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A great start to autumn with attendance at 96.9% currently across the school. Well done Westerhope! Please check your email for the latest updates. Information is available on the latest news section and Coronavirus COVID-19 page. Our COVID-19 page is available on the ‘Parent' tab. This includes the measures that will be in place to ensure the safety of those on our school site. Please view these measures and follow the guidance outlined. REACH FOR THE STARS... POSSIBILITIES...MAKING A DIFFERENCE...BOOKS BUILD BRAINS... ADVENTURE... Our school is 'good' in all Ofsted Framework areas. Our most recent report indicates: 'Thoughtful, high-quality care contributes well to the happy and harmonious school atmosphere.'

How we adapt our curriculum and learning environment

At Westerhope Primary School, we believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the National Curriculum, but also a range of additional opportunities to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

 

Why is Inclusive Education important?

  • It improves learning for all children – both those with and without disabilities.

  • It promotes understanding, reduces prejudice and strengthens social integration.

  • It ensures that children with special education needs are equipped to work and contribute economically and socially to their communities.

 

Strategies to support inclusive practice in our curriculum

  • Quality first wave teaching using a variety of teaching strategies,

    • For example, whole class teaching, paired learning, small group work, co-operative grouping, peer tutoring and student led demonstrations

  • Ensure all pupils can access the curriculum

    • For example, ensuring all pupils can hear instructions, questioning skills to ensure engagement, visual prompts and scaffolds, adapting print to suit needs, using models and concrete manipulatives, use of accessible technology, appropriate differentiation

  • Use a range of learning styles to include all learners

    • Teachers use tasks that allow all children the best opportunity to learn through a range of visual, auditory and kinaesthetic learning styles. This includes using visual aids and prompts, graphic organisers, recording work in different formats and hands-on experiences.

 

Some of the additional actions we may take to achieve this are:

  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.

  • Modify the curriculum to meet individual needs.

  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.

  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.

  • Use accessibility tools to help pupils access the curriuclum

  • Use a range of recording tools to show the progress the chidlren make

  • Making classroom adaptations, such as quiet areas, 

 

More details on how we adapt information, our environment and curriculum can be found on the Accessibility Plan. Please also visit our Curriculum area of the website for more information.

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