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At Moulsecoomb Primary School we believe that all children should have equal access to a broad and balanced curriculum which provides opportunities for them to achieve and succeed to their full potential. We recognise that children learn at a different rates and in different ways.


Moulsecoomb Primary School, with a focus on care and guidance, is proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. We believe that children with Special Educational Needs and Disabilities (SEND) have the greatest need for excellent teaching and are entitled to a provision which supports achievement at, and enjoyment of, school. Our aim is to support staff to do this by providing them with relevant continuing professional development and the skills needed to make the biggest impact possible.


All pupils need to feel safe, accepted and valued in order to learn. For pupils who are learning English as an additional language (EAL), this includes recognising and valuing their home language and background. We are aware that bilingualism is a strength and that pupils with EAL have a valuable contribution to make. We take a holistic approach to supporting and nurturing our EAL pupils. We ensure that we meet the full range of needs of children learning English as an additional language (EAL) through planning, organisation, teaching and assessment procedures and through the use of targeted resources and strategies.


A number of our children have particular learning and assessment requirements, which are linked to their progress in learning English as an additional language. Children with EAL have skills and knowledge about language similar to monolingual English-speaking children. We are conscious that their ability to participate in the full curriculum may be in advance of their communicative skills in English and that full access to good quality first teaching across the curriculum is key.


At Moulsecoomb Primary School, we are committed to ensuring that our children feel safe and happy in school so that they can build positive relationships and have the ability to approach their learning confidently and successfully. However, we recognise that, for some of our children, the demands of a busy school environment are difficult for them to manage and leave them struggling to cope with their emotions and anxieties. These children will often become unhappy, display anger and aggression or become withdrawn. These are behaviours which challenge and concern staff in equal measure. As professionals, we understand that poorly developed self-regulation skills in children are often a symptom of missed early learning experiences and a lack of secure attachment relationships with the adults who care for them. We acknowledge that behaviour is a form of communication, that we have a duty to discover what the behaviour is telling us and to support children to develop the skills to communicate effectively.

For the majority of children, good, inclusive classroom practice and positive behaviour management strategies will provide the support needed, but for others, a more tailored approach is needed. Through well-structured nurture groups, we aim to provide our most vulnerable children with safe, calm space and skilled, experienced staff. A stable and predictable daily routine, which focuses on developmentally appropriate activities, helps them to recognise, communicate and regulate their emotions. Through this carefully targeted and sensitive support, we enable children to build trusting and secure relationships with adults and a sense of self-worth. The aim is that this allows them to experience success in the mainstream classroom and beyond, avoiding the potential long-term consequences of educational disengagement.