How we provide good teaching and extra support when your child needs it:
High quality, personalised teaching starts in the classroom for all pupils. At Saint Thomas of Canterbury Primary School we use a range of approaches to reduce from the start, the number of children who need extra help with their learning or behaviour. Although we do our best to ensure that all children’s needs are met as far as possible within the classroom, some pupils may need additional targeted catch up support to help put them back on course. Others may go on to need deeper intervention, offering more personalised and specialised support if they are to make the progress expected of them.
We provide this support through a range of interventions. We identify the children by looking closely at their progress and what we can do to support them. This support is agreed, then provided from three to five times a week for half a term. Following half termly progress meetings, and depending on the impact the intervention has made on progress, we will adapt the intervention as appropriate.
Speech and Language
Personal, Social and Emotional
Precision teaching, the Project X CODE programme and Letters & Sounds interventions are aimed at improving basic phonics, reading, writing, spelling and comprehension skills. Teaching Assistants and teachers work with small groups and on a one to one basis. Children are listened to and read to every day at school.
Dough Disco and finger gym activities are started within the EYFS, this then leads into handwriting sessions throughout the rest of the school.
Types of learning resources that are available for your child:
A range of resources are available in all learning areas to support learning for children operating at different standards. Specific resources for some children are made available for use in the classrooms.
- All classrooms have a range of maths practical and visual apparatus to support learning and progress
- Our reading books are book banded so that they are at the right level for your child to make progress.
- We have a range of ICT equipment including interactive whiteboards, laptops, cameras, IPads, headphones and recording equipment to support children recording their work in different ways across the school environment.
- Positions of tables and chairs are always considered for children with physical, hearing or sight impairment.
- Reading materials are enlarged for children with sight impairments and yellow writing books/papers/transfer sheets and IWB backgrounds are used for children with dyslexia.
- Our working walls have examples of teacher and children models to support independent learning.
- Children have access to learning mats on their tables, as well as learning mats to take home.
- Children are encouraged to talk with partners or in small groups to develop their ideas, reason and articulate before recording them.