Students with special educational needs (SEN) benefit from a range of intervention programmes and receive additional support from teaching and support staff both in normal lessons and in the Inclusion Area.
Key Stage 3
A small number of Year 7 and 8 students may require specific support with literacy and numeracy which can be taught in small Nurture Groups. Here the student’s individual needs can be addressed by specialist teaching and support staff.
Key Stage 4
In addition to their normal English and Maths lessons, many of our students also receive additional support in these subjects either through small group sessions during the school day, subject specific interventions or individual tuition during lessons 6 and 7. Progress in literacy and numeracy is also supported by the form tutor sessions that all students attend daily with their form tutor.
Learning Support for Students
As an Inclusion faculty we offer a range of provisions which your child may access depending on need. The interventions are regularly reviewed to monitor their effectiveness in addressing your child’s needs. The areas of need may include:
- Speech and language
- Reading comprehension
- Basic skills
- Asperger syndrome
- Exam access arrangements
These interventions are reviewed every half-term and rated termly to inform future planning for individual students. The termly tracking also enables us to monitor the impact and effectiveness of the interventions and to judge their effectiveness to inform future faculty planning.
An individual student’s progress is reviewed termly or when appropriate and we follow the graduated approach as set out in the Code of Practice 2014. This involves a cycle of Assess, Plan, Do and Review and is focused on positive outcomes for SEN students.
Behaviour Support for Students
To enable students to improve their Behaviour for Learning we have developed a Learning Engagement Programme led by Behaviour Support. There are three levels of intervention. A low level of support may include a selection of the following:
- Group work
- Motivation/engagement group
- Year 7/8 behaviour group
- Social skills group
- Self-esteem group
- Anger management group
- Communication skills group
- Choices and consequences
Following this there are three levels of support starting with Learning Engagement Programme monitoring. This is where a student is assigned an engagement mentor to work with them and support them – the level and nature of support increases with the needs of the student.
Tracking and monitoring takes place regularly and the Learning Engagement Programmes are looked at fortnightly and reviewed half-termly. There is termly tracking to monitor the impact and effectiveness of these interventions.
There are a number of interventions and programmes developed specifically to support students’ emotional well-being. These include:
- SEAL (Social and Emotional Aspects of Learning)
- Emotional resilience – this includes re-tracking work and the emotional tool kit
- Managing problems and developing opportunities
- Externally to MIND or CAMHS
- Referral to an on site Counsellor
For students who require EAL interventions there are four levels of intervention and the programmes are accessed through a number of assessments including the Acquisition of English assessment and half-termly reviews.
When an EAL student arrives in the school they complete the following assessments:
- Assessment of English Acquisition: stages 1-4
- Reading tasks
- Writing tasks
- Maths tasks
- EAL questionnaire
Depending on their need a student may access one of the following provisions:
- Buddy system
- Homework club
- Spell zone – form time
- EAL LSA support in lessons
- Individualised timetable with ESOL tutor:
- Reading and Spelling Programme;
- Alpha Phonics Language Programme;
- Alpha Language Programme;
- Beta Language Programme
- Academic English
Student progress is reviewed half-termly through intervention feedback, a review of the Acquisition of English assessment and half-termly progress checks. The EAL interventions are reviewed half-termly. There is termly tracking to monitor the impact and effectiveness of the interventions.
These pro-formas have been designed to scaffold the learning of students with dyslexic tendencies and offer maximum flexibility in terms of how they can be used.