SEN Provisions

sen provisions

SEN Provisions

Here at Wood Green Academy, we have a variety of SEN Provisions in place to ensure our pupils get the very best support tailored to their specific needs. 

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.

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.

 

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.

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.

 

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 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/carers:

  • 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.

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.

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/carers:

  • 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.

The steps we have taken to prevent pupils with disabilities from being treated less favourably than other pupils

At Wood Green Academy, we are dedicated to preventing pupils with special educational needs and disabilities from being treated less favourably than other pupils. We achieve this by developing Individual Learning Plans (ILPs) tailored to the specific needs of each student, ensuring they receive the necessary accommodations and support. Additionally, we provide regular training for our staff on inclusive practices, enabling them to effectively support diverse learners. Our facilities have also been modified for accessibility such as elevators, and accessible restrooms (e.g. Sensory room, Student Welfare Manger’s office), so that every student can navigate the school comfortably.
 
To further support our students, we offer a range of services, including counseling, mentoring, intervention groups, academic assistance and access arrangements for internal and external examinations, aimed at helping those with disabilities thrive. Our curriculum is designed to be inclusive, allowing all students to engage fully with the material. We also promote peer support programs (e.g. SEN Buddy Club, encouraging social inclusion and fostering a sense of community among students. By regularly monitoring and gathering feedback from students, parents, and staff, we continually assess and improve our strategies, ensuring that we meet the needs of all pupils effectively and uphold our commitment to equity.
 

Wood Green Academy is an 11-19 over-subscribed National Support School specialising in Sport, Maths and Computing.

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