Enhanced Resource Provision
This Den is a specialist provision for early years and key stage one pupils who have an EHCP in the area of communication & interaction and a high level of need. It is located in the Foundation Stage building and is part of the mainstream school. The Den provides a personalised holistic learning environment and a curriculum tailored to the individual needs of the pupils; it supports their academic learning and also their social, emotional and physical development. We provide a nurturing environment that helps the children to be happy, safe and secure at school so that they can reach their full potential.
We work closely with parents, the Local Authority and external agencies to ensure the best provision possible for the pupils.
The Den opened in September 2024 and is led by Mrs Turnbull, Mrs Rowledge and Mrs Donner. There is a classroom resourced for continuous provision and learning which leads out onto an outside environment. Children are also able to access the EYFS outdoor provision at planned times. The provision will be developed to also include a sensory room.
Although the Enhanced Resource Provision (ERP) is part of the main school, children are placed in The Den by the Local Authority in consultation with parents and professionals. The school then work with parents/carers and the Local Authority to ensure a child’s needs can be best met within The Den provision. School is unable to accept direct requests for placements for the ERP from parents or carers.
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
