Page 13 - Moneymore Primary

curriculum

Special Educational Needs

If your child does not make appropriate progress we will want to find out why. By closely monitoring
progress especially in literacy and numeracy, we hope to identify children having difficulties as soon as
possible. A range of provision is made for children who may have learning and/or physical difficulties.
The class teacher will cater for the individual needs of each child, supported by the school’s Special
Educational Needs Co-ordinator, relevant outside agencies and classroom assistants where appropriate.
Additional teaching may be provided within the school and we have a number of successful intervention
programmes in operation, catering for a range of needs. Whatever arrangements are proposed, you will
be fully consulted.

“The children who have learning difficulties are identified at an early stage and appropriate support
is put in place to address their individual needs”.

ETI March 2015

Assessment

The assessment of children’s progress is an integral part of the learning and teaching process. It will
contribute to a holistic view of the child—that is, the child’s personal, social, physical and intellectual
achievements.
Assessment activities and outcomes help children in the learning process by providing opportunities to:
inform children, parents and teachers about individual progress and enable diagnosis of individual
development needs and the identification of appropriate learning targets.
“The teachers employ a wide range of assesment approaches to evaluate the children’s learning
which is used very effectively to inform the teaching and to plan future learning for all the children”.

ETI March 2015