Presentation on theme: "On 6 th May 2014, we held two workshops for parents to discuss Support at WBS. This is a collection of comments; where some comments were the same, a representative."— Presentation transcript:
On 6 th May 2014, we held two workshops for parents to discuss Support at WBS. This is a collection of comments; where some comments were the same, a representative comment has been included. (Unfortunately, the video didn’t work!)
We asked how often people want contact with staff. Termly progress via email. Emails best way of contact updates welcomed. Would still like to see SENCO once a term or twice a year. As a parent I would value termly meeting as I cannot rely on my child relaying information and need to help to understand where they are at
Prefer one to one with tutor every half term regarding progress I like a letter, I sometimes don’t go on my computer for weeks Happy for email but would like frequent contact and maybe face to face at least termly Meet with SENCO at parents’ evening along with other teachers
WBS Responses: SENCO is available to meet with at parents evenings – use the ebooking system or phone up for an appointment; Students with Statements, EHCPs and SEN Support will now be involved in 3 meetings per year to set and review targets; Key workers will email 3 times per week; Email SENCO and we aim to respond in 24 hrs
We asked about differentiation I think this can benefit children who work at a much slower pace and need more explanation Appropriate dependent on children’s needs. However, children need to reach a basic level. How do you ensure each child gets there? This doesn’t always work well on one class over a wide range of abilities. My child working within low level 3 is often lost during whole class work. Streaming may suit his needs better or the support of a TA to remain on track
Appropriate differentiation should be a part of all lessons for all children Differentiation is absolutely vital to promote genuine inclusion. Understanding may not be reflected in recording so alternative methods would be proposed This doesn’t always work; child doesn’t necessarily understand why this happens. Don’t always think it helps. when appropriate to the lesson and the child involved
WBS Responses: Any longer withdrawal groups (i.e. over a few weeks) have entry criteria and targets are reviewed; Our use of technology supports differentiation in terms of recording (e.g. use of dictation software and photographing diagrams instead of copying). Students can sometimes lack the confidence to do this, but TAs should look for it and encourage them.
We asked about homework amnesties Homework Amnesties would be useful as my child can be more tired at certain times than others. Homework is a lot harder when he/she is tired Would consider this over time as my child finds work very difficult and can get extremely anxious at home. Would try a range but in honesty feel this would help greatly Limit homework is important as this causes a great deal of stress which causes other problems
More help in understanding what homework has been set. Use of portal to see what has been set or email what has been set will be helpful. Lunchtime club extremely useful as the TA team is providing support and guidance Homework is a real battle. It takes a long time to do and results in tears. It can be quite stressful for all the family. However, they still need to be doing homework Depends on amount of homework set can be difficult for some children to concentrate once home as already done a full day at school
WBS Responses: Homework Club runs every lunchtime with TAs in 101. There is an after-school Homework Club in the Library Mon-Thurs until 5pm. It is often helpful to use a visual timer with a child – don’t let them do more than 20 mins (of continuous work) on a subject per night. Sign the book to say that they have done this. Children can dictate work to you for typing if they are tired. Sign the book to say you have done this. Don’t aim for perfection or make them redo it over and over again.
We asked about withdrawal groups My child has found these groups very useful and helpful; no issues with this I would like my child to be taught by trained teachers, but am happy for support from TA’s. However, I feel he has had the majority of KS2 being taught in this way and needs a different strategy Withdrawn from class where appropriate. However, where possible with TA support, sometimes pre tutoring could eliminate the need for withdrawing
Small group works well child is more focused and is given more attention problems are picked up and strategies are put in place. Should be limited as there is a stigma being labelled as a child who is behind with learning. Extra help in the class would be better rather than withdrawing Spelling group has been really helpful would like to see specialist dyslexia withdrawal group to address the specific issues faced and prepare for sitting exams. This is an area for concern Ask individual child if they would prefer a smaller group often the pressure they feel is increased in a smaller group
WBS Responses: Withdrawal groups are offered in Key Stage 3 in maths and English. These are for very high-needs students. Most children have in-class support in most subjects. Withdrawal groups have entry criteria and targets are monitored rigorously. Some students need to be withdrawn to a quiet room for tests etc. on an ad hoc basis. Exam concessions are finalised in Yr 9 in time for GCSEs. Parents get letters stating what arrangements are in place.
