This case study shows how we supported a young person with medical and physical needs to improve access to the school environment, both physically and socially and to improve attendance. These include some simple reasonable adjustments such as raising the level of his desk.
This case study outlines how we used pupil premium (buying the YP a lap top and printer to use at home) to support their development and improve achievement. In addition to MLD, the young person also has some speech and language difficulties.
This case study provides an overview of the support and provision made for a young person with significant learning difficulties. The provision made focuses on core and life skills including shopping, cooking and hygiene.
A case study telling the story of how provision was made for a Young person with SEN who was also in receipt of pupil premium plus. Having had progress that was below expectation in KS 3,X achieved grade C in English and maths at the end of year 11.
Even the smallest comment/observation from a teacher can have significant meaning for a SENCO or Learning Support Team member. These comments provide the insight into a greater overall picture building a profile of the learner. Gathering evidence from round robins, barriers to learning forms, formal testings or simply use of extra time in exams can all be beneficial. This needs to be collated over a period of time to enable true assessment to be effective.
When visiting a SENCO in another school I was speaking to her about how they manage the assessment and identification of those with additional needs. In the past she had done most of the work herself, identifying potential needs from CATs results and from staff e-mailing concerns. What she quickly found out was that staff were not really sure of what to be looking for and often mistook behavioural issues with SEND.
St Patrick's is in an area of high deprivation (33% of pupils entitled to free school meals). 240 pupils are on the SEN register. Since 2011 provision has changed from that of segregating pupils facing barriers to practice evaluated as 'outstanding and truly inclusive' by ETI and IQM. We do not believe that ability is fixed at eleven. We need to create the right climate for all pupils to make progress.
The Council for Disabled Children regularly receives questions from SEND Regional Leads and delegates from the regional SEND workshops on a whole series of issues relating to the SEND reforms and joint commissioning. The joint commissioning bulletins are designed to share the learning from those discussions to a broader audience.
The bulletins have now been published and can be downloaded below.