Your search returned 7 results.
The main aim of pre-school is to provide care and education for children aged 2 years 6 months – 5 years. We aim to provide a safe, secure and welcoming environment where children are valued as individuals and where they can learn by playing together. We believe that young children learn best through play and aim to provide a range of activities that capture children’s interests and imaginations and help them to learn new concepts and develop their skills. We will support children and families until the children move on to school.
The Pre-school has links with the Toddler group which meets in the same space and families are very welcome to attend these sessions on Wednesday afternoons from 1.30-3pm.
We provided flexible childcare for children aged 2yrs to 5 yrs term time and holiday childcare/playschemes/after school care for children aged 2yrs to 8 yrs. The setting promotes individualised opportunities and experiences for all children and families using the service. The setting prides itself on supporting parents and carers to become involved in their children's learning and development through regular stay and play sessions, regular opportunities to share observations through a family book/learning journey and encourages parents to make their own observation to share. The setting is used by families over long periods of time, seeing many siblings through the setting, so support for families continues even after the child has made transition to their next setting. Children seen as having additional needs are supported through ongoing work with parents, other professionals and IEP'S, creating personalised learning opportunities to support their learning journey.
Individual Needs Protocol at Great Ouse Primary Academy (GOPA)
• Monitor and overview progress as well as assessing the ‘whole child.’
• Whole child is assessed under:
• Cognitive and learning – this description applies to children whose learning difficulties mean that they learn at a slower pace than their peers even with appropriate differentiation. Learning difficulties covers a wide range of needs. They can be specific such as dyslexia, dyscalculia and dyspraxia or cover all areas learning.
• Social emotional and mental health difficulties – this will include disorders such as attention deficit disorder as well social and emotional difficulties which can manifest themselves in different ways.
• Communication and interaction– this will include children who have speech, language and communication needs and have difficulty in communicating with others. This also includes children for whom social interaction is difficult.
• Sensory and/or physical needs – this covers children who require special educational provision because they have a disability which prevents or hinders them from making full use of the educational facilities generally provided within a school.
• These are further assessed under the ‘Waves of Learning.’
Who’s on the SEND Team?
The SEND Team at MVM involves everybody. Every teacher and member of staff is responsible for ensuring pupils with SEND have a positive learning experience and make progress.
The day to day leadership and management of SEND across the school has been charged to the SENDCo, who works closely with parents, pupils, teachers, support staff and external agencies.
Everyone on the team is recognised for being skilled, hardworking and committed to placing pupils’ aspirations at the heart of everything we do.
We value pupils as individuals and want them to feel safe and supported to enable them to be confident and to flourish regardless of their special needs or differences. This is vital for them to grow up to lead happy, healthy and successful lives. Our aim is to prepare them for adulthood.
How we achieve this
Provision for pupils with SEND begins with high quality first teaching. At MVM we have clearly recorded our core offer. Thereafter, we collaboratively decide on appropriate provision that is ‘additional to and different from’.
In collaboration with parents, governors and the community we aim to provide an accessible curriculum by removing barriers to learning and addressing needs.
At Marston Middle School we value individuals, welcome diversity and believe in achievement, ambition and progress for all pupils. In order to do this, many steps are taken to support pupil through their learning journey. Quality first teaching is vital; however for some pupil there are occasions when further additional support may be needed to help them achieve their potential.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with pupil and their parents/carers, staff and external agencies to ensure that the school can meet a broad range of special educational needs and foster a culture of lifelong learning and independent living skills for all pupil.
At Special iApps we develop educational apps for children with special educational needs, including autism, Down syndrome, cerebral palsy, hearing impairment and other learning disabilities. Our collection of apps offer a visual-based approach to help children from the first stages of learning about words, numbers, colours, shapes and emotions. The series of follow-up add ons allow children to develop their speech, pronunciation, word recognition and fine motor skills.
We are a non-selective school for pupils aged between 6 weeks and 18 years. Our school site comprises of a range of buildings and sites.
First and most importantly we value your child as a unique individual. We look for your daughter’s or son’s strengths, academic and personal, and do our utmost to develop these.
At the same time we are sensitive to those aspects of your daughter’s or son’s academic work or personal growth which need further development. With sensitivity and tact we will help your child to make significant progress in these areas.
Our aim is to prepare your daughter or son for a happy and successful adult life, in which her or his personal qualities and values will be as important as her or his academic achievements.
We work with parents to make reasonable adjustments for pupils with additional needs on a case by case basis. On the rare occasion that this is not possible we aim to support parents in finding alternative placements.
With our amazing facts and professional animal handlers we visit schools, college’s, nurseries, children's centres and groups, SEN's, residential homes, clubs, private parties, corporate events, Fete’s and festivals fun days, promotional events, photo shoots, film work, Team Building, phobia sessions, Weddings and much more.
The main emphasis of our sessions is to be as hands on as possible, therefore giving you and your participants a truly memorable and empowering experience never to be forgotten.