With the support of our external professionals, I have produced an inclusion staff document that contains high quality teaching general strategies for our most common needs, with the 4 areas of need (CoP).
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.
Consistent strategies are used across the school for children with autism and nonverbal. The teach method. Spot, SEMH, Makaton. Spot checks are done throughout the day by the head teacher to monitor this is being done.
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.
On transfer from primary to secondary, the parents felt that the boy should go to a Special School but the LA insisted that he be given a chance in Mainstream.
Following a number of meetings it was agreed that his LSA from primary would follow him to secondary for a short period of time (8 weeks) to help the pupil settle and to train the LSA's at the secondary to meet his needs. This proved successful; pupil is now in year 9 and has settled into Mainstream Secondary School.
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.
In two of our schools, headed by an HLTA with 1-2 TA's in each team, we identify and support through a variety of intrinsic rewards and from 1:1 to class provision, children who have difficulties with their attitude & response to learning. Mindset change is key.
The groups we offer at Eton Park that enable the children to learn and access learning when there are barriers:
- Lunch clubs
- Break clubs
- Inference groups
- Positive play
Often all small groups include TA's who are consistently passionate and focused on enabling barriers to be broken down.
Extending effective practice seen in KS1 nurture (Rocket Room) to KS2. Positive outcomes seen for the 12 children taught in the mornings in Star Room in terms of academic achievements, accelerated progress, positive outcomes in terms of learning behaviours (baselined using Boxall for Rocket Room and ELSA documents for Star Room). High ratios of staff:children.
Hopefully, this will extend to cater for a further range of needs focusing on KS2.
Heartlands High School has 86 (5.4%) of students with EHCPs and 131 (8%) students with SEND.
In order to share information about our young people with SEND we create SEND Passports which include information on:
Explanation of need, progress data, challenges, strategies, key staff, provision,
All teaching staff are expected to attend meetings where this is given out and implement strategies in their lessons