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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:

  • Memory
  • Speech and language
  • Reading
  • Reading comprehension
  • Spelling
  • Handwriting
  • Dyslexia
  • Dyscalculia
  • Numeracy
  • Basic skills
  • ADD
  • ADHD
  • Asperger syndrome
  • Autism
  • OCD
  • ODD
  • 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.