Learning Support

Do you feel any of the following?

 

Homework is too hard

Your work is a mess

You get confused easily

 

The Learning Support Department might be the place for you!

 

The Department

Mr Barker

Jill Burke

Jayne Jordan

Trish Gillard

Georgia Flint

Adam Tempest

Joanna Amps

Dale Simpson

Tom Clamp

Andrea Woodwood

Roda Odari

What is L.S.?

In recent years, help for students within their normal classrooms, across the whole curriculum has been an important feature of the policy within school and the Learning Support Department. However some students are still withdrawn on occasions when small groups or individual help is appropriate.

 

A new Code of Practice will take affect from September 2014. This Act, along with the Disability Act, and the Government’s ‘Helping Children Achieve More’ initiative, strengthens the case for the inclusion of students with Special Educational Needs in mainstream schools.

 

Initial concerns expressed by staff, students and parents, will usually be addressed by form staff with advice from Learning Support staff as appropriate. If initial support actions prove insufficient, further consultation with students, parents, teachers and Learning Support staff will place to develop individual strategies and targets appropriate to student’s needs.

 

In effect all staff work together with students and parents to ensure that all students reach their full potential.

 

Sensitive pastoral care, support and counselling are provided where appropriate. A register is kept of students experiencing difficulties so that all staff are aware of their needs and can refer to the Department for advice.

 

Liaison with parents is an integral part of this process and we welcome your interest and support.

 

 

Student help

Who are we here for?

Everyone who struggles with something at sometime, even you!

 

Where can you get help?

 

In LS during tutorial

In LS all lunchtime or after school

In your lessons

How is help given?

 

 

Most of the help is given in your normal classroom. We don't usually take you out of your lesson, unless you need a test reading to you.

 

If you are struggling in any way, in class or with your homework, tell your teacher or someone in Learning Support.

Revision tips

Put important terms onto Post-it notes - stick them around the house.

 

Colour coding - a colour for each type of information.

Highlight notes.

 

Use bullet points and underlining when making notes.

 

Try teaching or explaining a particular topic to a relative or friend - (you have to understand it before you can teach it.)

 

Practice drawing diagrams.

 

Tape record yourself reciting information - (do a 'karaoke' with yourself, leave gaps to fill in.)

 

Make up a rhyme, mnemonic, song or mime to help you remember. (Ask your teacher if you don't know what a mnemonic is.)

 

Make up index cards of important terms - carry them around with you.

 

Draw a spider's web (or mind map) of topic relationships.

 

 

Parents useful websites

Other Links

www.derby.gov.uk

www.additionalneeds.net

www.canteach.gov.uk

www.curriculumonline.gov.uk

www.dfes.gov.uk

www.disability.gov.uk

www.inclusion.org.uk

www.interactiveeducation.ac.uk

www.nasen.org.uk

www.ncb.org.uk

www.qca.org.uk

www.sendist.gov.uk

www.theteachernet.co.uk

Parents - Working together

Communication is a key part of successful intervention. It is vital that we use integrated working to be able to achieve the best possible support for the child, young person and the family.

 

Therefore, Close links are maintained with all relevant outside agencies when necessary. E.g. School Psychologists, School Doctor, Educational Welfare Officer and the Connexions' Service. 
Department staff (usually a student's key worker) will, whenever possible, attend outside agency reviews as well as call reviews in school.

Close links are also maintained with our partner Junior Schools.

 

In effect all staff work together with students and parents to ensure that all students reach their full potential. Sensitive pastoral care, support and counselling are provided where appropriate.

 

A register is kept of students experiencing difficulties so that all staff are aware of their needs and can refer to the Department for advice.

Liaison with parents is an integral part of this process and we welcome your interest and support.

Differentiation

Differentiation is the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning. We used to teach subjects and classes – now we teach students.

 

Differentiation is more effective when it:

 

Gives students an experience of success.

Allows students to raise their expectations.

Provides people with tasks which are matched to their experience and ability in the subject.

Enables students to move towards independent learning.

Is pitched at or very slightly above the students' abilities.

Child Help

Where can your child get help?

In LS during tutorial or assembly.

In LS all lunchtime or after school.

In their lessons.

How is help given?

 

Most of the help is given in your child's classroom. We don't usually take students out of lesson - unless they need a test reading to them.

 

When might your child need help?

When they have been away from school and are really behind with work.

When they can't do their homework.

When you are tearing your hair out!

We can do something about it!

 

Do you think your child has learning difficulties?

Talk to your child and look at their books.

