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School Inclusion

Enabling all children to make the best progress they can academically, emotionally and socially is at the heart of inclusion at Buckingham Park. We actively seek to remove barriers to learning. 

Listed below is a brief overview of the various additional programmes we deliver to support all learners, where appropriate. If you wish to discuss your child’s support programmes please do not hesitate to get in touch with with Mrs Salter, our school SENco (Special Educational Needs Co-ordinator).

Special Educational Needs

Our school caters for children with a wide range of learning differences, such as dyslexia, autistic spectrum disorders, speech, language and communication needs, emotional and social needs and physical disabilities.

Our teachers and teaching assistants receive regular training to ensure that classroom teaching is inclusive for every child. In 2013 Buckingham Park Primary achieved Communication Friendly School status. This means that we are fortunate to have teachers and teaching assistants within our school who have received specialist training to support children with speech, language and communication difficulties.

Working in partnership with parents is another key element to SEN provision at Buckingham Park Primary. We involve parents in the setting of individual targets for children working at School Action Plus and statement level. We believe that children have the best opportunity to achieve their personal potential when parents, carers and school staff work together to support them.

Gifted and Talented
We aim to ensure that children who display exceptional gifts and talents are provided for. Every year, the children with exceptional gifts and talents are identified by members of staff as well as their families. This process enables the school to ensure that provision is in place to challenge and enrich the learning of this group of children. The school works to offer a variety of enrichment opportunities both inside and outside of the classroom, and aims to harness and develop the gifts and talents that our children display. 

Speech and Language
Individualised programmes developed by a Speech Therapist who regularly works in the school are delivered by our teaching assistants. These programmes are for children who have been referred, by the school or by a medical professional, to be assessed by the Speech and Language Therapy Service. These programmes can include speech sound production, language development and social skills, depending on the child’s needs. At the beginning of each year we screen all our new Reception children so that we can immediately put in specific programmes to address speech and language needs as early as possible. This has been praised by Ofsted 2013.

EAL - English as an Additional Language
This is for children who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development. Our EAL teaching assisstant uses guidelines given by Specialist Teachers for Minority Ethnic and Bilingual Achievement which follow the National Curriculum programmes.

ELS Early Literacy Support (Y1) and ALS Additional Literacy Support (Y3)
This is small group intervention programme that focuses on phonics, spelling, handwriting and further speech and language development. These multi-sensory sessions are led by teaching assistants and are based on specially written teaching material.

Lexia and Clicker

These are computer based programmes used to support reading and spelling.

Every Child a Counter (ECC) and First Class Maths

These programmes are intervention programmes that focus on children's understanding of numbers, counting and calculations. The ECC Counts programme is delivered by a qualified ECC teacher, Mrs Zaft, to individuals or pairs of children from Y2 upwards. The First Class Maths programme is similar and is delivered by specially trained teaching assistants. Both intervention programmes are highly effective.

Emotional and Social support
This intervention is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life. Individual counselling or therapeutic play interventions can be offered to children to support their emotional or behavioural needs.These needs may be as a result of difficult or upsetting changes within the family, such as bereavement or relationship worries. These family fears and concerns can be supported by Ms. Loom, an experienced qualified counsellor/therapist, in a confidential non-directive, child centred approach. When a child's fears or anxieties are sensitively and appropriately managed, a happy more confident child can engage, access the curriculum and learn more effectively. The positive impact of counselling on children's personal emotional resilience and wellbeing encourages more confident learners.

Anger management
This is provided to help young children understand why they are angry and how to deal with it in a positive way. Ms Loom supports our pupils with these needs.

Fine and Gross motor skills
We use the Jump Ahead programme to support the development of motor skills. Fine and gross motor skills are vital to the development of many competencies in young children. Activities are divided into sections focusing on warming up, hand and finger strength, manipulation and eye-hand co-ordination. 


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