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What is our approach to teaching pupils with SEND and encouraging engagement?

What is our approach to teaching pupils with SEND and encouraging engagement?

Young people:

We try to find out how you learn best and provide the levels of support that help you do this. We will however encourage you to do some learning for yourself and to ‘have a go’ at some things without adult support. We have extra people who can help you with improving your communication skills or we can make sure you have someone extra to talk to or work with when things are troubling you. We also have three staff including the school nurse who will help with your health needs.

Young People:

The students at all the different bases have made some videos for you to watch so you can experience a  ‘Day in the Life’ of the school. Enjoy watching them.

  • Upper Main Site - Middlefield Lane
  • Hinckley Academy and John Cleveland Satellite Base
  • Redmoor Satellite Base
  • Lower Main Site - Stoke Road
  • Richmond Satellite Base

Parents and carers:

  • Pupils are broadly grouped by age, in mixed ability tutor groups.
  • Pupils are placed in ability sets for some subjects particularly English and maths.
  • There is an opportunity for some pupils to have smaller group or one to one tuition.
  • All our teachers are responsible for the learning of the pupils in their class. 
  • Our classes have a teacher and a senior member of support staff who is a “class second” and provides skilled support for the teacher as well as cover in the absence of the teacher. 
  • We are skilled at identifying, nurturing and using specific expertise among our staff. Staffing levels in any group are decided by taking into account the differing needs of pupils within a group therefore staff-pupil ratios vary across the school.
  • Some pupils have an adapted personal curriculum to help them engage and learn
  • Some pupils have a customised learning environment to help them access the curriculum.
  • We have additional expert staff who support pupils at different times during their school career helping with their communication, health and/or social and emotional needs

 

The diagram shows the staged approach for pupils to have equal access to the curriculum:

Equality of Access in all classes:

Information displayed in all tutor classrooms:

Pupil pen portraits/pupil profiles / personal targets            Class and school rules

School moto/ethos statement                                                 Working walls: English, Maths & Topic

Photos of pupils with the types of communication aides/visual systems that they use

All  DGS pupils will at all times have access to:

 

 

Good lighting

Clear organised environment clutter free

Location markers – visual and sensory

Some pupils at DGS will have…

 

Communication

Access to a total communication environment

Signing

Timetable & using symbol timetable

Communication

Individualised communication systems/aids using symbols, Picture Exchange Communication System

Objects of reference

Individual timetables

Support from speech and language therapist

A few pupils at DGS will have:…

Communication

Braille or moon

BSL +communication worker

Objects of reference (personalised)

Rewards

Reward system based on 10 box (age appropriate)

 

Rewards

Individual rewards systems

Motivators (now and then)

Assessments

Cognitive assessments Literacy diagnostic assessments

Exam access arrangements

Style of lesson / Interventions

Phonics - at least 4 sessions a week (structured sequential and  multi-sensory)

Communication groups

Chunked lessons

New subject specific vocabulary to be taught

Hands on kinaesthetic approach

Multi-sensory teaching approaches

Opportunities to record work in different ways (spider diagram, mind mapping, computer, writing.

 

Interventions

Music intervention

Physiotherapy

Hydrotherapy

VI Font changes

HI aids

sensory intervention (circuits ,dance massage, tac pac etc)

Literacy intervention

Communication intervention

Maths/cognitive  intervention

Pastoral intervention

 

Interventions

Access to eyegaze technology

Feeding programme (SALT)

1:1 support at all times

Curriculum

Personalised timetable: Inclusion HAJC6

Individualised MSI/HI or VI curriculum

Art therapy

Music therapy

Resources

Skilled support from well-trained support staff

Staff who are calm and able to motivate

Key worker/ Mentor

Health team intervention

Lego therapy

1:1 support for personal targets

Care plans

Individual behaviour plan

Resources

Individualised communication aid

Individual specific work areas

Individualised mobility/standing  equipment

Basic phase package of IT software

Computer access (at least 2 computers) Reading library for books of choice

Basic working resources – available and labelled

Visual aides to support independent learning - no adult help cards/ personal checklists etc.

Camera for photographic evidence

Medication cupboards, locked accessible

Pastel shade background when using the IWB to avoid glare

Resources

Use of buff paper

Hoists/ Specific equipment

Moving and Handling plans. 

Technology curriculum access equipment eg laptop or ipad with specific apps

Quiet areas for quality listening

Wheelchair use

Medication

Regular medication

Personalised care equipment

 

Medication

Emergency medication constantly available and trained staff

 

Other outside agency support

Educational Psychologist 

CAMHS