Tibberton CE Primary School is situated in a delightful village not far from the Shropshire town of Newport, UK. We were awarded 'Outstanding' by OFSTED in 2013 and are very proud or our school, it's children and staff. Tibberton School aims to provide each individual child with an attractive, stimulating, caring learning environment, where all members of its community are valued. High standards of work and behaviour are insisted upon and achieved.
Preparation for those children who experience difficulty in their basic skills is a normal part of all lesson planning. An individual provision map (IPM) or group provision map (GPM) only needs to be written when arrangements need to be made that are additional to or different from those made for all pupils.
Where a child requires specific short term intervention, an intervention plan is put in place identifying the specific focus/objectives and resourcing. Intervention for such pupils is as follows:
If we feel that despite this targeted help a child needs something more, we will contact you to discuss this, and we would then write an IPM that describes what this additional help is and how we are going to arrange it.
If we feel that some regular specialist advice is needed to help us meet the needs of your child, we will contact you first to discuss the best way forward.
Children's needs and progress are monitored regularly and the targets reviewed.
The school has a Special Needs & Disabilities Co-ordinator (SENDCo), Mrs. Rachel Tomkinson, who co-ordinates all pupils with special educational needs and liaises with outside agencies who provide further guidance and support, eg Learning Support Advisory Teacher, Behaviour Support Teacher, Educational Psychologist, Speech and Language Therapist, Occupational and Physiotherapists. The SENDCo attends all Annual Reviews for pupils who have a statement for SEN.
Pupils with disabilities are admitted into school on the same basis as all other pupils. The SENDCo and staff work with outside agencies to ensure transition into school is as smooth as possible.
Pupils with physical disabilities have access to all areas of the school. The school has been modified to provide ramped entrances to allow wheelchair access to the building, wider classroom doors, levelled floors, disabled toilet facilities with hoist and shower, and a meeting room for therapists to work with individual pupils.
In line with the requirements of the Disability Discrimination Act (DDA) 1995, the school has a Disability Equality Policy and Disability Access Plan. The implementation of the Policy and Access Plan is monitored by the Governors’ Health & Safety Committee and an annual report on progress is presented to the full Governing Body. Both documents are available in school for perusal on request.
In keeping with the school’s philosophy of inclusion, we have adopted a system based on Howard Gardner’s model of multiple intelligence (“Frames of Mind”, Howard Gardner 1984) which proposed that there are different kinds of intelligence, each of which becomes evident (either singularly or in concert) in different social contexts. Consequently, we recognise each of the following as valid fields within which children might demonstrate enhanced capability.
We believe that Gardner’s model encompasses a full spectrum of abilities, thus widening access to the “gifted and talented” cohort to a broader range of children. By choosing to use such a model, and employing the term “more able” to apply to all those who demonstrate enhanced capability, we hope to encourage all children to value their own particular gifts and to appreciate those of their peers. Our aim is to help children discover “something they are good at” in order to build their self-esteem, bolster their confidence and raise their aspirations.
The School recognises that children with special aptitudes or ability also have special needs. These children with high academic ability are monitored carefully and work is set at appropriate levels to suit and extend their studies.
The School also recognises children who show potential in Sport or the Arts and endeavours to seek further guidance to support their talents.
Where pupils have exceptional needs which cannot be met through the usual differentiation of class work, an Extended Learning Plan (ELP) will be drawn up in consultation with parents.
All organised intervention support throughout the school is planned through whole school provision mapping.