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Post-primary Learning Support
Handbook
November 2003
Sean Barr Assistant Advisory OfficerRose Doogan Advisory Teacher
Curriculum Advisory & Support Service
Contents
1) SENCO Year
2) Learning Support Policy
3) Five Stage Approach
4) Curriculum Structures
5) External Agencies
6) Key Stage 2 – 3 information
7) Identification Procedures
8) Pupil Profile
9) Learning Support Register
10) Overview of Register
11) Education Plans
12) Sample Targets
13) Referral Form to Educational Psychology Service
14) Auditing Learning Support Provision
15) SENCO Checklist
16) Mapping Learning Support
17) Key Questions for Departments
18) Classroom Assistants
19) Three Year Development Plan
20) Learning Support Action Plan
21) Glossary of Terms
22) WELB Support for Schools
Post Primary Learning Support Team Page 2
Notes
1. SENCO Guide : A typical year in the life of a SENCO
2 . Learning Support Policy. Possible headings for a Learning Support Policy
3. Five Stage Approach:. The Code sets out a five stage approach to the identification of children having learning difficulties, the assessment of their special educational needs and the making of whatever special educational provision is necessary to meet those needs
4. Curriculum Structures: The following structures are examples of different support systems which match the different stages
5 External Agencies: Pupils at stage 3 of the code are very often supported by outside specialists who visit the school on a regular basis. The names and roles of such people may be useful information for all staff e.g. Educational Psychologist, Outreach teacher, Speech Therapist etc
6. Key Stage 2/3 information; This template may be useful when the SENCO and Year 8 tutor visit feeder Primary schools to collate information on pupils entering Post Primary schools and who have experienced learning difficulties in Primary school
7. Identification Procedures: This is an example of some common identification procedures used to identify pupils who may need additional support
8. Pupil profile: This profile may be used by SMT, Pastoral staff, SENCO when discussing the progress of a pupil causing concern
9 &10. SEN Register: Sample register and whole school overview of pupils on SEN register. School could tailor these templates to their needs
12. Education Plans in Post Primary - Ideas, suggestions and individual/group templates
13. Target setting: Examples of generic targets and strategies for all subjects
14. Educational Psychologist referral form: Notes on the completion of an Ed. Psychologist referral form
15. Auditing Learning Support Provision: A SEN self review – an example of an audit tool for schools downloaded from the SENCO- FORUM
16. SENCO Checklist: Useful checklist for SENCOs while working towards the Code of Practice, exploring ‘whole school issues, identification and assessment procedures’
Post Primary Learning Support Team Page 3
17. Mapping Learning Support: Exemplar grid to map Learning Support at a whole school level
18. Key questions for departments: A departmental analysis of Learning support- examining and evaluating key issues.
19. Classroom Assistants, A Good Practice Guide for Working with Classroom Assistants.
20. Three Year Development Plan: This template may be useful when forward planning.
21. Learning Support Action Plan: This is an example of an Action Plan template after identifying areas from the Development Plan
22. Glossary of Terms: An explanation of terms often found in Educational Psychologists’ reports
23. WELB support for schools: An outline of support from Special Education department Omagh (downloaded from Sp Ed website)
Post Primary Learning Support Team Page 4
Acknowledgements
Sincere thanks to Robert Collins, Maria Philips and Gillian Thompson, Educational Psychology Service, WELB, Omagh, Patricia Simpson, Advisory Teacher for Inclusion, Special Education Department, WELB and the SENCO FORUM for contributing to examples in this handbook.
