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At Stoke Lodge we have worked hard to develop provision for all pupils. #TeamSLP are committed to developing inclusive cultures, policies and practices to ensure our pupils receive the quality education they deserve. We actively seek to remove barriers to learning that might hinder or exclude individual pupils or groups of pupils. We believe in EQUITY for all.
We recognise that all children have different needs. Through our planning and assessment procedures we meet those varied needs within the classroom by careful differentiation of work. Our broad and balanced curriculum is designed to inspire all learners and encourage them to STAY CURIOUS. It has a strong focus on the skills required combined with the knowledge and understanding that reflects what our pupils need to believe in themselves, achieve beyond their expectations and succeed and enjoy life. Since the previous inspection, we have used our curriculum as part of our strategy for improving engagement and attendance, particularly for SEN&D and disadvantaged pupils. Our teachers take risks to challenge learners and provide opportunities that make them want to know more.
At Stoke Lodge we:
The role of the class teacher is fundamental. Our teachers are supported by the Leadership Team to provide Quality First Teaching. Our class teachers are responsible for personalising learning ensuring that any additional needs are identified and met.
During lessons, class teachers and support staff lead guided groups to focus on a specific skill linked to the learning. All pupils receive support in English and Maths in a guided group twice per week. Guided groups may not last the whole lesson, teachers and support staff may work with more than one group. Guided groups can be identified during the lesson using Assessment for Learning strategies (e.g. hinge questions) or pre-planned after marking learning from the previous session.
As a staff, we have been working to develop our expertise to ensure work is pitched appropriately and differentiated. At Stoke Lodge we know that differentiation does not necessarily mean different tasks, our teachers may differentiate by level of support or even by the way they deliver inputs to individuals or groups of pupils.
If the class teacher or parent raises concerns that a child is not making sufficient progress, an individual Pupil Passport is discussed and agreed with the pupil, parent/carer, class teacher, SENCo or a member of the Leadership Team. Concerns may be raised by the class teacher at a Raising Standards Meeting (Pupil Progress), discussed following a drop-in by members of the Leadership Team, using the QLA following a summative assessment (PiXL paper) or may be noted by the parent. Pupil Passports are regularly reviewed and meetings are held between school and parents/carers to review targets and share progress.
Those children with Special Educational Needs and Disabilities (SEN&D) are supported by our Special Educational Needs Coordinator (SENCo).
The school works with a variety of external agencies in order to meet the needs of our pupils. These range from statutory organisations such as Social Services, Educational Psychologist, Speech Therapist and the Health Service to voluntary organisations such as the Southern Brooks Partnership. Since September 2019, we have also appointed two Speech and Language Therapists who work across the Academy Trust supporting individual pupils, groups, class teachers and parents.
Children who are identified as able, gifted and talented are supported through appropriately differentiated activities and challenges. We ensure that our gifted and talented pupils are given specific opportunities for enrichment
All pupils are treated as equals regardless of their gender, disability or ethnicity. We value the different experiences all our children bring to Stoke Lodge School.
View our SEND policy here.
Read our local offer here.
Read our 2018-19 review.