West Borough Primary School is committed to providing an appropriate and high quality education to all the children at the school. We believe that all children, including those identified as having special educational needs have an entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.
We believe that all children should be equally valued in school. We do not tolerate prejudice and discrimination, and work to develop an environment where all children can flourish and feel safe.
We are committed to the inclusion of all children. We aim to encourage a sense of community and belonging, and to offer new opportunities to learners who may experience difficulties.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:
Family Liaison Officer
Pupil Premium Champion
EYFS SEN Lead
Phonics Counts Teacher
Specialist Reading Teacher
Specialist Writing Teacher
TIGs Lead/Speech and Language
Year R LSA
Year R LSA
Year 1 LSA
Year 2 LSA/TIGs
Year 3 LSA/TIGs
Year 4 LSA
Year 5 LSA
Year 6 LSA/Nurture
At West Borough we run a provision called TIGs. The purpose of the Target Intervention Group (TIGs) is to deliver additional Special Educational Needs (SEN) provision in a mainstream setting and enable pupils making less progress than their peers, in reading, writing and maths to show progress in a smaller but still inclusive learning environment. It is primarily for pupils in Years 2 and 3 but may include other pupils from Key Stage 2 if appropriate. There will be a maximum of 16 pupils.
The aims of TIGs are to ensure pupils with SEN, making less than good progress in their learning, have more opportunities to focus on communication and social skills; to reduce any anxieties and inappropriate behaviour which act as a barrier to learning.
TIGs is overseen by the SENCo and is managed by an HLTA with a specialism in speech, language and communication. The ratio of adult to child support is approximately 1 to 4. This can vary, dependent on the number of pupils with High Needs Funding within the group.
Parents of pupils being considered for TIGs are invited into school to meet with the Headteacher and SENCo to discuss the provision and how it can be of benefit to their child. They are involved in reviews on a regular basis.
Transition back into mainstream is carefully managed in liaison with parents and the class teacher, with the support of a TA who has been supporting in TIGs, where possible.
TIGs and the impact on the wellbeing and learning of the children attending, is reviewed on a termly basis.
What does it take to develop healthy, happy, confident children who are ready and open to learning? Recent advances in neuroscience, attachment theory and child development have provided some of the answers to this question.
The Thrive Approach uses this research to provide a powerful way of working with children that supports social and emotional development. It can also support children who may have struggled with difficult life events to help them re-engage with life and learning.
We have decided to use this approach to ensure all children at West Borough have the best chance possible to be the best learner possible. We are using Thrive-Online to screen children in their class. The results will help us to plan our social and emotional curriculum. We will adapt what we teach to best meet the needs that are indicated. Miss Berry, one of our SEN TAs has been trained as a Thrive Practitioner.