Talk to your child's form tutor - they could do a check with all the staff teaching your child.

Talk to Learning Support staff.

Try not to worry, remember a lot of students have difficulty.

A lot of children try to avoid homework. This is normal!

Remember not every child who can't spell is dyslexic.

 

How can you help you child?

Check their homework diary every night.

Help and support them with their homework.

Help them to pack their bag and be organised for the next day.

Contact school if you think they are getting too little or too much homework.

Encourage them to use Learning Support at lunchtime or after school.

SEND

The Learning Support department supports all students at Chellaston Academy but has a clear focus of those students with Special Educational Needs and/or Disability.

 

 

 

What is SEND?

 

The Special Educational Needs and Disability Code of Practice (0-25 years) 2014 states that:

 

“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her”.

 

 

 

A child of compulsory school age has a learning difficulty or disability if he or she:

 

· Has a significantly greater difficulty in learning than the majority of others of the same age.

· Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or post 16 institutions.

 

 

 

A child under compulsory school age has SEN if he or she is likely to fall within the definition above when they reach compulsory schools age or would do so if special educational provision was not made for them.

 

 

 

More details about the reforms and the SEN Code of Practice can be found on the Department for

 

Education’s website:www.education.gov.uk/schools/pupilsupport/sen

 

 

 

What can LS do to help support students at the Academy?

 

Helping students make progress is a partnership between home and school. The government has given schools clear guidelines on how this help is given – the document is called the SEN Code of Practice:

 

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf­

 

 

 

Parents / Guardians should preferably notify the Academy of any known SEND during transition to enable effective support to be agreed and arranged.

 

 

 

There are two main stages to the SEN Code of Practice at Chellaston Academy:

 

1. SEN Support (K)

 

2. Education Health Care Plan (EHCP)

 

 

 

Who could be working with my child?

 

Mr T. Barker (Special Educational Needs Coordinator, SENCo)- First point of contact for parents/carers of students with individual needs.

 

 

 

Mrs G. Flint (Teacher) - Keyworker to all students with an EHCP

 

 

 

Mrs D. Burdis (Student Services Manager)- Works closely with a number of students, families and outside agencies.

 

 

 

Mrs J. Burke, Mr T. Clamp, Mrs J. Jordan, Mrs A, Woodward, Mr A. Tempest, Mr D. Simpson, Mrs M. Pearce, Mrs T. Gillard (Teaching Assistants, TAs) -Provide additional support to targeted students either in the classroom, or through specific interventions

 

 

 

When is the LS department open?

 

The department runs a homework club in the morning (08:00 - 08:30) and after school (15:00 – 15:30)

 

 

 

The department is open every dinner time. This allows students to eat their lunch in a smaller environment and work on their social skills. A large variety of games, activities and clubs are available too.

 

 

 

At Key stage four, students have the option to choose Curriculum Studies and/or Ready for Work.

 

 

 

What additional needs does Chellaston Academy support?

 

 

 

Chellaston Academy supports four areas of SEND:

 

1.       Communication and Interaction (C & I): E.g. Those students on the autistic spectrum.

 

2.       Sensory and Physical (S & P): E.g. Those students with a physical disability or sensory need such as cerebral palsy.

 

3.       Social, Emotional and Mental Health (SEMH): E.g. Those students experiencing an emotional, social or behavioural difficulty.

 

4.       Cognition and Learning (C & L): E.g. Those students with a specific learning difficulty such as dyscalculia or dyslexia.

 

 

 

Chellaston Academy has three waves of support

 

 

 

Wave 1 – Quality First Teaching (QTF)

 

Strategies include a whole school marking policy, reward system, opportunities for structured, cooperative group work and individual work , effective question questioning. An innovative curriculum and high expectations.

 

Wave 2 - Additional interventions to enable children to work at age related expectations

 

Strategies include group and individual interventions that focus on literacy, numeracy, social skills and emotions.

 

Wave 3 - Additional highly personalised interventions

 

Strategies include individual provision mapping extra, allocation of a keyworker, access arrangements for exams and annual review meetings

 

 

 

 

 

Who can I contact?

 

Please email the Academy’s SENCO - timbarker@chellaston.derby.sch.uk

 

 

 

The Local Offer

 

To find out more about the Local Offer from Derby City Council and Derbyshire County Council, please use the links below:

 

 

 

Derby SEND local offer website:

 

http://www.derby.gov.uk/education-and-learning/special-education-needs-disabilities

 

 

 

Derbyshire SEND local offer website:

http://www.derbyshiresendlocaloffer.org

 

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