At Edinburgh our aim is to include all children in their learning journey and for them to have opportunities which will embed and enhance lifelong skills.
All teaching and support staff empowers children's learning however the inclusion team have a specific responsibility for vulnerable children where an internal (in school) referral is made by a member of staff to the inclusion team.
As a team, we meet and discuss each referral and consider how best to support each child so that his/her learning is personalised.
As a team we support staff, children and their families to flourish throughout their time at Edinburgh. It is paramount that all children can access the curriculum and progress through their learning regardless of their ability or background. As a school we heighten the opportunities so that children become enthused and motivated lifelong learners.
We are a listening school and therefore if would like to speak to anyone of us regarding your child then please contact the school directly;
Tel: 020 8509 6180 or email: email@example.com
We believe that all children have the right to an education and within the 'Inclusion Team' we strengthen the support that some of our vulnerable children need.
Our Inclusion Team is made up of:
Bal Jheeta (Assistant Headteacher) - Inclusion leader
Stephanie Fujii - Special Educational Needs Coordinator
Jo Harris - EAL Teacher
Shirley Hanna and Sandra Barratt - Learning Mentor
SEN - (Special Educational Needs)
A child who is on the special needs register will have intervention or extra support to meet their learning needs. The SENCo highlights children who require extra provision in the classroom this enables the class teacher to meet their needs through their planning. Reviews of these targets take place twice during an academic year. In some cases children may need to be referred to outside agencies.
EAL – (English as an Additional Language)
We welcome many children to our school which have English as an Additional Language. Quite often children arrive to our school with little or no spoken English. Therefore an early bilingual beginner intervention group is set up for them so that they can build their confidence in speaking and listening which will then follow on to the composition and grammar.
All staff use visual support materials in their teaching. This enables the children to understand what is being taught. A range of strategies are used to teach children where English is not their first language.
At Edinburgh we have the responsibility to meet the educational needs of all our children, and teachers set tasks that take account of the varying abilities of children.
For pupils considered to be gifted and talented, this includes providing greater challenges in lessons, and perhaps also further opportunities for pupils to develop their gifts or talents outside of the normal timetable. 'Higher Achievers' describes children with the ability or potential to develop significantly ahead of their peers:
•'gifted' learners are those with abilities in one or more academic subjects, such as mathematics or English
•'talented' learners are those who have practical skills in areas such as sport, music, design or creative and performing arts
Skills and attributes such as leadership, decision-making and organisation may also be taken into account.
Learning Mentors at our school are an integral part of school life. They support children 1:1 and in small groups. Learning Mentors role is vast as they also provide support for families and the work closely with the local community.
The local offer is a guide to all the services that are available for children and young people in Waltham Forest with special educational needs and/or disabilities aged from birth to 25.
Find out how to get the services, information and advice you need and have your say on the local offer by clicking here.