Since qualification and the completion of the dyslexia module within this course I have gained a great deal of information and knowledge that has given me a deeper understanding of what is involved in gathering information and delivering specialised interventions successfully.
Every morning we have all teachers and attending students complete a ‘reading aloud’ activity. Some students choose to read aloud; lots don’t choose to. We record on a sheet who does choose to read. If students don’t want to read, they are able to sit and doodle/colour in mandalas etc.
Two members of staff trained. One as a lead practitioner and one as a learning mentor. This was three full days training. Across two schools we do three half day sessions, currently running with six children.
The introduction of clear provision planning to meet the needs of all SEN pupils. We now have three individual provision plans for our Wave 3 children- those requiring specialist support with outside agency involvement.
To improve our provision for pupils with speech and language difficulties we have bought a screening tool which we use to identify needs. Following that all staff have had training from our school employed speech and language therapist in order to be able to plan, deliver and assess the progress of pupils using a range of interventions.
In Birmingham we are lucky because we have structures to help us provided by Pupil and School Support. We always have an eye to whether a child may be a candidate for the Birmingham pathway. We are a stand lone junior school so this process kicks off on entry.