In Ivydale we make sure that every child is being fully supported in their learning and we strive to provide the best way to facilitate identification, progress and achievement.
From time to time children need additional support to help them with their learning. This means they will be put on the Additional Needs Register’ and their class teacher will write an ‘Individual Education Plan’ or IEP with specific targets for them to work towards. Most children on the Additional Needs Register are at one of two stages:-
School Action (SA)
A child at this stage received additional support from within school. It may be they are supported in small groups or individually. Sometimes they are taken out of the class to work and sometimes they receive support in the classroom.
School Action Plus (SA+)
A child continues to received additional support as at School Action but we also involve external agencies to advise us on how best to support the child’s learning. Depending on your child’s individual needs we may involve one or more of the following:-
• speech and language therapist (SALT)
• specific learning difficulties team (SpLD)
• educational psychologist (EP)
• behaviour outreach team
• autistic spectrum disorder team (ASD team)
For a very small number of children we may submit a Request for Statutory Assessment to Southwark Education. This may be because your child, in the opinion of both you and the professionals involved with your child, is not able to make adequate progress from the resources available in school. If the local authority agree that your child has significant additional needs then they will seek the advice from you and us as well as that from the school doctor, educational psychologist, social services and any other professionals involved with your child. The outcome of this assessment may simply be further advice on how best to use the resources in school to support your child. However, it might be that the local authority decide that your child requires a Statement of Educational Needs. This is a document that sets out your child’s needs and how they can best be met. Additional funding is then provided to allow us to implement the statement.
Children are taken off the register when it is felt they no longer need additional support.
Your first point of contact regarding your child’s learning is always their class teacher. Christine Thorne oversees the provision for children on the Additional Needs Register and monitors their progress. In consultation with parents and class teachers Evelina will make referrals to external agencies as appropriate. Children on the Additional Needs Register will work with one or more of the following people in school:-
All children on the additional needs register receive more support from their class teacher. This may simply be by having them sit close by more frequently or it might mean some individual or group work during assembly for example.
All classes have a teaching assistant attached who will, during the course of the week work with individual children or groups of children. As your child has additional needs they will work with their teaching assistant at least once, probably on several occasions during each week. Teaching Assistants in different key stages run small phonics and math groups to support children with additional needs with their reading, writing and maths. Our teaching assistants are constantly develop their skills and practice through training in interventions, autism, behaviour and other aspects of learning.
We have two Learning Mentors Terri Cowdrey for KS2 and Sharon Barnes for KS1, who work with children who are underachieving to help them to identify and address what it is that is getting in the way of their learning. These barriers can be wide ranging and often very personal to the individual pupil but may include developing better learning, personal organisation, difficulties at home, behaviour or bullying.
Specialist Support Teacher
Teresa Greenwood works in school for one day a week to support children with Dyslexia. Teresa does one-to-one sessions with the children and designs individual plans form them which she shares with the teachers.
Speech and Language Support
Sonya Wood is our Speech and Language Therapist (SpLT) who visits the school once a fortnight to work with children on the caseload and review their progress. Our Teaching Assistant, Xenia Lewis, runs language groups and one-to-one sessions with children with SpL difficulties.
Tom Coleman is our Educational Psychologist. Through observations, discussions with parents and teachers he provides advice, support and helps identifying and overcoming difficulties in the children's learning processes.
A large percentage of our School Population have English as an Additional Language. We identify those children through our Admission process. Tracy Emenyeonu the specialist EAL Support Teacher, through an English Fluency language assessment, she provides support to children either on 1:1 basis, in small groups or in class. Tracy also helps new children who arrive at school with minimal English to feel comfortable in their new environment, take pride in their culture and assist the communication and social interaction with other children through fun activities and play.