For further information contact:
Post Primary Learning Support Team Page 5
Sean Barr Assistant Advisory OfficerStrabane Teachers CentreUrney RdStrabane Co TyroneBT84 9DB
E mail [email protected]
Website http://www.welbcass.org/cass/lsupport/index.htm
Rose Doogan Advisory TeacherNorth West Teachers Centre24 Temple RdStrathfoyle Derry
E mail [email protected]
Website http://www.welbcass.org/cass/lsupport/index.htm
The SENCO Year(Post Primary)
Post Primary Learning Support TeamOctober 2002
Post Primary Learning Support Team Page 6
Term 1Job Task Completed by
Identification of year 8 students
Review and update SEN register and Allocate support at stage 2 and above
Education Plans
Set up clubs etc (additional Stage 2 provision)
Year 8 parents evening
Screen all year 8 students Examples of tests
NFER (English/Maths) Vernon Spelling
Diagnostic Testing e.g. Neale Analysis, Burt Vernon, Schonnell ‘First Steps’ continuum
Review Key Stage 2 information External Reports e.g. Educational Psychologists Reports including Statements,
Peripatetic Reports, H&SSs Reports Parental Referrals
Meeting with support staff to update register, Agree criteria for placing students on the register (stages) Discuss allocation of support periods for identified pupils and assessment strategies
(in-class support, short term withdrawal support 6-8 weeks Send letter to parents outlining support offered Update SEN Development plan/Action Plan
Meeting with Year Heads and Form Teachers to set targets for students at stage 2 and above
Distribute to subject teachers, parents and students
Set up ‘clubs’ e.g. reading, spelling, maths etc. Train tutors for paired reading, paired maths, cued spelling and match tutors to
students Send letter to parents outlining support offered
Prepare presentation to parents includingo – overview of schools Learning Support provisiono booklet outlining parental support strategies
Discuss individual parental concerns
Mid September
Week 3 September
End of September
End of September
Early October
Post Primary Learning Support Team Page 7
Update Learning Support files for staff
Induction of new teaching staff
Meeting with Classroom Assistants (CAs)
Meet with external agencies
Distribute updated information to all staff Particularly year 8 students Overview of Learning Support provision Special Needs policy Register and Education Plans
Meeting with new staff to explain Learning Support file/handbook Sources of support (for teachers) SEN policy Education plans – monitoring and evaluating Role of Classroom Assistants
Discuss CAs timetable and record keeping Update role of Classroom Assistants in assisting SENCO develop a whole school
approach to Learning Support Overview of line management structures Identify strengths and training needs
Arrange meetings with external support services to discuss caseloads, exam concessions and plan term one work (Stage 3) e.g.
Educational Psychologist Outreach services EWO H&SS
Early October
Early October
Early October
Early October
Post Primary Learning Support Team Page 8
Arrange meeting with CASS Learning Support Adviser
Complete requisition under spend
Analysis of CATs data and whole school data
Summative Assessment
Update school profile (Baseline information) Outline areas for development for incoming year Review Learning Support Action Plan Plan programme of support (if required)
Identify additional resources required e.g. ICT software and hardware, reading materials etc
Identify students requiring additional support who were not previously identified Analysis of whole school data with SMT and appropriate action plan drawn up for named
students Develop additional support structures e.g. Mentoring system for named students,
homework clubs coursework etc (Stage 2 provision) Tracking student progress and monitoring action plan
Encourage subject teachers to review Education Plans as part of their end of term assessment
Report progress to parents
End of October
End of October
Early November
End of Term
Post Primary Learning Support Team Page 9
Term 2
Job Task Completed by
Statement Reviews
Transition Plans
Ongoing monitoring and development work
Complete review forms involving subject teachers, pastoral staff, classroom assistants, outside agencies parents and pupils
Arrange meetings involving all of the above including WELB Special Education staff
As above
