Our SENCO Mrs Hollingsworth is our Special Needs coordinator (SENCO) and her role is to ensure all our children are reaching their potential in their learning. She instigates some programmes that will benefit all children and also directs the work of our 28 teaching assistants, all with different skills and knowledge, who help those of our children who may have a problem with their learning in different ways. They may have a long-term issue with specific learning difficulties or just need short-term help in a particular area. We are fully aware of how an emotional need can affect a child’s readiness to learn and we have interventions which take priority in order that children can access the curriculum and therefore progress. We have listed below a toolkit of interventions which we often have special training to deliver; these are used as appropriate according to a child’s need. EMOTIONAL NEEDS A THRIVE assessment can be very beneficial as we sit with parent and/or teacher and work out an Action Plan for home and school to help a child who may have emotional challenges. We also do whole class THRIVE assessments which inform all PHSF lessons. www.thriveftc.co.uk The BOXALL profile can be helpful for a child with problems learning appropriate classroom behaviour. http://www.nurturegroups.org/publications.php/1/The%20Boxall%20Profile%20Handbook%20(Revised) Planet Farm is a group of children who work with Nic, our landscape gardener, growing flowers and vegetables and making objects out of natural materials to sell to the school community at the end of each term. They learn how to work co-operatively as well as life skills such as planning and growing a garden, preparing items for sale and operating a market stall. 1:1 SEAL sessions on emotions and coping strategies are for children who are undergoing difficult life situations and who need a little extra help. Social and Emotional Learning (SEAL) group meet weekly to reiterate PSHE lessons. They generally work on feelings, e.g. they can look at anger, anxiety, Relationships and Changes as we prepare for the summer holidays and next year. The children in this group change according to their current need. http://www.devon.gov.uk/devonseal.htm We also run two Parent groups. Every Wednesday 1.15pm-2.45pm, Louise Froggatt, a Teaching Assistant at our school who is also highly trained in running parenting groups, has a group to which any parent is welcome to drop in. A huge variety of topics are available to cover. At 2.45pm, the children of those parents are thrilled to come in for a 30 minute 1:1 time with their parent doing a creative activity. Please ask for a flyer. Our second group is open to the whole of the Exmouth area and is run jointly by our SENCO and our Educational Psychologist. These meetings are weekly on a Friday afternoon and take a particular focus, eg. anxiety, change, learning to wait, sibling rivalry, etc. Lunch clubs run for those who are uncomfortable on the playground for the whole time and include knitting, recorders, junk modelling, paper crafts and art. These may change according to the talents and interests of those available to help. We are always looking for parents to help! READINESS TO LEARN We have a working memory group, as directed by our educational psychologist, to help children with poor auditory memory, as this can hinder learning. This operates in Foundation; in subsequent years the working memory programme runs 1:1 with Teaching Assistants. Speech and Language Therapy: The Speech and Language Therapist will assess a child experiencing difficulties with their speech and devise a personalised programme for them. The Teaching Assistant will carry out activities with the child to help them achieve the targets. The speech and language group mostly operates in Foundation, for children who need to work on certain sounds, as determined by Speechlink, a computer programme which helps identify any developmental speech and language difficulties. If necessary we can refer to a therapist. https://www.speechlink.co.uk/?0.93792500%201372965297 Speaking and listening groups are more commonly found in Foundation or Key Stage 1 and are set up as needed for children who need more practice in turn-taking, communication and interaction. Narrative groups are similar and focus on story-telling, including asking ‘who?’, ‘where?’, ‘when?’, ‘why?’, ‘how?’ and encouraging the children to develop their oral language to help prepare them for the reading and writing they will be doing. It uses Black Sheep resources http://www.blacksheeppress.co.uk/ ICAN Talkboost is a programme we have recently been trained on and which we have been running. It narrows the gap between those children who have a language delay and their peers. http://www.ican.org.uk/talkboost LITERACY NEEDS CODE uses the Project X characters and is a hugely popular and effective reading intervention for Key stage 2 that we have begun this year. This link says it all! http://www.youtube.com/watch?v=DSyuPryftnw We have several teaching assistants trained to deliver Fischer Family Trust 1:1 intervention which helps with reading and writing. They have daily activities with their reading book to help improve their literacy skills and parents work hard as well to narrow the literacy gap. http://www.literacy.fischertrust.org/pages/FFT_Wave_3_id4_smId40 Toe by Toe: This is a special red book where a child’s literacy progress can be seen before their eyes as they work through the book with a parent or teaching assistant. http://www.toe-by-toe.co.uk/parents-letters.htm 1:1 Effective Hearing Reading; Mrs. Hollingsworth has trained all of our teaching assistants on how to be more effective when hearing children read. More sessions are planned and parents and volunteers are invited to help improve their hearing reading skills too. We are always happy to welcome volunteer hearing readers and can train if necessary too. Catch-Up is another new literacy intervention that we can deliver if appropriate. Our SENCO has been instrumental in setting this up as the transition intervention for years 5-8 so that it can continue at Exmouth College. It is 1:1 with the TA and includes digital online games to fire the child’s imagination and