Occupational therapy programme run by anyone with enthusiasm. Identification of needs booklet, range of resource cards to tackle areas of need and some resources on a CD. All self-explanatory, easy to run and effective in tackling underlying barriers to learning.
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
One of our children in Y4 has a deteriorating eye condition in which he will eventually lose his sight. We are currently working closely with the visual impairment service to ensure that he not only meets academic goals but gains life skills before his sight goes eg. Crossing the road, tying laces etc.
Our development of an ‘Inclusion Hub’ accommodates our vulnerable students to support the re-integration of school refusers; students experiencing anxiety and those experiencing difficulties in certain curriculum areas.
Reviewing our transition process and settling in for year 6 we have a number of academic programmes to support our new intake however looking at behavior and attendance felt that we could look at implementing more SEMH support .
This single-side document, written by a pupil, explains how he feels teachers should work most effectively with a student with PDA. It was created as part of a piece of work on pupil voice and has had a powerful impact on teacher understanding.