Inclusion

We are an inclusive school

At Sladefield, first and foremost, we focus on the well-being of all of our children. We seek to provide an inclusive and supportive ethos for every member of our school and we strive to make sure all pupils access a broad and balanced curriculum.

Special Educational Needs and Disabilities (SEND)

We strive to ensure that the SEND of children are appropriately identified, assessed and provided for, and that provision is monitored regularly. The school works in partnership with parents, the Local Authority and external agencies to provide the best possible provision for our SEND pupils.

In terms of SEND, we support pupils with a wide range of needs in school, including: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health difficulties, Sensory needs and Physical needs. We do this through a mix of high quality teaching within class, small group work or 1:1 specialised teaching where necessary.

“The children have an excellent understanding of how to stay safe and keep healthy. They join in the keep fit activities enthusiastically, select healthy food options at lunchtimes and play safely and sensibly”.

- Ofsted

To ensure the provision is of its highest quality, we value the importance of empowering our staff and we do this through regular professional development opportunities.

We believe that the best outcomes are achieved when we work in partnership with parents. They have a vital role in supporting their child’s education and a good partnership with school is essential. Our door is always open to parents who need us.

English as an Additional Language (EAL)

We are proud to be part of a diverse and vibrant community. The majority of our pupils speak more than one language. We celebrate this diversity and aim to provide our EAL pupils with a safe, welcoming, nurturing environment where all pupils are accepted, valued and encouraged to participate. We understand that pupils with EAL, and especially newly arrived EAL pupils, have a range of different life experiences prior to joining our school, so we strive to work in partnership with families to embrace these as much as possible and use these to help adapt our curriculum and enhance the knowledge of other children in the school.

When a child’s use of spoken and written English is at its earliest stages, we offer small group targeting that enables the children to develop their understanding quickly so that they will soon be able to participate in whole-class learning.