Continued provision, monitoring and evaluation of support strategies Monitor effectiveness and manageability of Education Plans Continued updating of records and involvement with parents and outside agencies Identification of staff inset needs with support of CASS if required Development of strategies and resources for pupils and staff (including Classroom
Assistants)
End of March
End of April
Ongoing
Post Primary Learning Support Team Page 10
Term 3
Job Tasks Completed
Ongoing monitoring and development work
Review of SEN policy
Update Learning Support Development Plan
Continued provision, monitoring and evaluation of support strategies Monitor effectiveness and manageability of Education Plans Continued updating of records and involvement with parents and outside agencies Identification of staff inset needs with support of CASS if required Development of strategies and resources for pupils and staff (including Classroom
Assistants)
Learning Support Team meet to review SEN policy – providing all the information required regarding SEN provision as out lined in Code of Practice (see SEN self review audit)
Distribute updated policy to staff for feedback Redraft SEN policy
Learning Support Team meet to review Learning Support Development plan linking it to the whole school Development plan
Ongoing
May/June
May/June
Post Primary Learning Support Team Page 11
Update Learning Support Action Plan
Timetable Arrangements
Requisition
Key Stage 2/3 Transition
Learning Support Team meet to set new targets for the following year
Put in writing specific requests to timetabling team regarding support for next year e.g. staffing, number of support periods, SENCOs timetable
Order resources (don’t spend it all! Keep some in reserve for next term)
Visit feeder primary schools with year 8 Year Head, gathering relevant information on new intake
May/ June
May/June
June
June
Post Primary Learning Support Team Page 12
Learning Support Policy
Possible headings for a Learning Support Policy
Post Primary Learning Support Team Page 13
Learning Support Policy
Headings (Sample)
Mission StatementRationaleStatement of principles (optional)AimsObjectivesAdmissions } see school prospectusComplaints }ManagementRoles and ResponsibilitiesParental InvolvementEvaluation Criteria
Provision
ResourcesIdentificationStages and types of provision linked to each stage
Post Primary Learning Support Team Page 14
The Five Stage Approach
Post Primary Learning Support Team Page 15
The Five Stage Approach
Stage 1Stage 1 Class teacher has a concern and monitors progress Class teacher has a concern and monitors progress
Stage 2Stage 2 SENCO SENCO takes lead in providing additional/extra takes lead in providing additional/extra support e.g. in-class support, withdrawal etc.support e.g. in-class support, withdrawal etc.
Stage 3Stage 3 Teachers and SENCO are supported by external Teachers and SENCO are supported by external specialistsspecialists
Stage 4Stage 4 the Board considers the need for a statutory the Board considers the need for a statutory assessmentassessment
Stage 5Stage 5 the Board issues a statement the Board issues a statement
Education plans /group plans are drawn up for all pupils at stages Education plans /group plans are drawn up for all pupils at stages 2-5 2-5
Post Primary Learning Support Team Page 16
Curriculum Structures
Post Primary Learning Support Team Page 17
Curriculum Structure for Learning Support
STAGE 1
Differentiation in all subject areas (Teaching and Resources)
STAGE 2 – (examples of in school support)
Peer tutoring Team Teaching Reading, Spelling, Maths Clubs Mentoring Withdrawal Groups Homework Clubs Small Group Teaching Buddy System In class support Classroom Assistant Support Extra English/Maths Classes
STAGE 3 - (examples of support from Outside Agencies)
Outside agencies
a) Child Guidance Centre at Bayview b) WELB support for sensory impaired pupils (Peripatetic Service)c) School Psychologist d) WELB CASSe) Home Tutorsf) Reading Centreg) Outreach h) EWOi) Social Workerj) Probation Officerk) School medical servicel) Classroom Assistantsm) School Chaplainn) Information Technology Supporto) Parents’ meetings – formal and informalp) Behaviour Support Teamq) Speech and Language therapistr) ASD Team (Autism)s) Art Therapistt) Special Education Board Officer
STAGE 4/5
Post Primary Learning Support Team Page 18
The following structures are provided for individual pupils who require additional support to the provision made for the peer group. This may be short term or long term.Statemented pupils may avail of additional resources depending on the reason for the statement.
