SEN Provisions

Maths Booster Sessions:

Prior to these sessions, the SEN Team liaise with Maths staff in order to focus on targeted areas with identified pupils. We provide additional support and use a wide range of resources in order to improve pupils’ mathematical competency. There is also ample opportunity for revision in preparation for examinations or assessments.

Strategies for parents/carers:

  • Reinforce the importance of money. For example: shopping budgets, pocket money, working out change etc. Create opportunities to put this into practise.
  • Show an interest in the skills they are revising and ask questions to secure their understanding.
maths
Maths Booster Sessions

“There is also ample opportunity for revision in preparation for examinations or assessments.”


English Booster Sessions

Wednesday afternoon English intervention acts as a booster session for those pupils in need of extra English support. Its aim is to improve a student’s knowledge and understanding of the GCSE exam paper. The group number remains small so that pupils can receive targeted support and guidance to help develop the skills needed to for the exam.

Strategies for parents/carers:

  • Encourage your child to read a wide variety of texts (magazines, newspapers, junk mail, charity leaflets.)
  • Ask them the following questions: why has this been written? Who has it been written for? What do you think?
english
English Booster Sessions

“The group number remains small so that pupils can receive targeted support and guidance to help develop the skills needed to for the exam.”


Speech, Language & Communication Programme

This intervention targets pupils with speech, language and communication needs and encourages them to communicate with others more effectively. Furthermore, it enables them to develop the skills that will give them confidence to communicate in the context of the wider world. Topics of work include: grammar activities, social stories, phonics, imagination activities and role play work.

Strategies for parents/carers:

  • Encourage your child to describe something to you in as much detail as they can e.g. something they have learnt at school, heard on the news, television etc.
  • If they have difficulty pronouncing certain word sounds, e.g. ‘sh’ ‘th’, encourage this by repeating the word back using the correct sound.
  • Encouraging pupils to say sounds accurately and in the right places in words.

“Topics of work include: grammar activities, social stories, phonics, imagination activities and role play work.”


SULP

SULP is a social use of language programme in which pupils can develop their interpersonal and social skills from a communication and thinking perspective. It allows pupils to gain the skills and confidence to help them communicate with others throughout life.

Strategies for parents/carers:

  • Model eye contact for at least three seconds when speaking. If you notice wondering eyes for a long period of time, remind them they should be looking at you.
  • If your child is talking too loud or too quiet, ask them to listen to your voice and demonstrate the volume they should be speaking at.
  • Encourage turn taking by indicating when it is their turn to speak.
  • Generate discussions around a range of topics.

“It allows pupils to gain the skills and confidence to help them communicate with others throughout life.”


Developing Emotional Literacy with Teenagers

This programme explores teenagers’ mental health and literacy. The pressures and concerns of teenagers are at the forefront of their emotional and mental health, so these sessions provide pupils with guidance and tools to recognise the importance of social skills. The classes and practical activities will allow pupils to address issues of identity and self-esteem by covering topics which include: relationships, bullying and problem-solving.

Strategies for parents/carers:

  • Maximise opportunities to give praise; this will help boost self-esteem.
  • Discuss your child’s day at school; focus on what went well and what could have been done differently
Developing Emotional Literacy with Teenagers

“The pressures and concerns of teenagers are at the forefront of their emotional and mental health, so these sessions provide pupils with guidance and tools to recognise the importance of social skills.”


Cognitive behaviour therapy (CBT)

Cognitive behavioural therapy is a talking therapy that helps pupils to manage their problems by changing the way they think and behave. It is most commonly used with pupils who suffer with anxiety and depression. CBT cannot remove their problems, but it can help pupils deal with them in a more positive way. CBT can also be used with pupils who are yet to develop an understanding of a spectrum of emotions.

Strategies for parents/carers:

  • Pupils on the CBT programme will develop relaxation tools. Encourage the use of these relaxation tools at home.
  • Encourage reflection on how different situations can trigger different emotions.
  • Encourage writing feelings down to be shared during CBT sessions.
Cognitive behaviour therapy (CBT)

“CBT can also be used with pupils who are yet to develop an understanding of a spectrum of emotions.”


Sound Discovery

Sound Discovery is a phonics programme for the teaching of reading and writing. It aims to raise literacy levels and enable better access to the National Curriculum. Pupils are taught the links between what they can hear and what they write. In addition, they are taught grapheme-phoneme correspondences and the phonic skills of segmenting and blending with the focus on how to implement this knowledge when reading and writing.

Strategies for parents/carers:

  • Encourage reading out loud at home.
  • Attempt to segment a word into smaller parts, so your child can spell it.
  • Regularly revise the sounds and spellings from previous weeks with your child to ensure the knowledge and understanding is retained.

