Support For Learning

Support For Learning Information

SEN Events / Resources

21st January 2016

Y11 Parents’ Evening (Y11 Extended Review opportunity)

Lexia Review Evening

29th January 2016

SEND Surgery

4th February 2016

Y9 Parents’ & KS4 Pathways Evening (Y9 Extended Review opportunity)

3rd March 2016

Lexia Review Evening

4th March 2016

SEND Surgery

17th March 2016

Y10 Parents’ Evening (Y10 Extended Review opportunity)

14th April 2016

Y8 Parents’ Evening (Y8 Extended Review opportunity)

28th April 2016

Lexia Review Evening

29th April 2016

SEND Surgery

29th May 2016

SEND Surgery

23rd June 2016

Lexia Review Evening

30th June 2016

Y7 Parents’ Evening/ Revising for Success Evening (Y7 Extended Review opportunity)

Support For Learning types

ADHD - Attention Deficit Hyperactivity Disorder

Must Do

  • Fidgeting is a common part of ADHD. Ignore low level fidgeting.
    Allow use of a stress ball, as long as this is not used to distract other pupils.
  • Do not let the pupils condition determine ready to learn grades including when on report.
    ADHD pupils will find it difficult to concentrate – do not list this as a concern.
  • Be consistent so the pupil knows what is required.
  • Consider where this pupil sits in class carefully.
  • Allow pupil time to process instructions.

Should Do

  • Follow the consequences system to the letter, making sure low level warnings are given with a reason. Include reminders about what happens next.
  • To avoid causing conflict offer the pupil a way to back down without losing face. e.g. ‘It’s not safe to play with the Bunsen burners.
    You can have your ruler in your hand if you need to fidget.’
  • Set specific behaviour targets, e.g.. ‘Today’s targets is to stay in your seat all lesson, unless permission is given to move about.’

Could Do

  • Give a regular task as a responsibility providing behaviour is good.
  • Find out what this pupil is good at to use this as a way to interact positively with them.
  • Give a list to tick off with tasks to complete.

ASD - Autism Spectrum Disorder

Must Do

  • Repeat instructions using the same words and allow time for this student to process them.
  • Students with ASD take comments very literally. Avoid sarcasm and use of phrases such as ‘pull your socks up’.
  • Make the rules of your classroom very clear (display them), e.g. Where to find resources.

Should Do

  • Have a consistent approach.
  • Provide written instructions.
  • Any unexpected changes will be very difficult for this student.
    Consider this student when you are aware of any room moves, absences etc and discuss this with the student in advance.
  • Plan teamwork carefully. Students with ASD often find group work difficult. Have a possible alternative ready.

Could Do

  • Use the student’s name to refocus their attention.
  • Avoid open-ended questions. Limit the choices.
  • Consider where this student sits in class carefully.

SEMH - Social, Emotional and Mental Health

Must Do

This pupil’s key difficulty is behavioural/social.

  • Follow the consequences system to the letter, making sure low level warnings are given with a reason. Include reminders about what happens next. Always allow a pupil a fresh start.
  • Be consistent so the pupil know what is required.
  • To avoid escalating conflict, offer the pupil a way to back down without losing face.e.g. ‘Take a couple of minutes to warm up, then you do need to have your coat off.’
  • Consider where this pupil sits in class carefully.

This pupil’s key difficulty is social/emotional.

  • Carefully seat away from disruptive pupils and near supportive pupils.
  • Give short achievable goals to aid concentration and build self esteem with differentiated /appropriate work so they can achieve.

Should Do

This pupil’s key difficulty is behavioural/social.

  • Take opportunities to offer low level, genuine praise where relevant.
  • Make sure that you are aware of the level of work this pupil is currently at so that expectations are realistic.
  • Find out what this pupil is good at to use this as a way to interact positively with them.

This pupil’s key difficulty is social/emotional.

  • Only ask questions that you are aware of the pupil being able to answer.
  • Give regular praise and rewards.
  • Allow opportunities for self assessment.
  • Have a way to give pupil ‘time out’ either in or out of the classroom.

Could Do

This pupil’s key difficulty is behavioural/social.

  • Give responsibility providing behaviour is good.
  • Let the Head of Year/ Inclusion Officer/Parents know about examples of good behaviour.
  • Set specific behaviour targets. eg. ‘Today’s targets is to stay in your seat all lesson, unless permission is given to move about’.

This pupil’s key difficulty is social/emotional.

  • Give the pupil a role within classroom or group.
  • Use of good work to flag up in front of class to boost self-esteem.
  • Give opportunities to work in suitable groups.

HI - Hearing Impaired

Must Do

  • Seat H.I.Pupils at/near front of class.
  • Use Radio aids if provided.
  • Ensure H.I.Pupil can see your face when you are speaking.

Should Do

  • Use key words and visual clues as much as possible.
  • Write all key information on board.
  • Praise and reward often, checking that the pupil understands things.
  • Give Integrated Resource Staff prior notice of topics/ lessons/planning to enable pre-tutoring to take place.

