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School Examples - All regions - 24 Apr 2018
At the Green Way Academy we wanted to showcase what our children with Special Educational Needs could do, and celebrate their progress and success.
School Examples - All regions - 23 Apr 2018
The log was adapted from the LA log and is used to record the conversations staff have with parents about their child’s SEN support.
School Examples - All regions - 19 Apr 2018
We use a whole class assessment to identify needs. This provides a holistic framework; created and put on our assessment tool (Classroom monitor), for children who show limited progress; highlighted via monitoring systems, to address reasons why.
School Examples - 19 Apr 2018
Through the graduated approach to SEMH universal support is given through the behaviour policy; all staff use a given strategy which is to first name the behaviour, secondly give direction and thirdly choice which leads to a change in this or a consequence.
School Examples - All regions - 19 Apr 2018
This has been established for 6 years and provides mobility and motor skills for pupils across the primary age range; needs include dyspraxia and cerebal palsy.
School Examples - All regions - 19 Apr 2018
Within our time out area is a comfy chair and sensory timer. Identified students are issued with a pass that enables to access this time out zone. They set the sensory timer to 10 minutes and complete the ‘emotic’ sheet before returning to their lesson.
School Examples - All regions - 19 Apr 2018
The use of Speech and Language Link provides an assessment and screening tool for early identification of need.
School Examples - All regions - 18 Apr 2018
Teachers raise concerns regarding behaviour of a pupil, following initial learning mentor support.Staff member is identified to meet with parent to share concerns.
School Examples - All regions - 16 Apr 2018
Supported by our Lead Practitioner our friendship and social skills group and drive for effective transition ensure our children can feel more settled in school.
School Examples - All regions - 16 Apr 2018
Through our transition work in the summer term, we gather SEN/safeguarding/SEMH information from primary schools in order to RAG-rate pupils before they arrive with us. This enables us to highlight our vulnerable pupils to all staff at the beginning of the year and put in place target interventions – we review and amend this list throughout the year.
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