SPECIAL EDUCATIONAL

NEEDS

A HANDBOOK FOR STAFF

SILVERDALE PRIMARY SCHOOL

September 2013 Page 1

Contents Main Principles Page 3 Identification 4 SEN Register 5 SEN Referral Form 6 SEN data 7 Glossary of SEN Terms, Conditions and Syndromes 8 - 25 Additional Information 26 Preferred Learning Styles 27 Pupil Support Strategies 28 -29 Working with Teaching Assistants 30 Inclusion Poem 31 This handbook exists alongside the Silverdale Staff Handbook and should be read in conjunction with the Child Protection Policy, the Race, Gender and Disability Policy (Equality Scheme) and the Accessibility Plan.

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SEN at Silverdale

Main Principles

• Our school is a place where:

- There is respect for each other - Everyone works together and supports each other - Everyone feels cherished, safe and valued - Everyone feels confident to explore and experiment, to grow and

to learn - Learning is fun, creative and challenging - Children take responsibility for their learning - Children develop independence and confidence - Everyone has high expectations - The learning environment is interesting and stimulating - The whole school environment is clean, tidy and attractive - The outdoor environment encourages learning through discovery - There is a calm and purposeful atmosphere - Everyone is included - Parents are partners - There is local community involvement - We recognise that we are members of the wider world

• The school has a Special Educational Needs Coordinator, Sarah Boyle.

• All pupils have access to the National Curriculum. Differentiation is

designed to meet the needs of individual learners. • Inclusion is about the presence, participation and achievement of all

children.

• The expectations for SEN children are the same as for those children without SEN, i.e. Each year, we expect and set targets based on three sub levels (6 points) progress in Key Stage 1 and two sub levels (4 points) progress in Key Stage 2. This expectation is the same regardless of the level of SEN.

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Identification If a teacher has a pupil in their class, who is not making academic progress or is working more than one sub-level below the age-related expectation, then that pupil may need to be included on the SEN register.

SEN Referral Form If a teacher has concerns about a pupil, they can complete a referral form, detailing these concerns and return it to the SENCo. Name of pupil : Class: Teacher: Date:

Guidance to identification of SEND children

5.2 “All teachers are teachers of children with special educational needs” (Indicative Draft: The Special Educational Needs Code of Practice)

Based on the above quote, the following is expected for all pupils.

Good practice on quality provision • Good quality teaching • The integrated review at age 2/2.5 • The Early Years Foundation Stage and its importance for early teaching, learning and identification of SEN • Phonics Check • The National Curriculum – including P Scales (Glyne Gap Expanded Criteria) • Programmes of study Code of Practice - Definition of Special Educational Needs Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age; or b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Special educational provision means: a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area b) for children under two, educational provision of any kind. Definition of School Action School Action ( Primary 5:43, Secondary 6:50 ) When a class teacher or the SENCO identifies a child with SEN the class teacher should provide interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum offer and strategies (School Action). Definition of School Action Plus School Action Plus (Primary 5:56, Secondary 6:64 ) The triggers for School Action Plus could be that, despite receiving an individualised programme and/or concentrated support under School Action, the child: ● continues to make little or no progress in specific areas over a long period ● continues working at National Curriculum levels substantially below that expected of children of a similar age ● continues to have difficulty in developing literacy and mathematics skills ● has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme. September 2013 Page 4

The SEN Register

• All pupils listed have been identified as having a special educational need in accordance with the SEN Policy. The register is a ‘fluid’ document and as such will be updated in line with pupil progress meetings.

• Key:

- PD – physical difficulty - HI – hearing impaired - VI - visually impaired - ASD – autistic spectrum disorder (including Aspergers) - SpLD – specific learning difficulty (i.e. dyslexia) - SLCN – speech, language and communication needs - EBSD – emotional, behavioural and social difficulties

• Some pupils may fall into more than one category (i.e. a pupil with ASD), however in most cases just the primary need has been listed.

• Where a pupil has a specific diagnosis i.e. ADHD or Downs Syndrome this

has also been listed.

