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.
Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQCIC awarding body approval and application must be made with a body of supporting evidence.
For the past two years, we have self-funded and ran our own ASD inclusion HUB. This is open during the afternoon, whereby children (either diagnosed, on the pathway to diagnosis, or on the school ‘radar’) are taught in an environment which focuses on their social, emotional and communication needs.