Vane Road Primary School

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Teaching, Learning and the Curriculum

At Vane Road Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.  

How we adapt our curriculum for children with SEND

At Vane Road  Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. 

It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.

Children cannot remember all that is taught to them, in every lesson in every subject. SMART time is  used consistently throughout school to aid children’s long term memory of key areas of knowledge.SchoolMemoryActiveRecallTime 

This is particularly important for our children who have additional needs, 'overlearning' is an effective way of ensuring that knowledge is embedded and children can remember previous knowledge.

Our curriculum promotes inclusivity; At Vane Road Primary we believe “what makes us all the same is that we’re all different” This belief is at the heart of our curriculum. We are committed to equality. Our school is committed to anti discriminatory practice to promote quality of opportunity and valuing diversity for all children and families.


We aim to:

  • Provide a safe and accessible environment in which all children can flourish and in which all contributions are valued
  • Include and value the contributions of all families to our understanding of equality and diversity.
  • Provide positive non stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people.
  • Improve our knowledge and understanding of issues of non -discriminatory practice, promoting equality and valuing diversity.
  • Make inclusion a thread that runs through the whole of our curriculum.

 Our Curriculum for all document provides further details on how we adapt the curriculum to ensure all children are on the same 'curriculum journey' but may need extra support or adaptations to do this. We also apply the following to ensure all children are successful in their learning:

  • Differentiated/Extra learning materials, concrete or pictorial which enables all children to access the curriculum.
  • Access to ICT and Technology.
  • Early Bird Sessions which take place before school to ensure children do not miss out on their learning during the school day.
  • Additional in class support
  • Additional out of class support
  • Flexible groupings – including small group support work.
  • An innovative, creative and supportive curriculum.
  • The appropriate use of rewards and sanctions.
  • A broad range of extra-curricular activities, including craft club, Gardening, Once Upon a Time Club, Board Game Club, Construction Club and various sports clubs and activities throughout the year. 
  • Assessment procedures that emphasise pupils’ strengths and achievements.
  • Applications during national testing at Key Stage 2 to obtain access arrangements as appropriate.

More details on how we adapt information, our environment and curriculum can be found in the Accessibility Plan which you can find in the policies section of the website.


 Extra - curricular activities at Vane Road Primary School which take place befora and after school over the year includes:

Video making club


Arts and Craft

Disney Club

Once Upon a Time Club








Swimming (as part of the curriculum in KS2)

Residential  opportunities in the outdoors  for KS2 children.

How we at Vane Road Primary track and monitor pupil progress:

All children are regularly assessed and progress is very closely monitored this is the same for those with a special educational need or a disability. One way in which we track the children’s progress is through termly Pupil Progress Meetings between the class teacher and Senior Team Leader.  During these meetings children who have not made expected progress will be identified and will be targeted through a class Action Plan as a cause for concern.  The Cause for Concern and SEND registers are updated after each cycle of pupil progress meetings.  A child who has been identified as a cause for concern and targeted for at least 1 term and has not made the expected progress may be referred for more intensive support.  This will only be done in consultation with SENDCo, class teacher and parents / carers.

The children who have an individual Support Plan or who have an Education, Health and Care Plan will also have their progress tracked over time.  These plans will be updated termly and parents are invited into school to discuss, update and agree targets, where appropriate children would be invited to join these meetings or supply information.  This may take on the form of a video presentation or annotations of what they believe are their strengths and what works well in class as well as suggestions as to further areas for development.

The school provides data on the levels and types of need to the Local Authority.  This is collected through the school census.  

We at Vane Road Primary aim to identify children at the earliest possible opportunity.  We actively encourage parents / carers

Parents are encouraged to speak to staff if they have a concern about their child or are experiencing family problems. A ‘Team Around the Family’ can provide support for children and families.  Access to additional support of this kind is requested by Kieran Pavey and requires referral information and agreed outcomes to any support offered. School staff are able to support families to access support from other professionals via First Contact and the One Point Service.

An Annual Review meeting is held each year for those children with an Education, Health Care Plan (EHCP).  These meetings are chaired by the SENDCo and the class teacher must also attend.  The class teacher will produce a report for this meeting which will outline the child’s progress towards the targets on their EHCP, key achievements and current challenges.  The SENDCo will also gather reports from all other agencies actively working with the child. 

How we at Vane Road Primary monitor and evaluate provision of children with SEND

We monitor SEND provision in school by:

  • Individual Support Plan meetings and Pupil Progress Meetings.
  • SENDCo to monitor Action Plans and Support Plans and feedback to be given when needed. 
  • Observations within the school monitoring cycle (e.g. learning walks, intervention observations, SLT lesson observations)
  • Differentiated planning, intervention planning, work book to be monitored as part of the monitoring cycle.
  • Senior Leadership Team, governors and the local authority are to ensure the SENDCo is held accountable for the SEND provision in school.
  • Interventions and support are to be monitored through the SEND register.

Consultation with Children and Young People with SEND

Teachers/SENDCo and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The provision is planned and interventions are allocated to individual needs. Where possible the children take an active role with setting their targets, discussing them with the class teacher/SENDCo.  This is part of the Pupil Voice

Consultation with parents and carers of children and young people with SEND 

We are committed to working with parents and carers to identify their child’s needs and support.  Parents and carers will be involved throughout the process.

There is a range of ways this can be done, for example:

  • Termly parents/ carers evenings
  • Ongoing discussions with a class teacher and/or SENDCo
  • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have
  • Through a review of a child’s SEN Support Plan or the Annual Review of their Educational Health Care  Plan.
  • Full parental involvement with all meetings and discussions from Outside Agencies.  Parents  will always be invited to any meetings involving their children  and will always be at the centre of any decisions made.