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.
A research project conducted by a literacy leader in KS3, to investigate what impact interventions based on reading for pleasure (STAR and Accelerated Reader) have on the self-perception and reading ability of students. Results indicate some positive outcomes.
A ‘One Stop Guide’ to run through key considerations for when planning to commission speech and language support in Primary and Secondary Schools. The guidance includes top tips on decision making around the service that is commissioned, practical steps to take to integrate services in to school and how to assess if it’s actually working.
This is used for informal learning walks to check on how TAs are supporting. I might target year groups or types of need. I also complete these with the Deputy SENCO, EAL co-ordinator, my line manager, Heads of student learning (year heads) and subject leaders. This information is then fed back to TAs. We focus on the positive things we have seen and make comments developmental. This is part of our growth mind- set culture where we learn from each other.
This one day session focuses on training for staff who support pupils on the autism spectrum who have complex needs. It aims to deepen participants’ understanding of autism and ways in which they can support pupil participation, including development of their personal and EHC Plans.
In the context of funding from education, a personal budget may be available where the support
provided by the school or other educational setting is insufficient to meet the student’s support
needs. The setting itself might decide to use additional resources, such as the money from ‘pupil
premium’, if the young learner is eligible to receive it.
This one day session is designed for staff who have a leadership role that includes responsibility for developing provision for pupils on the autism spectrum within a school setting, and who may train or lead other staff in their setting. This session will bring lead practitioners from a range of organisations together to discuss, share and develop practice and understanding. It is suitable for practitioners working both mainstream and specialist settings
This half a day course deepens delegates’ understanding, including theories of autism. Advancing skills in developing and applying strategies to facilitate progress and achievement, for teachers, teaching assistants and SENDCos. This session is suitable for practitioners working with school-age pupils on the autism spectrum in mainstream services. Practitioners in specialist settings who work with pupils with complex needs should undertake the one day complex needs module.