Within the JESS community, there will be many students whose individual learning style requires curriculum adaptation and specific targeted support. This includes children who are gifted as well as those for whom learning presents some challenges. The staff within the Oasis team aim to work with the children, their parents, their teachers and any outside specialists to ensure each child fulfils their true potential in an environment in which diversity is respected.
Additional learning needs may have been recognised prior to a child’s entry to JESS or identified by means of assessments that are undertaken within the school and in some cases, confirmed by an external specialist report. Both formal and informal assessments contribute to an understanding of a student’s relative strengths and potential barriers and enable staff working with the child to reflect on curriculum adaptations or targeted interventions. All staff are committed to early identification in order to proactively understand and meet children's needs, allowing them to be supported and challenged to ensure appropriate progress in learning.
Provision is designed to promote confident, independent learners who have an understanding of their learning profile and develop the skills necessary to achieve their potential. The Oasis staff offer in-class support, focus groups, 1:1 tuition and advice on possible strategies and activities to use with children with specific needs. Provision is graduated and adaptive and may include specialist support from external agencies.
Effective teamwork regarding students who are identified with an additional learning need are essential to foster high levels of progress, engagement and trust. Positive relationships with staff, parents and the students will allow relevant current information to be held sensitively within the existing school systems and shared with the teachers concerned, specialists included.
Below is our Inclusion Policy, you can also find more information on our Entry Criteria in our Admissions Section.