We recognize that pupils need both social outcomes and academic outcomes to lead as independent as lives as possible. As a school for pupils with a diagnosis of Autism, we have chosen School-Wide Positive Behaviour Support (SW-PBS) as a framework to prioritise teaching core social outcomes and alternatives to behaviours that could be challenging to mainstream settings.
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.
On our school website we have our ‘Local Offer’ for parents to access and read. I was very aware for some of our parents there was far too much information on this document. I have created a parents leaflet that summarises our local offer and makes it more accessible to all parents. This was shared at the most recent Coffee Morning and encouraged parents to look on our website if they wanted to look at the more in-depth version.
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.
Every term our TAs fill in a form that we send to parents giving feedback about how their child has used support in class. TAs are given training and time to complete this. As SENCO I do proof read every one of them. Parents feel that it helps them to understand how their child is responding to support, and feedback is always positive.
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.
This activity was designed to support children to see the patterns in number that can help them learn number bonds.
The Stars were already on the board and the teacher calls out the ‘sum’ e.g. 0+2=. The children have a number fan each and use it to show the answer. They then place the card under the correct numbered star.