Over the past 6 months RTMAT have been working to develop our students Literacy levels. This has been identified as a barrier to their progression both academically and in their broader life skills.
We have set up a Literacy Focus Group involving key staff and together are developing a whole school strategy.
New development this year (2017-18) to link behavioural issues with barriers to learning and QFT. Move away from a single room 'isolation' model to a 4-area space which students access in a bespoke way. Each is supervised by combination of behaviour support workers and experiences teachers, where students move, at worst, 'Challenge' ( which is a single booth area) through 'Respect', 'Care' to 'Achieve' - where we seek to engage them with learning and make progress as they should be.
With the support of our external professionals, I have produced an inclusion staff document that contains high quality teaching general strategies for our most common needs, with the 4 areas of need (CoP).
Task management boards can be adapted for all age groups and abilities. They can be used with words, pictures or a combination of the two. The task is broken down into smaller, more manageable steps which students can then remove or tick off. List of equipment can be included plus explanation of what a finished piece of work looks like. Task boards can be used in many ways - for whole class on paper or displayed on the board, placed on tables or given to individuals.
Simple idea to motivate and personalise the write ups of science experiments for pupils with very poor literacy skills. Use school camera to take photos of experiment with pupil participating. Print out photos and stick into each pupils book. They can then add labels and methods. The pupils love this and when reminded about the experiment or concept, they can recall the science because they can see themselves so their memory is triggered.
The groups we offer at Eton Park that enable the children to learn and access learning when there are barriers:
- Lunch clubs
- Break clubs
- Inference groups
- Positive play
Often all small groups include TA's who are consistently passionate and focused on enabling barriers to be broken down.
Children with behavioural and attention needs attend a weekly session with a sports mentor - kick boxing, team games etc. Then a they will attend a follow-up 1:1 session with the sports mentor to discuss home/school book and positive behaviours etc.
Heartlands High School has 86 (5.4%) of students with EHCPs and 131 (8%) students with SEND.
In order to share information about our young people with SEND we create SEND Passports which include information on:
Explanation of need, progress data, challenges, strategies, key staff, provision,
All teaching staff are expected to attend meetings where this is given out and implement strategies in their lessons
Alternative provision for children with AS. Supports children working a low level from mainstream on a daily basis. Develops key skills and supports needs through alternative interventions i.e sensory play, speech and language.