Our Designated Safeguarding Lead and is Helen Bancroft, headteacher.
Our Designated teacher for Children In Care is also Mrs Bancroft.
Our Governor in charge of Safeguarding and Child protection is Anne Hussey
Please find our policies and plans on other areas of the school website.
On this page you will find more detailed information about Dyslexia, Gifted and Talented pupils and useful links.
Constantine School is an Inclusive Dyslexia Friendly School
We were re-accredited in March 2014 and the assessors wrote:
The following was very evident:
* The school has a very welcoming ethos and the culture of the school promotes inclusion and individualised learning.
* The staff are highly motivated to meet the needs of all pupils including those with dyslexia.
* Pupils enjoy school; they access learning in a positive, well-supported environment which also fosters independence.
* The classroom environments are inclusive and dyslexia friendly
e.g. working walls; key vocabulary displayed; pastel backgrounds on IWBs; word lists available resources clearly labelled and accessible.
What Is Dyslexia?
Dyslexia means difficulty with words. People who have dyslexia often have a specific learning difficulty with reading, writing and spelling. Sometimes, they have difficulty with numbers too. There is likely to be at least one child with dyslexia in each class but the specific problems and the degree of difficulty will vary. There are different ideas about the causes of dyslexia but the reasons appear to lie in the way the brain functions which is slightly different in dyslexic people, who are often creative, artistic and good at problem-solving. Many are high achievers – from Einstein to Keira Knightley.
What do we do in school?
- If we have concerns about a child, we use the Dyslexia Screening Test to identify which areas present the most problems. Parents are given written feedback.
- Teachers use a multi-sensory style of teaching which benefits all learners. Work is differentiated to suit the needs of the children.
- Teaching assistants provide extra support.
- There are specific resources which might be helpful, such as coloured overlays or spelling aids. We can make suggestions for activities to do at home.
- The child could be placed on our record of need and an individual education plan created for them, with parents‘ involvement.
- We might seek help from an educational psychologist, dyslexia adviser or other outside agency. You will be involved in the process.
What can parents and families do?
- Be patient. Dyslexic children often take longer to do things.
- Help the child to organise him or herself. Routines are important.
- Help the child find strategies to deal with problems.
- Older children can successfully manage their dyslexia.
- Homework can present a big problem. Talk to your child’s teacher about expectations and ways to help.
- Praise and encouragement are important. Although a child may have problems, there will be plenty of positives too.
- Share your ideas and anxieties with us. We want to work with you.
Other information and Contacts
Joher Anjari is the Special Educational Needs Co-ordinator. He will be happy to meet with you by arrangement. He can also give you further information about dyslexia if you would like a greater understanding of the subject.
The Cornwall Dyslexia Association has helpful advice: Tel: 01872 274827
Parent Partnership Service Tel 0845 601 7837
Gifted and Talented pupils
At Constantine we believe that every pupil is entitled to a broad, balanced and relevant curriculum. All children have individual abilities, personal qualities and talents which parents and teachers need to identify, nurture and develop and we have a number of exceptional children who are gifted and talented in particular areas, for example music or sport. Their talents are nurtured and encouraged and we seek opportunities for them to share their gifts and advance them, either in school, within our school partnerships or further afield when occasions present.
Because our standards are high we also have many children who are very academically able. They also receive extra support from teachers, teaching assistants, visitors and trips outside school and their work is carefully differentiated to include challenge. In both cases, our focus should be firmly on ability rather than on attainment/achievement. Identification is not about labelling pupils but for ensuring that effective and suitable provision is made. By identifying the very able pupil, teachers can assess need and this informs the planning of work to ensure appropriate pace, rigour and challenge. As with all our children we try to provide as many opportunities as we can for them to ensure they achieve their full potential.
Support for child, young people and their families
Here are links to organisations which may be useful to parents:
Cornwall SENDiass, who can help with information, advice and support. The service is confidential, impartial, accessible and free.
Parent Carer Council for Cornwall
The parents and carers of children and young people, offering information, activities and events.
Good Mental Health
Speech and Language
The Cornwall Dyslexia Association has helpful advice
Tel: 01872 274827 (www.cornwalldyslexia.org.uk )
Pearl centre, Truro www.spectrumasd.org