External Agencies
Post Primary Learning Support Team Page 19
External Agencies Involved in Learning Support
Name Role Contact Number
Post Primary Learning Support Team Page 20
Key Stage 2/3 Information
Post Primary Learning Support Team Page 21
Primary School Information SheetSCHOOL:
Name 11+
KS2
Eng
KS2
M
A
Suffo
lk
Vern
on
Spel
ling
NFE
R M
A
Extr
a Pr
ovis
ion
(St 2
) Ed.
Psyc
h R
epor
t
C/A
Out
side
A
genc
ies
Atte
ndan
ce
1-4
Strengths Medical Family background Position in family Other
Post Primary Learning Support Team Page 22
Possible Identification Procedures
Post Primary Learning Support Team Page 23
Identification Procedures
Educational Psychologist’s Report
Primary School Reports
Key stage 2 levels
Reading Centre’s Reports
Formative Assessment e.g. First Steps, Lines of Development etc.
Standardised Tests e.g. NFER Group Reading Test Vernon Spelling Test NFER Maths CATS Burt Reading Test Neale Analysis
Key Stage 3 Levels
Teacher Referral
Parental Referral
Pupil Referral
Post Primary Learning Support Team Page 24
Pupil Profile
Post Primary Learning Support Team Page 25
Pupil Profile
Name_______________________ Class__________ Form Teacher_________________ Stage______ Date___________
Pupil Information Area for Development Support Strategies
Psychology Report Y/N
Statement Y/N
External Support (Specify) Y/N
Standardised Tests ScoresReading ________Maths ________Spelling ________
Diagnostic Test____________________________
CATsVerbal ________Non Verbal ________Quanitative ________
Key Stage 2Eng _____ Maths______Science______
Learning Support DepartmentIn-class Support Y/N
Withdrawal Y/N
Classroom Assistant Y/N
Other (Specify) ________________
Suggested Strategies For Subject Teachers
1.
2.
3.
4.
5.
6.
Post Primary Learning Support Team Page 26
SEN Register
Post Primary Learning Support Team Page 27
Special Needs Register (sample)
Name Year Stage Area of Concern Psy. Report
Provision
Post Primary Learning Support Team Page 28
SEN REGISTER (overview)
SCHOOL :
DATE :
Year 8 Year 9 Year 10 Year 11 Year 12 Year 13
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Total
Post Primary Learning Support Team Page 29
Education Plans in the Post Primary School
Issues and Suggestions
Post Primary Learning Support Team Page 30
Education Plans in the Post Primary School
Problem Possible Solution Issues
Too many pupils at stage 2 and above. Staff are overwhelmed by the number of Education Plans they have to take into account in their planning.
Targets are either too specific or too general. As a result, teachers and parents don’t know what they mean or how they can support the child in the classroom or at home.
Staff have little ownership over the targets. (The SENCO writes all the Education Plans)
Only have education plans for a manageable number of pupils e.g. statemented pupils and/or pupils causing particular concern.
Identify targets which are generic (broad, general, jargon free and easily understood by all concerned) Have specific targets for withdrawal and / or in-class support which are incorporated into a ‘Programme of Work’
Develop ‘Pupil Profile’ case conferences involving key members of staff (pastoral, English, Maths teachers, classroom assistants, parents etc.)Delegate co-ordination/writing of Education Plans to Pastoral staff.
Need to prioritise who should have an education plan. Be explicit about the criteria used
Get as much agreement as possible on which targets are appropriate. Are they still SMART targets? How will progress be measured? By whom?
Time is the major factor here. Case conferences should be relatively brief, clearly focussed, and constructive.Pastoral staff need to be committed to the process and given time
Post Primary Learning Support Team Page 31
Code of Practice suggests that all children at stage 2 and above on the SEN register should have Education Plans with SMART targets which have been agreed by the pupil concerned, his /her teachers, his / her parents and which impact on what teachers do in the classroom. In attempting to do this post primary schools and SENCOs in particular, are confronted with many dilemmas.