● has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service ● has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning. Draft Code of Practice School Action and School Action Plus will be replaced by a single SEN category (Additional SEN). Before providing a child or young person with the Additional SEN Support, a rigorous assessment of SEN should be undertaken using all available evidence/data sources. Attainment, historical data, the child or young person’s development in comparison to their peers, information from parents and, if relevant, advice from external support services should be used to inform the identification process. Children will not be placed in this category for underachieving. Initial identification All educational settings should accurately identify children or young people with SEN and should consider which children and young people have particular needs which might need additional or different provision in order to achieve their outcomes. As part of a graduated approach to tackling need they should first: • consider their core teaching and adapt that to meet needs of the cohort as a whole; • ensure that parents of children are fully engaged, consulted and informed and agreement is reached on how the child’s needs will be met; • ensure that the child or young person is fully engaged, consulted and informed and agreement is reached on how their needs will be met. Therefore, in the future our SEND register will be reduced and reflect the criteria of our current SA+ group. Children with Statements of Educational Need will remain on the register. In time, statements will be replaced by Education, Health and Care plans (EHC). School based plans are now being trialled for the children with a higher level of need and in time these will feed into the EHC plans, if appropriate.

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SEN concerns referral form

INITIAL CONCERNS FORM (To be completed by class teacher)

Pupil’s Name _________________________ DOB____________ Age_____ Class Teacher ___________________________ Date ________________ Discussion with parents about concern Yes / No Discussion with pupil Yes / No Nature of concern Current Assessment Reading Reading Age Writing Maths Science

Previous Phase’s Assessment ____________________ Reading Reading Age Writing Maths Science

Phonics/Spellings Phonics phase First 100 Second 100 Third 100

Has reading level/ miscue analysis been checked Yes / No Outcome_________ Highlight areas in place Whole class visual timetable

Buff background on IWB

Spellings in CIP Seating arrangements considered

Differentiated work

Pre learning topic words

Word banks in using visuals or CIP

Variety of teaching styles used

Writing frames Reward system in place

Other:- What strategies have been used with this pupil within ordinary differentiated provision? (these might include individual and group support within the ordinary classroom from staff/other adults, reward systems, alternative resources for this pupil, teaching styles matched to need) Current intervention in place e.g. Bullseye, ILT and brief outline of progress

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Current SEN Numbers Silverdale Primary School (Numbers in brackets = % of school population)

Statements

School Action +

School Action

12 (2%) 30 (5%) 47 (7.6%)

Total number of children on SEN Register = 89 (14%)

National figures for comparison (Primary)

Statements

& School Action +

School Action

7.7 % 9.7%

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Glossary of SEN Terms, Conditions and Syndromes

• The following pages contain information that will be useful in supporting pupils with SEN.

• On each page, there are descriptions of each condition or syndrome,

along with a description of what educational implications this may have and some useful suggestions for classroom management.

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ASPERGERS SYNDROME

What is it? A developmental disorder, which affects communication skills, social interactions and behaviour. Aspergers Syndrome children often have average or above-average intelligence and a rich vocabulary but do not understand social rules or nonverbal cues. Typical symptoms include a formal or expressionless tone of voice, rigid thinking patterns, obsessional behaviour and self-criticism. Students with this condition often take things very literally.

Possible educational implications

♦ Inability to understand complex instructions ♦ Sensitive to changes in routine ♦ Difficulties with group work ♦ Desire for perfection ♦ Easily stressed/frustrated

Class Management

♦ Keep instructions simple and limit choices ♦ Pre-warn of changes and give prompts to finish tasks ♦ Avoid confrontation and use distraction to alleviate stress ♦ Be aware of potential problems with group work ♦ Check understanding by asking the student what s/he has to do ♦ Try to establish eye contact when communicating

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ASTHMA

What is it? A condition in which there is a reversible narrowing of airways in the lung due to inflammation, which causes swelling of the lining, and spasm of the muscle around the airway. It may be caused by an allergic response to inhaled, ingested or injected substances. Exercise may also trigger symptoms. Many teenagers grow out of asthma, but it can persist in people throughout life. Asthma is not a psychological disorder but stress may be a factor in starting an attack. In severe cases it can be life threatening. Possible Educational Implications ♦ The need to use an inhaler, especially prior to P.E. ♦ Possible absence from school for clinic or hospital appointments Class Management ♦ Allow ‘catch up’ time if work has been missed ♦ Be aware of the safety issues and know the procedures necessary if an

attack happens in the lesson

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ATTENTION DEFICIT HYPERACTIVITY DISORDER

(ADHD)