Could Do

  • Use subtitles
  • Write homework/messages in planner

MLD - Moderate Learning Difficulties (1)

This student has Moderate Learning Difficulties with a reading and / or spelling age of at least 3 years below their own age.  This student can also have issues with their behavior.

Must Do

  • Provide differentiated worksheets / writing frames.
  • Be aware of the pupils reading age. Check the reading age / SMOG level of the resources.
  • Follow the consequences system including clear explanations of why, e.g. “This is a warning because you got out of your seat again”.

Should Do

  • Sit this student where they are most able to access support from you and away from students who are likely to be disruptive.
  • Find opportunities to praise this student regularly.
  • Ensure that homework tasks are clear and written into their planner. Set homework at the start of the lesson.

Could Do

  • Set a target for every lesson about work rate or behavior.
  • Offer opportunities to use a computer where appropriate.
  • Regularly correct this student’s full stops and capital letters.

MLD - Moderate Learning Difficulties (2)

This student has Moderate Learning Difficulties with a reading and / or spelling age of at least 3 years below their own age.  They will struggle to access a lot of the curriculum and will develop their own strategies to cover this up.

Must Do

  • Provide differentiated worksheets / writing frames.
  • Be aware of the pupils reading age. Check the reading age / SMOG level of the resources.
  • Be aware of how much (or little) learning takes place and acknowledge what learning has taken place.

Should Do

  • Sit this student where they are most able to access support from you and near supportive students.
  • Find opportunities to praise this student regularly.
  • Ensure that homework tasks are clear and written into their planner. Set homework at the start of the lesson.

Could Do

  • Regularly correct this student’s full stops and capital letters.
  • Set a target for every lesson about work rate.
  • Offer opportunities to use a computer where appropriate.

MLD - Moderate Learning Difficulties (3)

This student has Moderate Learning Difficulties with a reading and / or spelling age below their own age, but not significantly below.  This student can also have issues with their behaviour.

Must Do

  • Break tasks down into manageable parts.
  • Ensure that homework tasks are clear and written into their planner. Set homework at the start of the lesson.
  • Follow the consequences system including clear explanations of why, e.g. “This is a warning because you got out of your seat again”.

Should Do

  • Sit this student towards the front away from students who are likely to be disruptive.
  • Provide a framework for this pupil in class and homework tasks.
  • Find opportunities to praise this student regularly.

Could Do

  • Set a target for every lesson about work rate or behaviour.
  • Offer opportunities to use a computer where appropriate.
  • Regularly correct this student’s sentence / paragraph structure.

MLD - Moderate Learning Difficulties (4)

This student has Moderate Learning Difficulties with a reading and / or spelling age below their own age, but not significantly below. They will be able to access most of the curriculum with appropriate resources.

Must Do

  • Break tasks down into manageable parts.
  • Ensure that homework tasks are clear and written into their planner. Set homework at the start of the lesson.
  • Provide extra supportive resources when appropriate. For example dictionary, calculator, writing frame etc

Should Do

  • Sit this student where they are most able to access support from you and near supportive students.
  • Find opportunities to praise this student regularly.
  • Encourage opportunities for self assessment (AFL).

Could Do

  • Regularly correct this student’s sentence / paragraph structure.
  • Offer opportunities to use a computer where appropriate.
  • Set a target for every lesson about work rate.

Physical - Acquired Brain Injury, Cerebral Palsy, Cystic Fibrosis

Must Do

  • Be aware of safety issues.
  • Depending on the nature of the difficulty, use appropriate sympathetic seating e.g. buddy?
  • Consider times of arrival and departure to and from lessons.
  • Consider where this student sits in class carefully.

Should Do

  • Use aids to learning e.g. computer/large keyboard and adapted work station e.g. tilted writing board, pencil grips to suit the nature of the difficulty.
  • Use differentiated resources adapted to the nature of the difficulty, with extended time lines for completion of work.
  • Ensure constant reappraisal of resources used.

Could Do

  • Provide opportunities to complete work at home.

SLCD - Speech, Language and Communication Difficulties

Pupils will struggle with perception of sounds and how they combine to make words and the physical ability to produce speech sounds in words and sentences.

Must Do

  • Do not expect to speak aloud unless willing, allow extra time to process language. Be sensitive to their production of speech / sound, do not expect them to repeat correctly.
  • Make instructions clear/repeat/ensure the pupil understands.
  • Provide written information.

Should Do

  • Differentiate resources because of associated literacy difficulties.
  • Provide subject/topic specific word lists.
  • Provide sympathetic seating. Praise/reward regularly.

Could Do

  • Provide opportunities to work in groups with sympathetic peers.

SLCD - Receptive Language

Pupils will struggle with the understanding of what words, concepts, phrases sentences, text narrative and conversations mean.

Must Do

  • Give clear instructions/repeat, allow time for processing information, make sure pupil understands, by asking them to tell you what they need to do.
  • Avoid literal phrases such as, ‘Pull your socks up.’
  • Give opportunities for over learning, give visual support, worksheets, leave instructions for learning on the whiteboard .
  • Consider where this pupil sits in class carefully.

