Number of pupils within the school and who have an EHCP are missing out on activities that the local special school provides. Therefore, we worked together with the school to arrange an agreement whereby we can send children from our mainstream school to the special school once or twice a week, so that they can experience these activities. The Special School also send some of their children to us who may need support with any transition into a mainstream school.
An A3 sheet of paper which includes the classroom name, all 4 areas of need and the resources the school offers for each wave. Teachers are encouraged to make note of a child on a sheet (working document). Teachers each have a sheet attached to the back of a clipboard door. This process has helped teachers support the children moving along the waves.
GCSE Courses start in year 9, and they have reduced the number of subjects, this provides students with more time per subject. Not led by EBAC – students who struggle with English are not required to take another language, instad the focus is on English. Teaching assistants are not attached to a child, they are attached to a group of learners, for example, SEN, DV, LAC.
2x ½ days for vulnerable/anxious pupils that focus on self-esteem/resilience/treasure hunt. Do a “worry postcard” which his introduced to the key worker. Also, a speed dating style day meeting all primary SENCO to have overview of pupils who have been accepted into year 7. Allows to forward plan.
We use this resource for the assessment of early number, computation and vocabulary for lower attaining children. It identifies areas of need and provides targeted teaching ideas through 'Sandwell Maths'.
We identify students throughout school, ourselves and through access assessments who need/might need readers and/or scribes. We then intervene with them to teach them to touch type and use screen reading software/ Read and Write Gold.
Fred Fox is an effective programme when a small group of up to 8 children are taken out 4 times a week for about 45 minutes. It is about using the outdoor environment and what it has to offer, especially for those children who find the confines of the indoor classroom a challenge. Learning outdoors is more memorable; it is calmer and more fun in the woods. The programme is however highly structured with clear goals. It is aimed at Year 1 and 2 children who are struggling with phonics.
Examples of SEND case study and blank proforma. The case study template is precise and compact and recently positively received By OFSTED. The reason the practice came about was in conjunction with Liverpool Authority SEND team and included as good practice in local learning network. It would be useful for SENCOs and SEN governors also useful for all monitoring and impact reports.
This resource draws together the key findings from a large-scale investigation to find out ‘what works’ in SEN support. It accompanies the ‘SEN support: research evidence on effective approaches and examples of current practice in good and outstanding schools and colleges’ resource and is designed to inform the decisions leaders make about supporting learners with SEN in their settings.