I am currently the whole school lead on tracking data. We have found that with around 10 EHCP students and 30 SEN Support students in a year group of around 200, one student can greatly skew the results for the group (both percentage achieving a certain threshold or progress 8). Two students who underachieved or missed their final exams can make a large difference to progress 8 results.
We have developed a tool for tracking progress in life and social skills, which has helped us focus on those skills needed by pupils in an SLD/PMLD, especially when they leave school. As a result we have seen pupils able to do more for themselves
The re-development of provision for learners who have high needs/SEN has been highly successful in the last few years with over 180 full time high needs learners each year. The introduction of work placements and greater independence training have provided young people attending the College with opportunities to ensure successful progression into adulthood.
1:1 support for a pupil with an EHCP at Secondary is unusual. They will most likely be the only child in their year group with specific support. The support might be in place due to a SpLD or diagnosis such as Aspergers. The key is finding good quality support: someone who will ensure that their pupil doesn't feel any different to other pupils in their class.
Social stories are invaluable for SEND learners who thrive on routine where a change is unavoidable, imminent or necessary.
For example, a fire drill, although rehearsed and practised, is still an abnormal occurrence and will usually cause high anxiety. A social story was created for SEND learners with high anxiety levels within our school to ensure that fire drills could be managed safely, calmly and without causing unnecessary distress.
Heart of Worcestershire College has an ambitious drive towards ensuring provision for learners with disabilities takes centre stage in its development of learning opportunities. This has resulted in excellent outcomes for learners resulting in meaningful impact for their lives and work.
This appears in out TA Handbook which we wrote with TAs to better support TAs in their role. The aim of this resource is to develop TA's feedback skills so that learning is moved on by students thinking about what they need to do as opposed to being told what to do.
Caroline is the school's specialist teacher for students with Autism. She has set up a breakfast club, morning support programme to ensure that changes are communicated, children's anxieties are assessed early and their day can proceed without incident. She runs a QZ (Quiet Zone) club to provide a daily space which allows social time to be successful, friendship groups formed and issues resolved for the afternoon.