Sir Jim Rose’s review of the primary curriculum was published yesterday. It promises fairly fundamental changes to the way young children learn at schools. And with one in five children having a special educational need, surely the report will have lots to say about how such children can learn effectively in the classroom?
Nope. Nada. Zilch.
It was painfully depressing and tiresome and predictable. There was nothing in the main report’s recommendations about meeting the needs of children with special educational needs. There was a brief mention later where it said that the teaching of phonics might not work for a “minority” of children and that teachers should seek specialist advice. Note that the onus is on teachers to do this, not on the Government to provide advice and support. And frustratingly, it refers to feedback from parents of “mixed experiences” in schools meeting their child’s needs, but then does nothing to really address this.
NDCS did a press story on this and we’re likely to be banging on about this until we get a government commitment that the curriculum must be accessible to all children, and that guidance must be made available on how to do this for deaf children. Frankly, I think it’s ridiculous that teachers are expected to tailor their teaching on literacy, emotional well-being and languages with nothing in the way of guidance and support.