage children to collaborate with other children, to be open to ideas and initiatives presented by others, therefor promoting the importance of citizenship and collaboration.
We encourage all children to develop to their full potential
Updated on April 2019 to be reviewed on August 2020.