We are a large infant school in Birmingham. As part of our provision we have a Nurture Group which runs full time and take up to eight children in the morning and eight in the afternoon with a staffing ratio of 1-4. The children who are selected for the Nurture Group are assessed through using the Boxall Profile to identify their specific needs.
A staff meeting took place to raise awareness of dyslexia amongst staff. The session also included supporting staff with understanding other areas which can affect learners, such as working memory. Ideas to support pupils with dyslexia or dyslexic tendencies were also discussed.
Kingsley is a smaller-than-average-sized academy and is part of the AET academy chain. The proportion of disadvantaged students known to be eligible for the pupil premium is above average and the proportion of disabled students and those who have special educational needs is above average. I have found that the use of the projected spend template a useful tool in discussing the funding that is allocated to the SEND department.
We receive a lot of support from our Area SENCO; as the SENCO in our nursery, I feel supported by her with any questions that I have about a child who I think might have SEND, or who has already been identified as having SEND. She is always really helpful and offers us lots of good advice. She sometimes challenges us on our practice, and that helps us to continuously improve. This all has a positive impact on the children, and the parents appreciate this support too.
We delivered a “Develop Yourself” model of inset to:
• Provide individualised CPD for staff who have a variety of roles, experience levels and subjects
• Encourage a culture in which staff are proactive owners of their own CPD
• Scaffold access to resources which are permanently available (eg. staff library, MOOCs etc)