Education Plan
Pupil Name _________ Class _______ Stage ________ Date __________
Strengths ___________________________________________________________
____________________________________________________________________
Difficulties ________________________________________________________
____________________________________________________________________
Additional Provision
Small group/Withdrawal In Class Unit External Agency Other
Targets to be achieved (Generic) Achieved
Yes Part No 1.
2.
3.
Parental Involvement
Key Staff Involved
Principal SENCO Learning Support Teacher Classroom Asst
Year Head Form Teacher External Agency
Review Date ___________________
Post Primary Learning Support Team Page 32
Education Plan Review
Pupil ___________________ Class __________ Subject _________________
Assessment 1
Assessment 2
Post Primary Learning Support Team Page 33
Progress made by pupil 1
2
3
Progress made by pupil
1
2
3
Comment
Programme of Support Class From To
Name Stage Name Stage Name Stage
Name Stage Name Stage Name Stage
Targets What I want the children to learn
Strategies and Materials(How I will help the child to learn)
Evaluation(How has the child progressed?)
Additional comments
Date
Post Primary Learning Support Team Page 34
Education Plan Review
Assessment 1 2
Pupil: _______________________ Class: ________ Subject: ________________ Date: ___________
Progress made by pupil1.2.3.Updated Information Pupil Assessment
Parent Assessment
New Targets1.2.3.Support RequiredSmall group/ withdrawal In class support Unit External Agency Other
Post Primary Learning Support Team Page 35
Generic Targets
The following targets and suggested strategies are a few examples of generic targets for all subjects. Choose one or two of these targets or similar generic targets for each pupil when writing an education plan.
Targets Strategies/Resources
Pupil will record at his level 3 key ideas/points from a lesson.
highlight key words on text (photocopy)
writing frame (see sample) cloze passages (words provided) sequence jumbled up sentences
correctly. poster with appropriate information allow to record by drawing
Pupil will write a sentence answer to a question.
or Pupil will write sentences to answer a question
( depends on the child)
key words highlighted on poster differentiated word bank allow to orally respond at first to
teacher or classroom assistant. discuss with pupil where to find
words. encourage the use of a magic line if
word can't be spelt __________
Pupil will read and spell key- words per topic (between 2/5)
subject spelling home/school journal.
teach visually daily practice of one word (5
minutes) weekly checkup
Pupil will proof read/edit work before presenting to the teacher
One lesson in 5 all pupils will proof read homework and correct where necessary.
decide one proof reading focus ie capital letters/sentence structure/ spelling
teacher models how to proof read for class
peers proof read and edit corrected versions.
Post Primary Learning Support Team Page 36
Communication
Pupil will contribute to group/class discussion and answer at least one direct question
Question given to pupil at the beginning of lesson by classroom assistant. pupil gives pre agreed signal when
ready to answer praise for best attempt agreed class rules for speaking and
listening eg. when I speak I ….
When I listen I …..
In group work each pupil should be encouraged to assume role of spokesperson.
Organisation/Independence
Pupil will arrive to lesson on time with all necessary equipment.
pocket sized laminated timetable. timetable colour coded to match
subject text books (colour spots) reverse side of time-table has
pictures to jog memory e.g. Monday - P.E. shorts
parents have duplicate copy of 2 sided timetable to discuss with pupil at home.
Pupil will have a record of homework for each lesson
allow extra time to write down homework or set homework at beginning of lesson.
allow to copy from a page as opposed to from the board
homework diary on desk at the beginning of each lesson.
check to see if homework is recorded before pupil leaves room.
Pupil who is hearing impaired
Pupil will access key information from a lesson.
copy of teacher's notes sit at front of class scribe possibly classroom
assistant/peer. writing frame pre-"tutoring" of lesson content.
N.B. Please ensure when deciding on the number of times a pupil will do something, eg. write 2 sentences, spell 3 keywords, that this is achievable. However, don't limit the pupil if you feel they can achieve more. Be realistic.
