We have a child, now in Year 1 child that is non-verbal, oxygen dependent with a tracheotomy and tube fed. He also has joint hypermobility.
2x key staff (who are with him all the time) were fully trained by Health to be able to act as 'first' in case of medical emergency (and see to all daily medical needs) and 3x staff trained to support in an emergency.
Aim: To focus on and improve quality and effectiveness of our SEN provision especially in terms of outcomes and behaviour related incidents directly traceable to quality of learning and teaching.
To provide for each student on our Learning Support Register a mini 'plan' in terms of brief context outline of need and specific recommendations/guidelines around what teachers and other staff should be doing to meet the needs of each child.
All outcomes for one child were written down on a flip chart, the meeting included: Inclusion manager, SENCo, speech and language therapist, the parent and the education psychiatrist. By writing the outcomes on a flip chart it made it easier to edit and for everyone to agree on outcomes, achievements and the wording. By running a meeting in this visual way meant that it was time efficient and all involved walked away from the meeting in agreement and happy.
We have a dedicated Transition SENCo who works hard to provide personalised provision, and works with the children on activities such as ‘how to catch the tram’, ‘crossing the road’ and how to use a maths book. All of which prepares them for their transition into secondary school. She also has a very good relationship with the secondary school and visits twice a year for any relevant CPD.
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.
Design individualised small prompt cards to put on classroom tables to prompt pupils to follow routines. This works well for pupils who wait for adult verbal prompts to initiate regular routines such as coat off, book open, pencil case out of bag, look at teacher. Add visuals to the written prompt, laminate and make several copies. TA/teacher can simply place on desk.