What is it? A medical disorder characterized by inattentiveness, hyperactivity and impulsiveness. The most notable symptoms are related to excessive activity levels: talkativeness, interrupting, fidgeting, and inability to remain in seat. ADHD children generally have underdeveloped social skills. Possible Educational Implications ♦ Inability to understand complex instructions ♦ Difficulty starting/finishing tasks ♦ Difficulties with group work ♦ Low self-esteem ♦ Easily stressed/frustrated Class Management ♦ Seat away from possible distractions ♦ Offer written and oral instructions ♦ Keep instructions simple and limit choices ♦ Allow constructive doodling during teacher talk ♦ Be aware of potential problems with group work ♦ Break lesson into short and achievable tasks

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CEREBRAL PALSY

What is it? A condition occurring as a result of damage or abnormal development of the brain. It can be caused by asphyxia during birth, haemorrhage in the brain, foetal deprivation, jaundice or infections. In some cases, no cause can be found. Posture and movement are usually affected with varying degrees of severity. Some students have poor speech and articulation. There can be additional complications such as seizures, visual difficulties and epilepsy. Some students follow physiotherapy programmes to help improve control and/or mobility.

Possible Educational Implications ♦ Learning difficulties associated with visual impairment ♦ Some students use a wheelchair - manual or powered ♦ Some students have individual aids for access to lesson, i.e., orthopaedic

chairs, key guards etc. ♦ Absence from lessons for physiotherapy/speech & language/occupational

therapy/hospital appointments

Class Management ♦ High level of differentiation, taking into account individual learning and/or

physical needs, including technological aids where appropriate ♦ Efficient use of teaching assistants to read/scribe/attend to personal care

needs ♦ Use of vari-height equipment where required ♦ Possible use of early leaving/late arrival to aid mobility in corridors ♦ Additional time to complete work ♦ Possible ‘waiving’ of homework to allow for tiredness/inability to complete

work ♦ Develop as much independence as possible in lessons.

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CHARCOT-MARIE TOOTH DISEASE

What is it? An inherited neurological condition, which causes progressive weakness and wasting of muscles in lower arms and legs. There is no cure. It doesn’t cause learning difficulties but children may experience problems such as coordination, fatigue, anxiety and emotional factors related to the disability. Some children may have involvement from the physiotherapist. Possible Educational Implications ♦ Difficulties with handwriting, taking notes quickly ♦ Slowness with organisational tasks, e.g. turning to the correct page quickly ♦ Difficulties with rising from seated floor position ♦ Slowness with moving around the school and changing ♦ Consideration for the child when unusually tired ♦ Frequent falls

Class Management ♦ Provide additional time, if writing or ideally promote the use of word

processing ♦ Unless otherwise directed, provide a seat for child to minimise sitting at a

low level. ♦ Additional time provided to change and move ♦ Encourage use of computers, when appropriate ♦ Consider the volume of work expected vs. effort to achieve this volume ♦ Encourage child to be included in appropriate exercise ♦ Consideration given as condition advances ♦ Send child with a peer when walking longer distances or up/down stairs

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CYSTIC FIBROSIS (CF)

What is it? A genetic disorder which produces mucus on the lungs and pancreas, resulting in cysts and fibrosis. Airways can be blocked and lung infections can occur. There can be many other complications, including: arthritis, diabetes, heart problems, hayfever and liver problems. There may also be delayed sexual maturing in boys. The most notable symptoms are wheezing and a persistent cough. Most students with CF need daily physiotherapy to clear the lungs, regular antibiotics and must take enzymes to digest their food. Possible Educational Implications ♦ Absences from school, due to periods spent in hospital ♦ Absence from lessons, for chest physiotherapy ♦ Low self-esteem, fear of the future. ♦ Possible frustration/anger with the condition ♦ Possible tiredness in school Class Management ♦ Allow the student to catch up missed work ♦ Be aware of possible behaviour difficulties arising from the condition ♦ Encourage to participate in all school activities ♦ Special arrangements for exams – e.g., additional time

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DIABETES

What is it? Diabetes is a medical condition in which the amount of blood sugar is too high because the body cannot convert it into energy. Weight loss and tiredness can result. It is incurable but can be treated with a combination of injections and appropriate diet. If untreated, unconsciousness can occur. Possible Educational Implications ♦ Students may need to eat regular snacks throughout the day ♦ Emotional and/or behavioural difficulties associated with the condition ♦ Students may need to use the toilet during lessons ♦ Absence from school for medical reasons Class Management ♦ Discuss condition with peers as appropriate ♦ P.E. staff to be aware of effects of exercise ♦ Allow student to leave lesson to go to the toilet ♦ Allow student to catch up missed work ♦ Encourage to take care of snacks if necessary ♦ Be aware of emotional implications of the condition

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DOWNS SYNDROME What is it?