Post Primary Learning Support Team Page 37
Educational Psychology Referral Form
Post Primary Learning Support Team Page 38
The Educational Psychology Service
Completion of Referral Form
Summary of the child’s main difficulties and staff’s main concerns
1. DESCRIPTION OF CHILD’S FUNCTIONING
(a) Cognitive Ability Intellectual ability / Thinking skills Level in comparison with peers Learning style? Ability to grasp new concepts Speed of response Amount of support needed
(b) Gross and Fine Motor Skills Gross i.e. big body movements Fine – small body movements Fluency of movement Writing skills PE
(c) Language NI Curriculum level Clarity of speech Quality of speech Phonology Pace/speed Coherence Appropriateness Eye contact, turn-taking Ability to follow instructions Listening comprehension
Post Primary Learning Support Team Page 39
1. REASON FOR REFERRAL, INCLUDING DESCRIPTION OF DIFFICULTIES
(d) Reading Accuracy Visual/auditory perception difficulties Reading scheme Types of errors Punctuation, intonation, expression
Comprehension Extraction of meaning Use of pictures and context Strategies
Spelling Types of errors Independence Type of spelling the child is learning Transfer of knowledge Strategies Used
Writing Content and presentation Level of independence Tracing over/copying under? Structure of sentences Word-processing experience
Mathematics Mechanical skills Ni Curriculum Level Basic number work 1 to 1 correspondence Retention Ability to grasp new concepts Understanding of processes to be applied
Post Primary Learning Support Team Page 40
(h) Other Areas of the Curriculum Comment on strengths and weaknesses.
(i) Other relevant information about the child’s interests and/or hobbies Details of hobbies, sports etc.
Most recent standardised test results are to be recorded in the table of results. To obtain a quotient, for example in reading, the child’s reading age (in months) on the test is divided by their chronological age (in months), and this figure is multiplied by 100.
(j) Interaction with peers Sociable/isolated Withdrawn or desiring friendship Reactions to disagreements
(k) Interaction with adults At ease with adults? Clingy, relies on adult approval Reaction to praise/correction
(l) Emotional/Behavioural factors causing concern Nature of difficulties Contexts in which they occur Frequency, intensity and duration of problems Time of onset If no difficulties, then positive comments
3. CHILD’S ATTITUDE/MOTIVATION Approach to learning Distractible, impulsive Attention and concentration
4. CHILD’S PERCEPTIONS OF HER/HIS DIFFICULTIES Does he/she feel his work is good? Does he like school? What is she best at? What do they feel they could do better at?
Post Primary Learning Support Team Page 41
5. FACTORS WHICH MAY HAVE CONTRIBUTED TO THE CHILD’S DIFFICULTIES. Hearing/vision Medical/physical Social/environmental Bullying Bereavement/separation/divorce Attendance Only child/youngest child
6. MOVING THROUGH THE STAGES OF THE CODE OF PRACTICE Ensure the child is at Stage 3 of the COP and that dates for
moving through the stages are recorded Include the two most recent IEPs. Vital to discuss form with parent or guardian, and include their
views in the appropriate section. The referral form must be signed by the parent. It must also be signed by the class teacher, SENCO and
principal.
Post Primary Learning Support Team Page 42
SEN Self Review
An audit tool for schools
Downloaded and adapted from I Maddock on the SENCO-FORUM
Post Primary Learning Support Team Page 43
SEN - Self Review - to be completed by SENCO/SMT/Learning Support team.
1 2 3 4
1. The policy fully provides all of the information required regarding SEN provision as outlined in the Code of Practice and is updated annually.
There is a policy which includes basic information about provision for SEN but it has not been fully updated annually.
There is a policy but it does not fully meet the requirements outlined in the Code of Practice.
There is no policy for Special Educational Needs and no basic information about Special Educational Needs provision.
2. There is a clear whole school policy for identification, assessment and provision for all pupils with SEN which fully covers the recommendations of the Code of Practice.
