Sullivan Upper Prep Curriculum Chart

The Revised Curriculum has been integrated comprehensively into our schemes of work. Changes in the structure of Early Years education, in particular, have already developed extensive practices in the organisation, resourcing and enhancement of extended activities in Structured Play in Key Stage 1. This will assist our pupils with their development of pre-writing and pre-number skills.
'The atmosphere for learning in the classroom is well-ordered, yet relaxed and purposeful..'
'The teachers are hard-working, well-informed and committed to the children's education..'
'The children are settled in class and very conscientious in their work...'
 
DIFFERENTIATION
Effective teaching will be achieved by matching the level of work to the individual ability of each pupil so that s/he may reach her/his own inherent academic potential. To assist us in our school, we have the services of a Learning Support teacher who works on a part-time basis of 10 hours a week. This teacher works closely with both the SENCO and the class teacher to support the development of work suitable for individuals' needs. Children may then receive extra support in either individual or small groups, as needed, to enable them to make appropriate progress in specific areas. These lessons take place in the 'Sunshine Room' in Dromkeen and in the 'Zone' in KS2.
"An important feature of the Department's progress in the past year has been the implementation of a programme of support for the minority of children who experience difficulty in aspects of their work in English and mathematics. The support provided is effective, carefully planned and suitably matched to the children's needs." 
 
SPECIAL EDUCATIONAL NEEDS
The Special Educational Needs (SEN) policy in our school follows the DENI Code of Practice for the Identification and Assessment of Special Educational Needs. The policy accepts that there is a wide variety of difficulties which may lead to a child's specific educational needs: general/specific learning difficulties, emotional and behavioural difficulties, medical and or physical difficulties.  We as class teachers continuously observe and assess our pupils. If a child is identified as having a learning difficulty or a behavioural or emotional problem, the class teacher reports the concern to the Special Educational Needs Co-ordinator (SENCO). The parents will be informed at this stage and the Code of Practice implemented. We may involve the Learning Support teacher at this stage. Should additional help be required, assessment and advice may then be sought from the Educational Psychology Service provided by the South Eastern Education and Library Board. Parent reviews about the progress of their child through this support will take place at the beginning of each school year on a 1:1 basis with the appropriate teachers/support attending. Communication will be ongoing throughout the year as appropriate. 
 
ASSESSMENT
A written report for each child from Prep 1 to Prep 7 will be posted to all parents at the end of the school academic year. Reports are based on the continuous monitoring of both class work and class tests. KS1 teachers offer interview times for parents to discuss pupil progress before Christmas each year and Prep 5 and Prep 6 teachers carry out their interviews in January. (Prep 7 parents are offered interviews in both September and October, as needed, to discuss Transfer preparation. Transfer Interviews, in the week following the publication of Transfer grades in February, are the only formal interviews for Prep 7 parents to attend.) Children in Prep 4 and Prep 7 sit the compulsory End of Key Stage Assessment tests. Each pupil will be awarded a Level of Attainment in both KS1 and KS2, with individual results published to parents. School results plotted against the Northern Ireland overall results are also published for parents' information.  "The teachers manage their classes well, ensuring that the children's work is closely monitored. "