Down's syndrome is a genetic condition which can affect a child's learning and physical features. About one in every thousand babies is born with Down's syndrome and it is permanent. Every child is different but most children with Down's syndrome have some difficulty learning.

Some children with Down's syndrome experience speech problems but not all.

Children with Down syndrome have complex needs and a range of associated conditions and characteristics. These may include:-

• middle ear impairments leading to mild to profound hearing loss • mild to profound vision impairment • difficulty with articulation and in developing expressive language • difficulty and delay in developing fine motor skills • behavioural difficulties and disorders, including obsessive–compulsive

disorder (OCD) • autism • congenital heart defects • an underactive thyroid that can affect cognitive function • Sleep apnoea that can affect alertness, mood and behaviour.

Possible Educational Implications ♦ Pupils will have difficulty recording and writing work down- alternative

methods of recording will need to be developed ♦ Pupils may not understand danger, e.g. wander off ♦ Balance and gross motor skills will be poor in P.E. ♦ Visual prompts needed to support understanding ♦ May tire easily, especially in the afternoons ♦ Difficulties learning phonological skills ♦ Children may use avoidance strategies Class Management ♦ Makaton and communicate in print communication tools will need to be used. ♦ Ensure children work with their peers at appropriate times, including phonic

sessions ♦ Use classroom behaviour management procedure

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DYSPRAXIA

What is it? A developmental condition, affecting physical movement. There may be marked delays in sitting, crawling and walking, or problems with self-help skills, knocking things over or dropping things, poor performance in sport or poor handwriting. There is usually impairment in skills relating to sequencing, organization, planning and attention control. This can result in problems with recording and written output. It is not uncommon for these children to be described as lazy or poorly motivated. At secondary level there may be underachievement, avoidance of difficult tasks and low self-esteem. Possible Educational Implications ♦ The need for physiotherapy, resulting in loss of lessons ♦ Pupils will possibly have difficulty remembering things, recording and writing

work down ♦ Pupils may seem disorganized, they may appear ‘lazy’ or inattentive ♦ Balance and gross motor skills may appear poor in P.E. ♦ Pupils may have poor self esteem Class Management ♦ Allow extra time for pupils to catch up ♦ Extra help will be needed with recording and writing. Take account of the

difficulties a pupil may have ♦ Pupils will need reassurance and help with organization ♦ A differentiated PE curriculum may be necessary

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EMOTIONAL, BEHAVIOURAL

AND SOCIAL DIFFICULTIES

What is it? This term (EBSD) covers a range of different behaviours. EBSD pupils may display extreme attention seeking behaviour or act in an anti-social, aggressive and confrontational manner or they may be withdrawn and have difficulty interacting with others. There are many different permutations in between and problems may be short term or long term. Possible Educational Implications ♦ Some pupils will need one-to-one or small group mentoring to promote

positive behaviour and to improve social skills ♦ Some pupils may need short periods of respite work in the SSU on a more

intensive programme ♦ Tasks may need to be shorter Class Management ♦ Lessons should be challenging and at appropriate level ♦ Some pupils respond well to praise and encouragement, this may need to be

given discreetly ♦ Avoid confrontation where possible, if a pupil is acting in an unsafe manner

send a TA or reliable pupil to fetch the Welfare Team ♦ Use a firm, clear, consistent approach ♦ Use the four corners of the room to separate disruptive pupils ♦ Vary the pace and activity of the lesson to keep all pupil involved ♦ Follow the school behaviour and discipline policy