There is a policy in place for identification, assessment and provision which is partly operational across the school.
There is a policy in place for identification, assessment and provision but it is not operational across the school.
There is no clear policy or procedure in place for identification, assessment and provision for children with SEN.
3. The information regarding staffing for SEN and partnership with bodies outside school is clear, known and accessible to parents, teachers, support staff and governors.
The information regarding staffing for SEN and partnership with bodies outside school is updated and accessible but not widely known to school staff, parents and governors.
Information about SEN staffing policy and partnerships with bodies outside school is unclear.
There is no information available about SEN staffing or partnership with bodies beyond the school.
4. There is a governor or sub-group responsible for SEN and all of the governors are well informed regarding provision being made as demonstrated through the annual report.
There is a named governor who takes an active role but the governing body is not sufficiently familiar with the provision being made nor his/her responsibility as per the Code of Practice.
There is a named governor who is not familiar with either the provision being made or his/her responsibilities.
There is no named governor for SEN and the governing body is unfamiliar with the provision made and his/her responsibilities.
5. The whole school and SENCo work closely and co-operate with a wide range of external agencies.
The whole school and SENCo make use of a restricted number of external agencies.
The whole school and SENCo make limited use of some external agencies.
The school SENCo makes no use of external agencies.
Post Primary Learning Support Team Page 44
1 2 3 4
6. The SENCo has adequate timetabled time for SEN work commensurate with the number of pupils requiring support and staff to be deployed.
The SENCo has a regular timetabled commitment for management work.
The SENCo has some identified time for SEN management work.
The SENCo has no dedicated time for SEN work nor clerical support.
7. The school has a thorough, clear, accessible and cumulative record keeping system for SEN.
The school has a record keeping system for SEN but it lacks consistency and is inaccessible to some staff.
The record keeping system for SEN is haphazard and lacks consistency across the school and is inaccessible to many staff.
The school has no cumulative record keeping system for SEN.
8. Provision for SEN pupils and progress made is an integral part of the school’s assessment system
There is regular monitoring of progress and provision which is not utilised fully to effect practice.
There is infrequent monitoring of progress and provision for pupils with SEN.
There is no monitoring of progress and provision.
9. Management data is used by SMT and SENCo to track pupil progress and inform EPs, programmes of work and performance of pupil sub groups.
Management data is collected but is used inconsistently to inform decision making.
Management data is collected but not analysed to good effect.
Management data is not used to track pupils or inform decision making.
10. EPs are in place, reviewed regularly, targets are 'SMART', realistic and ambitious and are reflected in planning and classroom practice
EPs are in place for all pupils but lack regular review and 'SMART' targets.
EPs are in place for some pupils but lack regular review and 'SMART' targets.
There are no EPs in place
11. All staff, i.e. subject teachers, pastoral staff, classroom assistants, pupils and parents are aware of the contents of EPs and pupils have ownership of their own learning objectives.
EPs are available and known by a majority of staff and the individual child.
EPs are available and known to a few staff.
There is no dissemination of EPs across the school.
Post Primary Learning Support Team Page 45
1 2 3 4
12. All staff, recognise their responsibility for children with Special Educational Needs and differentiate teaching and learning and resources appropriately.
A majority of staff acknowledge their responsibility for children with SEN but differentiation remains inconsistent.
A limited number of staff acknowledge their responsibility for children with SEN. There is limited differentiation e.g. literacy and numeracy only.
Staff do not acknowledge their responsibility for children with SEN. Differentiation is by outcome.
13. All parents are informed about their child's special educational needs at all stages, made aware of support agencies including the Parent Partnership scheme and invited to all reviews.
Parents are informed about their child's Special Educational Needs at all stages and are invited to all reviews.
Parents are informed about their child's Special Educational Needs at some stage but not consulted or fully involved.
Parents are not treated as full partners in the process and are not kept informed about their child's Special Educational Need.
14. Teaching assistants are well inducted, well informed about pupil needs and have opportunities for professional development.
