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Learning Support

At Carville, we aim to personalise the curriculum to meet the needs of each individual child. At times, children might need additional support with learning, either because they are not making the progress we might normally expect or because they are working at a level beyond their peers.


We track and monitor the attainment and achievement of pupils very closely and take action to support learning where necessary.


SEN and Inclusion


The Designated Person for Special Educational Needs and Disabilities Coordinator (SENDCO) is Mrs C Harrison-Hoggarth.


Definition of Special Educational Needs


For the purposes of this prospectus we have used the term Special Educational Needs as defined by the Code of Practice.


 - A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. (Code of Practice D.F.E. and D.F.H, 2014)


Pupils have a learning difficulty if they:


a)    have a significantly greater difficulty in learning than the majority of pupils of the same age; or


b)    have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for pupils of the same age in schools within mainstream schools


Pupils must not be regarded as having a difficulty solely because the language or form of language of their home is different from the language in which they will be taught.



Please see the Carville Primary School SEN Report.



There is a clear focus upon the participation of children and parents in decision making. The views, wishes and feelings of children and parents are sought and strongly regarded.


There is a strong focus upon high aspirations and improving outcomes for children.



Definition of Disability


"A child or young person is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is suitability and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed"


“A child or young person is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed”


Pupils Act 1989

“A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities.”


Equality Act 2010


It should be noted that pupils may fall within one or more of these definitions. Pupils with a disability will have special educational needs if they have any difficulty accessing education and if they need any special educational provision made for them.


The school’s SENDCO is Mrs Harrison-Hoggarth. She can be contacted via the school office. If children are identified as requiring additional support due to learning difficulties or disabilities, the school may provide support in school or may access support from various external agencies such as:


 - Educational Psychologist


 - Language and Communication Team


 - Dyslexia Team


 - Behaviour Support Service


 - Deaf Children’s Service


 - Speech and Language Therapy Team


 - Occupational Therapy Team


 - Visual Impairment Team


 - Hearing Impairment Team


If your child is identified as requiring support for Special Educational Needs (SEN) we will complete an Individual Plan (IP) for your child and this will be shared with you and you will be given the opportunity to contribute to the plan. Where a child’s learning difficulties or disabilities are significant, the school will consult with parents and appropriate agencies to renew provision and request a statutory needs assessment towards an Education Health and Care Plan.


The school welcomes applications for admission from the parents of pupils with mobility difficulties and has complete wheelchair access.



Gifted & Talented


We offer a range of support and additional activities beyond the curriculum for children identified as Gifted and Talented. This may include:


 - Participation in activities signposted by the L.A. e.g. Summer school at the Dove Marine Laboratory

 - Projects including Entrepreneurs

 - Burnside Business and Enterprise College masterclasses

 - Marden City Learning Centre activities

 - Activities within the Carville University prospectus

 - Extra-curricular Activities

 - 1:1 Tuition

 - Level 6 Masterclasses for Literacy

 - Wallsend Intervention Team (WIT)

 - STEM Week and Fair (Science Technology Engineering and Maths)

 - Year 2 Primary Engineers Competition

 - Forest Skills Programme





In order for all children to maximise their learning and make expected and more than expected progress we provide regular additional help and support.  Our high quality interventions are flexible with a pupil centred approach delivered by a range of qualified teaching staff.  Interventions may take the form of group or one-to-one sessions.


We also provide booster sessions for Year 2 and Year 6 pupils as they approach statutory tests. In addition we provide interventions to challenge pupil learning for example, those who are gifted and talented or in receipt of Pupil Premium.


Interventions could include:-


  • Making Good Progress 1:1 Tuition

  • Dyslexia programmes

  • RWI Literace boosting

  • Thrive

  • Every Child Counts

  • Every Child a Reader ( Recovery)

  • Nurture Work

  • Classroom Assistant / H.L.T.A. support in the classroom

  • Speech and Language Support (Elklan Programme)

  • Level 6 Master Class for Year 6 pupils.

  • The Wallsend Intervention Team Targeted Support for Literacy and Numeracy

  • North Tyneside Learning Trust Mathematics Support Programme.

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