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EPILEPSY

What is it? A common neurological disorder that can produce seizures or attacks ranging from tingling to involuntary ticks, changing sensations or convulsions and loss of consciousness. Medication usually controls seizures. Possible Educational Implications ♦ Many students fall behind in attainment levels ♦ Some students lack confidence ♦ Many students have learning difficulties, depending on how much their brain

is affected ♦ Students may be drowsy or over-active as a result of medication ♦ Some students appear to be inattentive Class Management ♦ Address learning difficulties through effective differentiation ♦ Allow additional time to catch up if work is missed ♦ Be safety conscious if seizures are known to occur in school. Consider first

aid options during the lesson/activity ♦ Find out if student has warning signs (many do) and summon first aid

response when these occur ♦ If a seizure occurs, let it run its course and get first aid response

immediately. DO NOT ATTEMPT TO RESTRAIN MOVEMENT

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MUSCULAR DYSTROPHY

What is it? Muscular dystrophy is a group of inherited disorders that cause weakness and atrophy of the muscles. Duchenes is one of the most common, affecting one in 3,500 males. It usually starts between the ages of two and five. Weakness begins in the upper arms and legs and progresses. It eventually affects all voluntary muscles, resulting in terminal illness. Possible Educational Implications ♦ Students will need consistent medical intervention, resulting in absences

from lessons and/or school ♦ Most students get tired easily as the condition progresses ♦ Adolescents can suffer emotional or behavioural difficulties, associated with

their condition – i.e., depression or isolation ♦ Students will need practical support for lessons ♦ Special arrangements for exams may be necessary – i.e., amanuensis Class Management ♦ Adapted equipment ♦ Practical support ♦ Special arrangements for exams ♦ Awareness of emotional implications of this condition ♦ Additional time to complete tasks ♦ Possible waiving of homework as condition worsens ♦ Possible use of late arrival/early leaving to/from lessons

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PRADER-WILLI SYNDROME

Major physical characteristics

Poor muscle tone, resulting in difficulty with PE, running etc. Scoliosis can often occur with PWS.

Tendency towards obesity, caused by an excessive appetite (hyperphagia).

People with PWS often have a narrow forehead, 'almond-shaped' eyes and a down-turned mouth. Many children with PWS are shorter than their peers and are often prescribed growth hormone treatment. Delayed emotional development can be a feature as well as tantrums and stubbornness. They can also be resistant to change and have obsessive or compulsive behaviour (similar to the ASD). Sufferers from PWS can have speech and language disorders.

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SPECIFIC LEARNING DIFFICULTIES

What is it? Dyslexia can be defined as persistent difficulties with reading, spelling, writing and sometimes arithmetic. It occurs in spite of normal teaching and independent of intellectual ability. Most dyslexic pupils are male and 80% will have a family history of dyslexia. Possible Educational Implications ♦ Poor auditory and visual processing skills ♦ Poor organisational or sequencing skills (following a timetable) ♦ Poor written or spoken language ♦ Difficulties reading or decoding multi-syllabic words ♦ Writing quickly and copying from the board ♦ Recording and completing homework ♦ Note taking - especially from spoken input or videos ♦ Writing notes etc. which give an adequate record of work ♦ Revising from notes and organising themselves in exams Class Management ♦ Ask the pupil to repeat instructions to ensure understanding ♦ Provide brief check lists to aid organisational skills (e.g., writing frames) ♦ Provide books at an appropriate reading level ♦ Only ask volunteers to read aloud in class ♦ Make sure pupil has a clear view of board or OHP ♦ Provide pupil with a copy of information from board or OHP ♦ Teach highlighting techniques for text ♦ Encourage use of ICT for writing ♦ Encourage good use of planner for homework recording or provide copy of

homework ♦ Encourage alternative recording methods, e.g., drawing, tape recording ♦ Limit amount of writing by using tables, charts or proformas ♦ Provide copies of key words to pupils and also have on board ♦ Don’t mark all incorrect spelling - highlight one or two ♦ Copy another pupil’s work for them to make revision possible

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SPEECH AND LANGUAGE DISORDER

What is it? Many children have a speech and language impairment ranging from language delay to specific disorders such as dysphasia. Children may have difficulties with talking or with understanding, or both. Possible Educational Implications ♦ Difficulty with pronouncing words ♦ Difficulty with expressing themselves ♦ ‘Cocktail Party Syndrome’ – a child’s expressive language is better than their

understanding of language ♦ Students may require speech and language treatment, resulting in absence

from lessons Class Management ♦ Ensure some form of communication – spoken, written, visual signs etc. ♦ Use visual clues to help with memory ♦ Check understanding by asking what s/he has to do ♦ Adopt a ‘buddy’ in lessons to provide support ♦ Avoid over correction of imperfect speech