consolidate their learning. http://www.catchup.org/CatchUpLiteracy/CatchUpLiteracy.aspx Reading Recovery: This is a very specialised 1:1 daily programme working with a child on reading and writing, spelling and handwriting and is only delivered by a teacher with extra qualifications in teaching children with very low literacy levels. http://readingrecovery.ioe.ac.uk/ MATHS NEEDS Numeracy Support Across our school we have experienced staff trained in delivering a suite of quality assured Numeracy intervention programmes. Each programme that has been chosen is research based, requires accreditation and has proven success in supporting children to make rapid progress in their numeracy. Numeracy intervention is managed by Paul Carter a Numeracy Specialist Leader of Education for The Devon Teaching School Partnership and former Numbers Count Teacher. Working closely together with teachers he supports teachers in selecting the most appropriate intervention programme to move the children forward. Counting to Calculating From counting to calculating, developed by the Devon Maths Team, is an intervention programme for maths that is intended for children who lie just above the bottom 5% in Y2 and for children in Y3 and Y4 who are working significantly behind age related expectations. The programme is based on in-school action research on key understandings in mathematics and how to address misconceptions and gaps in understanding. From counting to calculating is a ten week programme based on maths objectives taken from the Foundation Stage and Key Stage 1 curriculum that focus on key aspects of mathematical understanding related to additive reasoning. At Withycombe the programme is delivered by trained and accredited teaching assistants, of which we currently have 4, who tailor the sessions to meet the specific needs of the children who learn in threes, pairs or one to one. All children at Withycombe have made accelerated progress whilst on the programme, averaging 12 months progress during their 10 weeks on the programme. FirstClass@Number2 Edge Hill University accredited Teaching assistants work from detailed lesson plans, adapting them according to information gained from structured assessments. They help children to think and talk about their mathematics. 1stClass@Number has a Post Office theme: children use letters, parcels, postcards and house numbers to support their mathematics and write postcards to tell their class teachers about their achievements. Children who have taken part in this intervention have made significant age related gains, averaging over 15 months progress during their 3 months on the programme. Success@arithmetic A maths intervention from the Every Child Counts suite of interventions. It is aimed at pupils in upper KS2 and KS3 who find calculation difficult and who need additional support to achieve age related outcomes. Success@arithmetic is a trained and accredited, teaching assistant led intervention designed to raise pupils attainment and develop their understanding, fluency and confidence in written calculation. Following a diagnostic assessment a series of Success@Arithmetic steps are selected to form a tailored programme that the teaching assistant delivers to an intervention group of up to three pupils. The sessions use number rods, bar modelling and written methods to build a complete mathematical picture, developing pupils’ arithmetic fluency. They can be adapted to meet individual needs. The programme is quality assured through thorough assessment of the pupils understanding on entry and exit from the programme. Average progress made is 13 months whilst on this 13 week programme. PHYSICAL NEEDS Physiotherapy: we carry out any therapeutic tasks recommended by Vranch House for children needing help with movement, proprioception, posture, gross or fine motor skills and so on, either 1:1 or in groups if more children need the same help. FUNFIT is a programme set up by Vranch House for children who need help with their gross or fine motor skills or core body strength. They have a series of 30 lessons, after which improvement is usually remarkable. If not, we refer them to Vranch House for a more in depth assessment. http://www.vranchhouse.org/what-we-do/devon-fun-fit. We run groups to improve Fine Motor Skills in Foundation and years 1 and 2. This helps with sitting correctly for writing, pencil grip, handwriting, using cutlery and scissors. For children who continue to struggle with their handwriting into Key Stage 2, we are trialling a computer programme called DRAGON, which turns their talk into text. We also have speech recognition on iPads. http://www.amazon.co.uk/gp/mpd/permalink/mU2K8VX22BGFJ/ref=ent_fb_link Class teacher generated intervention (led by teacher or TA): We also have groups run by the teacher and/or teaching assistant in each class according to the needs found in that cohort of children. These could be run in or out of the class and may include: Spelling group Reading comprehension group Handwriting group Speaking and listening group Speech and language group Guided reading groups Guided writing groups Higher ability creative writing group where technical skills are developed, such as handwriting, spelling, punctuation and also creative skills such as story writing, descriptive work and poetry. Phonic groups Massage in Schools Programme: The Massage in Schools Programme, which is a fun 10 -15 minute peer (child to child) massage, led by a trained adult, received and given only with the child’s permission. Massage is given over clothes and only to the back, arms and hands. The programme was introduced into this country in 2001 and is firmly based on the principles of rights, responsibilities, respect and choice. There are many benefits including increasing the children’s concentration, better sleep patterns and reduction in bullying and aggressive behaviour. Please see www.massageinschools.com. For further information about any of the above, do look at the websites, also please speak to your child’s class teacher and/or Clare Hollingsworth. You can leave a message on 01395-263397×3 or email chollingsworth@wrpschool.org . Thank you.

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