Assessment for Learning Assessment for Learning strategies are used as a key tool in developing children s learning and progress.
Liaison with outside professionals e. A child is then identified as having SEND if: They fail to match or better their previous rate of progress; They develop a specific need which cannot be rectified through normal classroom practice; Their progress is significantly slower than that of their peers, resulting in them being more than a year behind.
The class teacher will, through consultation with parents, discuss any concerns with the SENCo and make the appropriate provision for that child. Any additional support that is required will be monitored and reviewed on a regular basis. Children who are slightly behind their peers may only require some extra support in class to enable them to closes gap in their learning or to reinforce newly-taught skills.
Others, for example, may need a change in the way lessons are delivered to them and may need different ways of recording their work.
What happens if my child requires SEND support? The support plan is decided upon collectively by the class teacher, parent and child, overseen by the school SENCo. Some of the support that is offered may include: Personalised differentiation within curriculum areas; Access to additional adult support in lessons; Access to social support in a group setting; Specific personalised support delivered individually or in small groups according to need; Access to specialist provision from external agencies such as speech therapist, school nurse educational psychologist, etc.
When needed, adaptations can be made to include children to the best of their ability in the mainstream classroom, for example specific seating due to visual impairments or other physical needs. Volunteers would provide support under the direction of the class teacher and SENCo to meet the targets identified within target cards and those identified within whole class teaching; this may include a named child working individually or within a group.
All children who require SEND support have a target card which addresses their specific needs, in the form of smart targets which are achievable over short timescales.
Assess Class teachers will assess a variety of information they have about the child and will arrange a meeting to discuss this with parents. Targets will be formulated and parents will sign the target card as an agreement that the support required is appropriate.
Support will be carried out by both the class teacher and TA, and if appropriate, an intervention group that runs outside of the classroom may be required.
Some targets may involve participation in an intervention or booster group to target specific areas of learning. Examples of these are: Sensory Circuits and 5 a day; Social, emotional and mental health: Review Parents and teachers will meet to review targets, once a term or whenever a target has been met or a new target has been identified.
The child will be actively encouraged to take part in the review and will be involved in identification of next steps and the setting of new targets. The SENCo may be involved in this meeting, especially if inadequate progress has been made. Support for children with additional needs is reviewed on a termly basis and parents and carers are encouraged to take part in these reviews through conversations with school staff.
New strategies may be identified and carried out, using the previously mentioned target card system. This forms a gateway to additional help from specialist local services.United States: Charlotte (Nc) Nagaoka, Japan; Cachoeiro De Itapemirim, Brazil; Bissau, Guinea-Bissau; Czestochowa, Poland.
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HASLINGFIELD PRIMARY SCHOOL SEND INFORMATION REPORT. Cambridgeshire LEA schools adopt a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities (SEND) and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
Use of technology- Alphasmart, lap top, Ipad Augmentative communication – Makaton and BSL signing, PECS, hearing aids with radio aids, cochlear implants, visual schedules Use of Social Stories – to aid communication and understanding, improve behaviour, re-enforce social skills.