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SPINA BIFIDA

What is it? Spina Bifida is a condition in which the bony projections of the spine are not developed properly. The spinal cord is therefore not protected. It can occur from the back of the neck to the lowest parts of the spine. Many children have some degree of paralysis in the legs. Often, the bladder and/or bowel are paralysed. Other complications include joint and circulation problems. 80% of children with Spina Bifida also have Hydrocephalus (fluid on the brain) and may use a shunt – an internal tube fitted to drain fluid away. Possible Educational Implications ♦ Poor fine motor skills ♦ Eye defect (i.e., squint) ♦ Visual field impairment ♦ Drowsiness, lethargy, headaches may be linked to a blocked shunt (if child

has hydrocephalus) ♦ Painless fractures or skin ulcers may occur ♦ Learning/behavioural difficulties associated with the condition ♦ Poor comprehension skills Class Management ♦ Differentiated tasks if necessary ♦ Awareness of possible difficulty with depth/distance judgements ♦ Check understanding by asking child what s/he has to do ♦ Practical assistance for some tasks ♦ Prompting to begin tasks ♦ Possible use of early leaving/late arrival to/from lessons

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TOURETTE SYNDROME What is it? This is a neurological condition characterised by multiple tics. The tics range from very simple to more complex, purposeful movements. Vocal tics can be as simple as throat clearing or coughing. Pupils mimic others, swear, or suffer from involuntary gestures. Tics can be suppressed for a short time and pupils may display more symptoms at home than at school. Possible Educational Implications ♦ Speech and language assessment ♦ Anxiety ♦ Fatigue ♦ Difficulties with significant transitions ♦ Could generate excitement for individual and peers Class Management ♦ Encourage other pupils to ignore behaviour, find ways to make tics irrelevant ♦ Careful seating arrangements ♦ Try to keep pupil calm ♦ Sit at front of class ♦ Provide designated safe area for child if tics are severe ♦ Reduce stressful situations ♦ Provide frequent breaks for opportunities for movement

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Additional Information Additional information about these and other conditions can be obtained in the following ways:

• Talk to the SENCo • Ask parents about their child’s condition • Talk to outside agencies – School Nurse, Learning Language Support

Service (LLSS), Educational Psychologist (EP), Speech and Language Therapist, Occupational Therapist (OT), Physiotherapy

• Talk to the pupil • Talk to the pupil’s mentor or assistant

Websites:

• www.cafamily.org.uk - a directory containing 2000 specific conditions • http://specialchildren.about.com - a website for parents but packed with

information about a variety of specific conditions • www.asbah.org/ - Association for Spina Bifida and Hydrocephalus • www.bda.org.uk/ - British Deaf Association • www.dyspraxiafoundation.org.uk/ - Dyspraxia Foundation • www.epilepsy.org.uk/ - British Epilepsy Association • www.muscular-dystrophy.org - Muscular Dystrophy Group of GB • http://www.nas.org.uk - National Autistic Society

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Preferred Learning Styles Visual ♦ Use of storyboards ♦ Encourage mind mapping strategies ♦ Watch role play / hot seating activity ♦ Label or draw diagrams ♦ Explain themes using pictures or photos ♦ Key words and Widgit symbols ♦ Video or DVD (recording or watching) ♦ Drawing pictures of difficult spellings ♦ Internet ♦ Computer games ♦ Pupils close eyes and teacher talks them through a scenario ♦ Model making ♦ Flow charts ♦ Artefacts Auditory ♦ Read material aloud ♦ Story tapes ♦ Information on tape ♦ Dictaphone ♦ Oral presentation ♦ Dictation ♦ Role play to listen to ♦ Music ♦ Sound out difficult words ♦ Paired work where on pupil explains task to another Kinaesthetic ♦ Brain gym ♦ Role play / hot seating ♦ Highlighting text ♦ Pause for pupils to move around and look at one another's work ♦ Group swaps ♦ Raised diagrams / Braille ♦ Circle time discussion with seat swapping ♦ Making models ♦ Active games ♦ Write difficult words in large coloured letters / tracing words ♦ Clap for syllables in words ♦ Mind mapping ♦ Artefacts to touch

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Pupil Support Strategies Provide repeated, clear instructions, checking the pupil understands the

work Ask the pupil to repeat instructions Make sure the pupil has a clear view of the board / OHP Set short term goals for pupils and use lots of praise and encouragement Break the required task down into small clear steps Encourage pupils to proof read their work (getting them to read it from the

end back to the beginning encourages them to look at each word and not skim read)

