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.
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
I give this SEN proforma to class teachers. This is a recent initiative which is designed to give teachers guidance on sharing ‘what’s working’ and ‘what’s not working’. From this, action points are drawn. Alongside this, we use HQT checklists to ensure teachers are offering HQT in class.
We use a number of interventions; pre and post tutoring to evidence progress and impact, precision teaching, and paired reading; these are delivered 1:1. Through our use of evidence based paired reading we have seen 2 years progress over 12 weeks for some pupils. Precision teaching has been effective where other interventions have failed.
We use the above to work with all students in years 7-9 and SEN students in years 10-11 to identify those who need assistance with reading. We then put interventions in place and additional staff in reading lessons to support poor readers.
These meetings take place each term where parents/carer and the school’s home school worker meet with the child. They are designed for children who are pupil premium funded, a proportion of whom are also children with SEND.
During Specialist Dyslexia Support the TA working 1:1 with a pupil who struggles with phonics, used the ‘Alphabet Arc’ to help the child wordbuild/soundblend words with the focus phoneme – the letters of the alphabet were arranged in a ‘rainbow’ style on a large whiteboard.