At Thomas's Schools we strongly believe that all children are capable of learning, however, any child may experience difficulties and limitations in different areas of learning based on a wide range of factors. It is our duty to help them to succeed via the high quality teaching and care that we offer. The curriculum is broad, balanced and tailored to meet the needs of all pupils, including those who need extra support or challenge high achieving and more children. Teachers use a variety of teaching styles and a wide range of learning equipment and technology to support learning and allow all children to access the curriculum. Quality adult-child interactions allow the teachers to be highly aware of the needs of each pupil in their class. A thorough assessment system means that pupils’ needs are quickly identified and addressed accordingly.
Children are all different and make progress at different rates based on a wide variety of factors that affect their learning and progress. They all learn in different ways and have different learning styles, which staff at Thomas's Schools take into account and adapt their teaching styles accordingly. Children who are progressing slowly or are having a particular difficulty in one or more areas of their learning, may be offered extra support to help them achieve their full potential. It is crucial to understand that, even if your child is making slower progress than you would expect or that your child requires additional support, it does not necessarily mean that your child has special educational needs. Thomas’s Schools understand that some children have additional educational needs requiring specific and differentiated support. These needs may be due to a specific learning difficulty or a unique gift or talent.
We promote inclusion and acceptance where all pupils access and engage in a significant, relevant and challenging curriculum. Most importantly, Thomas’s Schools have an underlying belief in quality teaching practices and high expectations for all. We strive to develop an inclusive learning environment, eliminating discrimination and prejudice, where all children can enjoy, learn and succeed flourishing in a safe environment.
We believe that pupil support is based on collaborative practice. The relationship between pupils, parents, school staff and outside agencies is central to pupils becoming confident and enthusiastic life-long learners.
Our Learning Support and Enrichment Departments ensure support and intervention is consistent for all pupils with additional learning needs. If you have a concern relating to a special educational need, disability, gift or talent, please contact:
Julia Morley (firstname.lastname@example.org), Head of Learning Support
Ruth Mann (email@example.com), Head of Learning Support