William Brookes School Cognition & Learning This policy should be read alongside the Equal Opportunities Policy and the Accessibility Plan.
William Brookes endeavours to identify, monitor and put interventions into place to foster student support in the 4 areas of need: 1.Communication and Interaction; 2.Cognition and Learning Difficulties; 3.Social, emotional and mental health; 4.Sensory and/or physical development.
How do teachers know what needs pupils have? It is really important that the class teacher has all the information at their fingertips. When they open their register, a column shows next to the child’s name stating whether they have any SEN. It shows T for ‘teacher support,’ K for ‘SEN Support’ and S or ECHP for the highest levels of support. Individual teachers are then expected to cross reference this with the SEN list and the one-page profile, which have more detailed descriptions of a student’s needs.
This shows part of a (fictional) SEN list. In addition, staff will know what provision (e.g. spelling groups, social groups, small-group maths) is available for that child from Sept 2014 to June 2015, which is when our timetable changes. T
How we adapt our curriculum and learning environment to include students with support needs in the area of cognition and learning: In Key Stage 3, we offer small groups (6) in literacy and numeracy to help students with key skills; In Years 8 and 9, we offer language and word-finding skills in small groups (6) instead of Modern Foreign Languages; We offer a curriculum pathway at Key Stage 4 that includes First Aid and a pre-driving course; Teaching should be differentiated and contain a variety of activities; Homework Amnesties may be put in place; Departmental teaching assistants modify tests and other resources.
How we adapt our curriculum and learning environment to include students with support needs in the area of dyslexia: Dyslexia Screening is a service we provide; We can pre-screen for visual dyslexia and refer to a specialist for coloured overlays etc.; The use of iPads is encouraged to photograph notes from the board, dictate sentences and read books to students; Staff are asked to mark work for content and not spelling (except in English); Homework Amnesties may be put in place; Scribing and reading may be used in lessons; Precision teaching/ Toe by Toe reading; Extra time can be given for assessments.
How we adapt our curriculum and learning environment to include students with support needs in the area of dyspraxia: We can provide a ‘meet and greet’ for students who are disorganised; Students can use laptops or iPads to produce their work; Teaching rooms and timetables are colour-coded; A variety of alternative stationery such as maths books with larger squares or raised lines; A variety of pens and pen grips are kept in school; Yr 8 and 9 have small groups for word-finding skills; Use of teaching assistants to provide alternative ways of recording work.
How we identify and assess support needs In the New Code of Practice, it states: “6.16 Schools should assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate.” Information from primary schools is seen as paramount when organising support for new Yr 7 pupils, but students adapt to secondary schools at different rates and it is necessary to keep flexibility in teaching arrangements until past Christmas.
We ask our staff and parents to contact us if they feel that something is preventing a student reach their potential. Students can also self- refer. SENCO – Lesley Ravenscroft, firstname.lastname@example.org We can perform screening for ‘visual dyslexia’ (when the words ‘move’), but we then must refer to a visual specialist for more detailed intervention. We can screen for dyscalculia ( ‘maths dyslexia’). We can screen for dyslexia.
How we review support needs 1)Teachers are asked to make sure that students make progress appropriate for them using 4 matrix and tutors, especially are tasked with watching a student’s ‘flight path.’
Students who have specific interventions, have specific targets to meet over a clear time span. The intervention is then reviewed for that student. E.g. a student who has a spelling age of 8 is taught spelling rules to help him/her move forward once per week – ‘Magic E.’ After 10 weeks, the student is retested and the spelling age is now 9. A decision is made to give the student further spelling intervention once per week to move the spelling age further forward. Another student has made no progress and is moved into a vocabulary group for two hours per week.
Another example: A student is tested in Yr 9 and they qualify for a reader and scribe in the exams. However, in their mock exams in Year 10, the student says that they ‘hate’ using their scribe – it stops their flow. Therefore, they then move to using only a reader and typing their responses using a word processor.
What training has been provided for our staff? Specific Learning difficulties such as dyslexia, dyspraxia and dyscalculia Providing readers and scribes for exams fairly
Complaints. We hope that you can discuss issues with the SENCO and come to a mutually-satisfactory conclusion, email@example.com However, in the event of a dispute that cannot be thus satisfied, please use the link to the complaints procedure on this site.
There are organisations that will help parents make their way through the ‘local offer’ and School SEN Information Reports. Parent Partnership is a great service. Their web page is at http://www.parentpartnership-shropshireandtelford.org.uk/ Their telephone number is 01952 457176. Their email is firstname.lastname@example.org. “We are here to give you help so that you can feel much more confident in being able to take an active role in making sure your child’s educational needs are being met.” (from their website)