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What is our approach to teaching pupils with SEND and encouraging engagement? |
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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. |
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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.
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Parents and carers:
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The diagram shows the staged approach for pupils to have equal access to the curriculum: |
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Equality of Access in all classes: |
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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 |
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All DGS pupils will at all times have access to: |
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Good lighting Clear organised environment clutter free Location markers – visual and sensory |
Some pupils at DGS will have… |
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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:… |
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Communication Braille or moon BSL +communication worker Objects of reference (personalised) |
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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 |
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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 |
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Curriculum Personalised timetable: Inclusion HAJC6 Individualised MSI/HI or VI curriculum Art therapy Music therapy |
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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 |
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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 |