“Pupils are taught the links between what they can hear and what they write.”


Circle Time

Circle time is a social skills group designed to further develop skills to establish and secure positive friendships. Its purpose is to further develop pupils’ resilience skills through discussions and the use of thinking maps. It can help young people develop skills such as listening and empathising, promoting respect for others and improving self-esteem.

Strategies for parents/carers:

  • Encourage putting into practise cooperative skills learnt in Circle Time when spending time with friends.
  • Encourage writing down thoughts and feelings that can be shared during Circle Time.
Circle Time
Circle Time

“It can help young people develop skills such as listening and empathising, promoting respect for others and improving self-esteem.”


Mentoring

This programme supports pupils by helping them deal with the problems they face so that they are free to learn and achieve their potential. Some of the topics covered include: bullying, self-esteem, internet safety, revision and anxiety.

Strategies for parents/carers:

  • Encourage care and compassion wherever possible.
  • Share experiences of what makes good friendships.
  • Encourage writing down scenarios that may bring anxiety or worry to be shared during mentoring sessions.

 “Some of the topics covered include: bullying, self-esteem, internet safety, revision and anxiety.”


Nurture

Some pupils need a little extra support to help them on their way to learning, make friends and grow into confident, successful teenagers. Nurture groups can help provide that support; give them the skills they need to do well at school; make friends, and deal calmly with the trials and tribulations of life. Nurture groups at Wood Green Academy are led by two members of staff and they consist of between six and twelve pupils. The group focus is language development and communication. This enables pupils to learn by watching and repeating the nurturing and supportive relationship demonstrated by staff, whilst also assisting with the development of their social learning through helping, sharing and listening to others.
Some children are anxious about communication, especially with each other pupils, so staff use storytelling and games as strategies to help develop pupils’ listening and communication skills.

 

Strategies for parents:

  • Enable your child to experience situations whereby he/she will inevitably lose at some point (Jenga, Dominoes, and Bingo).
  • This will allow them to demonstrate what they have learnt and implement coping strategies.
  • Create situations where sharing and turn taking are modelled and enforced.
nurture
Nurture

 “The group focus is language development and communication.”


Lexia

Lexia is an independent system for pupils who find literacy challenging. Lexia is predominantly phonic based, beginning at initial letter level and includes a simple comprehension element. Pupils work through the system independently and at their own pace. Lexia is web based; it keeps track of users in real time and provides tailored resources. Staff provide guidance on its use and reinforce some units on a one to one basis. Pupil progress is consistently monitored by staff throughout the year.

Strategies for parents/carers:

  • Encourage your child to read out loud to you.
  • Encourage the use of sounding out unfamiliar words.
Lexia
Lexia

“Pupil progress is consistently monitored by staff throughout the year.”


TITAN

TITAN (Travel Independence Training Across the Nation) is a method of teaching the skills necessary for independence (this is regardless of whether an individual will be an independent traveller) – there is something for everyone.

Strategies for parents/carers:

  • It is important that pupils regularly practise the skills taught during intervention sessions when completing homework. The skills which students are taught are applicable to any subject.
  • Read and understand the task that has been set before they begin.
  • Talk your child through why they are doing the task.
  • Allow your child to attempt the task on their own before intervening.

“The skills which students are taught are applicable to any subject.”


Science Booster Sessions

This is a programme introduced to offer students extra support and guidance during their GCSE Science studies. The intervention provides a range of revision methods, exploring strategies/techniques for recall and offers the skills required to prepare students for the examinations.

Strategies for parents/carers:

  • Spend quality learning time with interactive quizzes and games (www.bbc.co.uk/bitesize and www.doddle.co.uk)
  • Use highlighter pens to indicate relevant information in science questions.
Science Booster Sessions
Science Booster Sessions

“Exploring strategies/techniques for recall and offers the skills required to prepare students for the examinations.”


Handwriting Intervention

This intervention involves practising different strategies to create the correct formation of each letter. Developing the skill to grasp/grip a pen or pencil in the correct position is often a key factor, so intervention leaders help to build pupils’ confidence with this. Pupils are set individual targets which are monitored regularly to determine progress.

Strategies for Parents:

  • Encourage handwritten completion of homework, where possible.
  • Encourage good hand-eye coordination through the ‘Figure of 8’ game: pupils trace the shape of the number ’8’ on a piece of paper. They should then repeatedly trace it, trying to stay on the line to develop fine motor skills.

“Pupils are set individual targets which are monitored regularly to determine progress.”

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Accessibility Plan 2015-18
Accessibility Plan 2015-18
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EAL Policy
EAL Policy
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School Offer
School Offer
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SEN Information Report
SEN Information Report
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SEND Policy
SEND Policy
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