A child, by May of Reception year, started to show aggression due to expectations being raised. He would attack staff with items and led to one member of staff going on long term sick leave due to injury. Steps included a reduced timetable from 1 hour with support from behaviour services.
This intervention class was created shortly after we became an academy. We had a group of children that were making minimal progress. Reports from external agencies, mainly the EP, were suggesting the child needed a differentiated curriculum to meet their needs and understanding.
The proportion of children with SEND at our school was ore than double the national average and the complexity of the needs was also significant. As a board of governors, we considered appointing an Assistant SENCO to support the day-to-day work the SENCO. This a role description that can be used by school leadership teams or boards of governors who are considering appointing an Assistant SENCO.
This secondary school was finding it hard to support pupils with increasingly complex SEN, particularly in humanities subjects.They were creative with their provision, including TA hours and pupil premium funding, and set up a KS3 humanities class with nurture as a focus.This has been very positively received, and there is evidence of impact from a Speech and Language Therapist as well as increased enjoyment from the pupils for these subjects.
This booklet is designed for parents and aims to explain how radio aids and soundfield systems can help deaf children, the different types of radio aid systems available and how to maintain radio aids.
Teachers and other staff working with deaf children and young people may also find the information in this guide useful.