How we work
A new Code of Practice was introduced in 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.
If any concerns are raised by you, your child or a member of staff they will initially be addressed by form staff and class teachers with advice from the Inclusion staff as appropriate. If initial support actions prove insufficient, further consultation with students, parents, teachers and Inclusion staff will place to develop individual strategies and targets appropriate to student’s needs. Â
In effect, all staff work together with students and parents to ensure that all students reach their full potential.
In Wilsthorpe school there is a drive to ensure that students access learning in the classroom and that they are withdrawn as little as possible to allow learning in the classroom to continue, however, we do also run intervention sessions during times that have a limited impact on students’ learning. This is done to support their literacy, numeracy, social or emotional needs, which will in turn improve their learning experience.
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.
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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.
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.
Where can your child get help?
In THE HUB during tutorial or assembly.
In THE HUB all lunchtime or after school.
In their lessons.
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 the Inclusion staff.
Try not to worry, remember a lot of students experience difficulties at some stage
A lot of children try to avoid homework at some stage. This is normal!
Remember not every child who can't spell is dyslexic.
How can you help your child?
Check their journal 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 or Hub at lunchtime or after school.