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SEND

Thank you to the parents who attended our SEND afternoons with Mrs Berry in March 2017, we hope that you found them useful and informative and able to approach the school about any concerns or issues you have. These afternoons will be repeated in June.

Our school supports a wide range of pupils with Special Educational Needs.  Class teachers make regular assessments of progress for all pupils; any pupils' progress which:

  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the children's previous rate of progress
  • fails to close the attainment gap between the child and their peers
  • widens the attainment gap

may be deemed to have Special Educational Needs.

Class teachers will seek to speak to parents/carers to discuss children's progress at regular intervals and may be placed on the SEND register and a SEN support plan will be written to support their individual needs, which will be reviewed three times a year.

 

 

Name:                                                      Teacher/Class:                                                 Term:

Area of concern:   1: Communication and Interaction     2: Cognition and Learning       3:Social, Emotional and Mental Health

4: Sensory/Physical Needs

Things I find difficult...

 

My targets are...

 to be achieved by...

What do I need to do to achieve my target?

 

 

Who is going to help me? How will they help me?

When will they help me?

 

How did I do?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This Support Plan has been designed especially for your child. It will help them to feel more involved in their education and be more motivated to achieve.

Name:                                                CoP Stage: SEN Support                               Review date:                       Plan Agreed by:

Teacher:                                            Pupil:                                                      Parent:                                                           .

All children at Gwladys Street are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This is to ensure they achieve their best, become confident learners and makes successful transitions to the next setting.

Children who have been diagnosed with a specific condition may find the following strategies helpful to support at home.

 

Autistic Spectrum Conditions (Autism and Aspergers)

This is a developmental condition affecting the way processes information and how a person communicates and relates to others. People with Autism have difficulties in three main areas within their lives; this referred to as the 'triad of impairments' (Lorna Wing and Judith Gould):

  • Impairment of Social Communication
  • Impairment of Social Imagination
  • Impairment of Social Relationships

Asperger syndrome is a form of autism. People with Asperger syndrome or high functioning autism are often of average or above average intelligence. They have fewer problems with speech, but may still have difficulties with understanding and processing language. People with Asperger Syndrome do not usually have learning disabilities but may have specific learning difficulty including dyslexia.

Some strategies to support with Autism

  • provide some personal space
  • minimise distactions
  • keep to routines and prepare for changes
  • be consistent with behaviour
  • use visual timetables/lists
  • personalise materials and quiet spaces
  • give clear instructions
  • use ICT to support learning
  • explain jokes, idioms
  • teach skills such as interpreting social signals
  • use visual and concrete materials where possible
  • use games for social interaction such as turn taking

Some strategies to support Asperger Syndrome

  • Allow personal space
  • Minimise distractions/colours/bright lights
  • Keep to a routine
  • Keep instructions clear and concise and to the point
  • Use ICT where possible
  • Teach social signs and signals to look for
  • Promote turn taking

 

Dyslexia

Dyslexia is best described as a combination of abilities and difficulties which affect the learning process in one or more of the following: reading, spelling, writing, numeracy, language.

Some strategies to support

Use syllables (count and blend)

Use multi-sensory methods in class

Repeat the learning and revise skills often

Use coloured overlays for reading

Teach keyboard skills and allow spell checks

Use writing frames, flow charts, comic strips etc

Alternative recording methods

Allow a scribe when appropriate

Keep instruction concise and clear

Praise and encourage

 

Dyscalculia

This is a condition that can affect the ability to acquire arithmetic skills. Children may find it difficult to grasp learning number facts and procedures.

Some strategies to support

Allow extra time on tasks

Use a calculator where possible

Use concrete apparatus for maths concepts

Use ICT and multi-sensory approaches

Pair up with a 'maths buddy'.

Do as much practical maths as possible

Revisit concepts regularly

 

Dyspraxia

Dyspraxia is a motor learning disability which results in difficulty with movement and coordination. Dyspraxia can affect any area of development, such as physical, emotional and language and social development.

Some strategies to support

  • Give regular concise and clear instructions
  • Use ICT support
  • Develop and practise fine motor skills coordination and turn taking
  • Allow for lots of sequencing activities and drama/role play
  • Use writing frames
  • Praise and encourage


Attention Deficit Disorder

ADHD is used to describe children who have much greater problems than their peers with  either attention, hyperactivity/impulsiveness, or both. ADHD occurs in children from all social groups, cultures and ability levels - though many more boys than girls are affected.

Some strategies to support

Give smaller goals with frequent praise and rewards

Provide short, clear and consise instructions

Look at the pupil when talking to them

Set times to keep the task

Have a few ground rules with a visual reminder

use a range of activities and strategies during lessons

 

Social, Emotional and Wellbeing

The SEN Code of Practice discusses SEMH by saying that "Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder."

Some strategies to support

  • Have a consistent approach to behaviour
  • Use social skills groups
  • Use games to solve problems
  • Give clear and concise instructions
  • Use ICT to increase motivation
  • Praise and encouragement
  • Allow feelings to be expressed in a controlled way

 

 

 

 

 

 

Every year we send out a parent/carer questionnaire to find out your views to help us provide a better service to improve the educational and social and emotional needs of your children. However, we are always looking to improve throughout the year, so please find a questionnaire below, which any parent/carer of a SEND child may wish to fill in and send into school addressed to Mrs A M Berry (Deputy Head and SENDCo).

Parent/Carer SEND questionnaire

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