Should Do

  • Pre-teach/ practice new curriculum vocabulary where possible.
  • Give opportunities for extended time limits, due to associated literacy difficulties
  • Introduce key words for lessons.

Could Do

  • Give opportunities for group/oral work and the use of a scribe.
  • Consider times of arrival and departure from class to avoid stress.
  • Give opportunities to complete work at home.

SLCD - Word finding and Vocabulary Difficulties

Pupils will have difficulty learning new words and storing them effectively and retrieving previously stored words.

Must Do

  • Give clear instructions/ repeat/ make sure pupil understands.
  • Encourage pupils to visualise what they are being taught.
  • Provide topic word lists. Provide writing frames with text boxes containing key words.
  • Consider where this student sits in class carefully.

Should Do

  • Encourage use of a dictionary.
  • Encourage pupils to record new words – word lists.
  • Pre-teach new topics and associated words. Use writing frames to help with written work.

Could Do

  • Give opportunities for group work.
  • Extend time lines for completion of work.

SLCD - Expressive Language

Pupils will avoid spoken and written tasks, responses will be delayed. They will have difficulty generating and recalling ideas and struggle to verbalise events in order of sequence. They may be quiet and withdrawn.

Must Do

  • Do not expect them to speak out loud. Allow extra time for responses.
  • Be clear about what you want the pupil to do, provide a sequence to order thinking.
  • Use sentence completion tasks/writing frames with text boxes containing key words.
  • Consider where this student sits in class carefully.

Should Do

  • Sit next to a sympathetic pupil.
  • Allow pupil to take notes / use of mind maps to get information into and out of the brain.
  • Encourage good use of planner for organization.

Could Do

  • Allow extra time for completion of class / homework.
  • Praise and reward regularly.

VI - Visual Impairment

Must Do

  • Sit pupil near the front of class.
  • Use adapted resources/large print/coloured backgrounds, whiteboards.
  • Discuss nature of difficulty with pupil to cater for their needs.

Should Do

  • Praise and reward.
  • Set achievable goals with extended time scales for completion of work.
  • When using computers adapt background if necessary.

Could Do

  • Use large keyboards
  • Allow opportunities to complete work at home.

Dyslexia

Pupils will have difficulty with all aspects of Literacy. They will have an IQ within the average range or above, but may have a hard time keeping up and struggle with concentration.

Must Do

  • Present ‘learning’ in a multi-sensory way.
  • Give instructions in a clear and precise way, repeat if necessary in a different way. Check that the pupil then understands what to do, by asking the pupil to repeat, using their own voice as an aid to memory.
  • Use reading ruler.

Should Do

  • Set standards in concrete terms, working in one area of importance at a time, – small manageable tasks.
  • Written material: use of printed text with clear font on off/white paper, or coloured background or whiteboard. Use of different coloured pens on whiteboard will aid pupils in finding, ‘where they are’. Use of bullet points, headings, subheadings, flow charts, diagrams, graphs to aid learning.
  • Allow extra time to organize thoughts and complete work.

Could Do

  • Sit pupil near you or near a supportive pupil.
  • Check homework in planner, use planner to help organization. Give guidance on how to tackle tasks systematically.
  • Use pupils or oral skills to answer questions using lots of praise. Use computers where possible and appropriate.

Dyspraxia

Must Do

  • Be sensitive to the nature of the difficulty (especially in PE., Games, Cookery etc
    – anything involving fine and gross motor skills and include this in your planning.
  • Sit the pupil at the front of the class so that there is support from you.
  • To reduce stress, help the pupil with organisation, (planner, tick lists, etc).

Should Do

  • Use short written tasks with a writing frame.
  • Use of computer-large keyboard/pen grips/ tilted work station.
  • Allow extra time for completion of tasks.

Could Do

  • Give opportunities for group/oral work and the use of a scribe.
  • Consider times of arrival and departure from class to avoid stress.
  • Give opportunities to complete work at home.

Dyscalculia

Must Do

  • Allow extra time to complete a task
  • Encourage children to make use of calculators when necessary

Should Do

  • Use visual and concrete materials to develop an understanding of maths concepts
  • Make use of ICT as an aid to learning
  • Use multisensory teaching strategies to support the learning of new concepts

Could Do

  • Encourage working with a partner to explain methods of working to each other
  • Incorporate practical activities into most lessons
  • Allow for the need to over learn maths concepts and rules.

Muscular Dystrophy

Must Do

  • Carefully seat away from disruptive pupils and near supportive pupils. Preferably at the front of the class.
  • Make the rules of your classroom very clear eg where to find resources.
  • Allow student to leave your lesson 5 minutes early so that he has time to get to his next lesson.
  • Give student time to plan and make relevant notes before starting on a piece of written work.
  • Use strategies to support learning ie Key Words etc

Should Do

  • Break tasks into small achievable steps, with opportunities for repetition and over learning to ensure success practically as his condition progresses.
  • Differentiate learning to allow student access to the subject.
  • Give short achievable goals to aid concentration and boost self esteem.

Could Do

  • Provide written instructions where possible.
  • Provide activities to boost self esteem.