This document supplements the national curriculum by specifying performance attainment targets (P scales) and performance descriptors for pupils aged 5 to 16 with special educational needs (SEN) who cannot access the national curriculum.
This case study focuses on pathways into employment. The case study looks at how Hackney Community College planned for the reforms, their suggestions on how to avoid potential pitfalls, next steps that they will be taking as well as the impact of the reforms.
Our development of an ‘Inclusion Hub’ accommodates our vulnerable students to support the re-integration of school refusers; students experiencing anxiety and those experiencing difficulties in certain curriculum areas.
Whether experienced professional or newly qualified, LearningBoosts can be a short burst training hour, or a longer in-depth session. They are your own mix and match package. Created by you to:
Support a particular area of development
Discuss and review your current practice
Develop knowledge about something new
There are three options to choose from.
LearnBoost1: 1x 60 minute On-line LearnBoost
LearnBoost2: 3 x 60 minutes On-line LearnBoost
LearnBoost3: Small Group 1 x 60
This session explores a range of tools which support direct communication with disabled children and young people about things that matter. It also signposts you towards sources of skilled support and advice and more advanced communication tools.
At the academy we offer 30 minute CPD sessions weekly throughout the academic year. For the session attached we define SEND and discuss the responsibilities of teaching staff. HLTAs then shared examples of how to support students in the classroom linked to their own area of responsibility. Dyslexia strategies, literacy, numeracy. We promote weblinks and training opportunities.
As a school governor, I am aware that governors must feel secure in understanding progress data, and we have detailed termly Full Governing Body (FGB) reviews focusing on pupil progress in maths and literacy, and identifying progress made by our closing the gap (CTG) groups. These reviews are based on a rigorous whole school approach of formal pupil progress monitoring every half term; progress made and progress to make, with intervention decisions following each review.
A Handbook for those professionals working with young people in Youth Offending Institutions that may have literacy difficulties, dyslexia and specific learning difficulties. A Dyslexia-SpLD Trust project lead by the British Dyslexia Association in partnership with Dyslexia Action and Helen Arkell Dyslexia Centre.