This case study shows how we supported a young person with medical and physical needs to improve access to the school environment, both physically and socially and to improve attendance. These include some simple reasonable adjustments such as raising the level of his desk.
This case study outlines how we used pupil premium (buying the YP a lap top and printer to use at home) to support their development and improve achievement. In addition to MLD, the young person also has some speech and language difficulties.
This case study provides an overview of the support and provision made for a young person with significant learning difficulties. The provision made focuses on core and life skills including shopping, cooking and hygiene.
A case study telling the story of how provision was made for a Young person with SEN who was also in receipt of pupil premium plus. Having had progress that was below expectation in KS 3,X achieved grade C in English and maths at the end of year 11.
Ryders Hayes is a fully inclusive primary school where the whole team have inclusive thinking and high expectations of all its pupils. One child in particular need, X, is a wheelchair user and has OI (osteogenesis imperfecta) or brittle bones. X is very precious, and can break a bone through opening a drawer or fracture a rib by sneezing. All the staff at Ryders Hayes work incredibly hard to ensure that X has full access to the curriculum and any activities which support it.
It is important to ensure that any specific intervention skills taught in a one to one setting outside of the classroom is applied within the classroom. Pupils will often compartmentalise learning and not transfer it from one situation to another.
The class was created with the wellbeing of the children. The expectations of the class was that the children would be accessing the curriculum through highly differentiated activities that would build on social and emotional skills as well as progress academically. These skills were what these specific children had not developed while in early years due to abuse, being taken into care or behaviour linked to their emotional needs.
As a school leader you are able to set the key foci for the academic year ahead. To ensure the focus remains high priority you need to make sure that it is returned to on a regular basis. This can be done by setting performance targets related to the teaching and achievement of SEND students, having an observation focus as progress of SEND pupils and having regular CPD or sharing good practice slots in staff meeting times.
When I became Director of Mathematics at my school, my first performance management target was to improve the outcome of those students in the lower prior attainment group. Analysis of this group of students showed that a large proportion of these students were on the SEND register. Lesson observations and work scrutiny of these groups indicated that aspirations for these students were very low.