We asked about Teaching Assistants embedded in departments TA’s needed in every lesson and be aware of children who struggle and their needs and how to address this More TA’s need to be available in both the classroom and in group work. The children that need the extra help needs to have the TA’s support Confusion of the role between TA and SA
WBS Responses: We operate teaching assistants and support assistants. Teaching assistants are qualified – usually to degree standard – in a specific subject and work in the department specifically. However, they are also part of Academic Support and are expected to know SEN details to better support individuals. They staff Homework Club. Support assistants are assigned to work 1:1 with students with high needs.
We asked about 1:1 support assistants Definitely vital for some children who find school a stressful place to be. Someone to go to for reassurance and support would be good All children with ASD particularly need access to appropriately trained consistent support and mentoring. A real must especially for children who are not very confident to ask for help
Good as long as its regular within class rather than withdrawing. Are there support assistants at break time to help with socialisation? Extra support within a classroom is a help to children with learning, anxiety and social issues. Some children do not ask if they do not understand as they are frightened they will be made to look stupid in class. Support assistants are vital.
WBS Responses: All Support Assistants are nominally assigned to work 1:1 with a particular student. They will have extra training in the area of needs that is most appropriate. However, they will offer more general support within a class and are expected to know the SEN details of all the students with whom they come into contact. Key workers will do joint emails with their charges on a regular basis to keep contact. They will often ‘meet and greet’ first thing to get ‘their’ student organised for the day.
We asked about personal budgets Parents need to understand how the personal budget is worked out what will they get The LA will need to give parents the support to understand and manage their personal budget The LA will need to develop services so parents have something to buy – Website + Understanding the cost of services
WBS Responses: Currently the LEA is stating that personal budgets are only available for those with statements/ EHCPs who have complex and severe needs such that they get more than £6000 worth of support. Anything ABOVE that figure may be ‘drawn down’ from the LEA, but the exact mechanism of this is unclear at this time.
We asked about child protection Concerns regarding bullying due to having naive and vulnerable child. An area for year 7s to socialise alone has been introduced at some schools until they have become more confident. Surprised me how well my son coped with the change from primary school. I felt he was vulnerable, however, there was never a problem with bullying. Bullying is minimal and school environment looks safe. However, needs to focus on developing social skills and reducing social isolation outside the classroom
Concerns regarding bullying due to having naive and vulnerable child. An area fir year 7s to socialise alone has been introduced at some schools until they have become more confident. Ensure vulnerable children are not potential targets for bullying by various means providing opportunities for social interaction. Avoid the picking for teams. Inform other children of people who have additional needs so they are more educated about people’s differences and needs to prevent bullying
Children with special education needs should be assessed on needs however protected from potential incidents of bullying I have no concerns re bullying but very much like the idea of SUMO. Is this something that is discussed in class or tutor period? The school needs to identify bullying early and nip it in the bud. Our child does have anxiety and experience of results being read in class, he is then stigmatised as being behind in class. It makes him unhappy. Bullying is a concern as social interaction is a problem for my child so therefore maybe singled out.
WBS Responses: Games Club is available at lunchtimes for vulnerable students. There are 5 members of staff in Pastoral Support for students to access at all times, though we encourage them to come before school/ at break/ lunch to avoid impact on lessons. We do run social skills sessions – email LJ Powis or S Anderson
We asked about IEPs I like the use of IEP it would be good if they can go onto the portal so they don’t have to be posted I would like to be kept informed of progress and any support given or available via IEP or simple email will be ok IEPs are essential to provide a link between school targets and ECH needs and enables the children to have a voice and be respected. Teachers need or read and plan according to IEPs
I think that the present system of IEP works well a minimum of 2 per year. IEPs are only useful if they are followed up every half term with parents. IEPs give an idea of the aims of the child. Once a year is sufficient. Twice a year is appropriate I welcome them. It demonstrates the schools interest/acknowledgement parents and the child. Keep this up.
WBS Responses: The LEA has informed us that IEPs are no longer used. Students with higher levels of need will be offered 3 meetings per year to plan and review targets. Students at ‘teacher monitor’ will be monitored by their subject teachers and tutors using 4Matrix. Early concerns should be addressed to them in the first instance. If progress is still slow, email the SENCO. All students with SEN are listed on the SEN list. All staff have a paper copy of this 3 x per year. It lists reading/spelling ages and comments regarding their needs and any exam concessions to which they are entitled.
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