Remind pupils of the amount of time they have to do a task and how much time is left

Encourage a ‘buddy’ to work with your targeted pupil to encourage normal socialisation and give you time to work with other needy pupils

Make sure that the pupil has worked independently for 20 minutes of the lesson

Make sure that you are working with as many pupils in a class as possible - one third of the pupils in our classrooms have special needs

Reading and Writing Skills Don’t ask the pupil to read aloud unless they volunteer Discuss keywords with pupils before they read a text Discuss with the pupil which strategies they can use to decode words when

reading Expand the pupil’s sentences and model the correct responses to questions Use a simply writing frame to help the pupil organise their writing Help with organisational skills by providing brief checklists to remind the

pupil about routine activities such as the layout of a piece of writing Try not to ask the pupil to copy from the board or OHP. If possible provide

them with a copy of the text on their desk Highlight keywords on copies of text Discuss an idea with the pupil before they try to write it down Get pupils to draw ideas instead of write Encourage use of laptops Getting Ideas and Planning Written Work Limit the amount of written work for pupils with recording difficulties by

allowing the pupil to fill in missing words in text you write in their book, write every second sentence for them, get them to write down keywords

Draw a simple chart for the pupil to fill in or write a précised version of the work for them to copy

Encourage mind mapping or spidergrams to work out ideas before a pupil writes a piece of work

Ask the questions - Who? What? When? Where? and How? before attempting a written task

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List main points needed for each paragraph and get the pupil to fill in the rest

Use beginning, middle and end strategy for story writing Spelling Highlight one or two incorrect spellings - get pupils to rhyme words, e.g.,

rain, train, vain or get pupils to use word families, e.g., trick, tramp, troop Encourage pupils to use the ‘Look, say, cover, write, check’ method for

spelling Create mnemonics to help pupils remember difficult words, e.g., big elephants

can always understand small elephants - ‘because’ Encourage the pupil to listen for syllables in words when spelling Encourage pupils to say words as they spell them, e.g., Wed/nes/day Maths Make sure that the pupil has understood the language used in the question Check that the pupil knows whether it is +, - or x Practice timetables or use number squares Use blocks to provide a visual way of building up tables Ensure that pupils have written the correct numbers down in the correct

columns (pupils with dyslexia or dyspraxia can sometimes not scan down or along in straight lines)

Use number lines with pupils who have sequencing difficulties Discuss place value with pupils who reverse numbers Use visual techniques to explain problems, e.g., fractions Use digital numbers to help pupils tell the time Break work down into small steps

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Working with Teaching Assistants There are twenty one teaching assistants (TAs) and five individual needs assistants (INAs) presently working at Silverdale Primary School. Teaching Assistants and Individual Needs Assistants are primarily under the direction of the class teacher and in discussion with the SENCO and Teaching Assistant Line Manager. It is the class teacher who is responsible for the progress and attainment of all the children in their class. The provision map will detail the interventions that have been identified in the class and it is for the team of the teacher and teaching assistant to ensure this takes place. When a TA is present in your classroom you are able to use them in a variety of ways: ♦ To assist at the beginning of the lesson by checking that equipment is on

desks and pupils are ready to begin ♦ To work with small groups of pupils or individuals ♦ To free up the teacher to work with groups ♦ To promote inclusion of all pupils ♦ To show an interest in the lesson ♦ To model good practice and promote social skills ♦ To keep pupils on task ♦ To assist pupils with physical needs ♦ To provide feedback to teachers ♦ To prepare classroom materials and assist with administrative tasks ♦ To write information on white board ♦ To provide support for literacy and numeracy strategies ♦ To make possible more ambitious learning strategies ♦ To inform teacher when a pupil has done well ♦ To spot early signs of inappropriate behaviour or bullying and inform teacher ♦ To keep pupils safe ♦ To defuse situations before teacher intervention is necessary ♦ To assist on educational visits

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INCLUSION

I have different types of friends,

Never ignored,

Can do lots of things,

Laughing with friends,

Uncertain at times,

Sharing and helping,

In class I get helped a lot,

Our school is great for everyone,

Never give up on hope or your dreams!

Made by Zoë Leonard + Mia Dixon

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