Classroom assistants are well informed about their support role and pupil nneeds. But opportunities for training are limited.
Classroom assistants are provided with pupil specific information but have no training.
Classroom assistants receive no induction, opportunities for professional development or information about the pupils.
15. Classroom assistants are deployed appropriately, effectively and efficiently. Liaison and planning time with teaching staff is timetabled.
Classroom assistants are deployed appropriately and effectively but planning is ad hoc.
Classroom assistants are not always appropriately deployed.
Classroom Assistants are unfocussed in their work.
16. There is clear line management of classroom assistants who have current job descriptions reviewed annually
The classroom assistants have job descriptions but there is inconsistent line management.
The classroom assistants have inconsistent line management and job descriptions are not current.
Line management of classroom assistants is unclear and they have no job descriptions.
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1 2 3 4
17. There is clear line management and supervision of the SENCo.
There is inconsistent line management of the SENCo.
The SENCo is aware of their line manager and has an annual interview but targets are not regularly discussed and supported.
The SENCo does not have the benefit of clear line management and on going performance management.
18. Special Educational Needs features as a priority on each revised School Development Plan to ensure dissemination of statutory responsibility and ensure good practice.
INSET on SEN is available only to SENCo and support staff.
INSET on SEN is available to the SENCo only.
SEN INSET does not appear on the School Development Plan.
19. The cost of the SENCo (or SENCo duties) is only set against the core or base budget
The cost of the SENCo (or SENCo duties) is partially set against the core or base budget and is clearly defined.
The cost of the SENCo (or SENCo duties) are minimally set against the core or base budget.
The cost of the SENCo (or SENCo duties) are set against delegated SEN funding.
20. The SENCo and staff are fully aware of the school's Special Educational Needs budgetary situation.
The SENCo and staff are aware of funding for statements or non-statemented funding but not both.
The SENCo and staff have partial knowledge of the information regarding SEN funding.
The SENCo and staff have no knowledge of the SEN budget information.
21. The SENCo has shared responsibility with the SMT for budgetary decisions and deployment of staff.
The SENCo is consulted regarding SEN budgets and deployment of staff.
The SENCo has some involvement in SEN budgetary decisions.
The SENCo has no involvement in SEN budgetary decisions.
22. All pupils with Special Educational Needs make good measurable progress in four core areas commensurate with age and ability.
A majority of pupils with Special Educational Needs make measurable progress.
A minority of pupils with Special Educational Needs make measurable progress.
Most pupils with Special Educational Needs make no measurable progress.
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1 2 3 4
23. A majority of pupils with Special Educational Needs attend regularly and punctually.
A minority of pupils with Special Educational Needs fail to attend regularly and punctuality.
A majority of pupils with Special Educational Needs fail to attend regularly and punctually.
Pupils with Special Educational Needs fail to attend regularly and punctually.
24. The school is fully accessible to non-ambulant pupils and the wider community .
The school is partly inaccessible to non-ambulant pupils.
The school is largely inaccessible to non-ambulant pupils.
The school is inaccessible to non-ambulant pupils.
25. The Special Educational Needs pupils make good use of I/T across the curriculum and have access to the internet.
The Special Educational Needs pupils have access to the ICT suite computers network.
The Special Educational Needs pupils have limited access to stand alone PCs.
The Special Educational Needs pupils make no use of I/T
26. There are efficient and effective procedures for preparing for pupil enrolment, transition phase and post school destination.
Procedures for receiving pupils and managing phase transition are inconsistent.
There are ineffective procedures in place for receiving pupils and managing phase transition.
There are no procedures in place for receiving pupils or managing phase transition.
27. The school is wholly inclusive and the teaching and learning achievements, attitudes and well being of all pupils is paramount. All pupils have access to a broad and balanced curriculum in a mainstream setting.
The school is partially inclusive though it does not wholly engender a sense of community and belonging for all pupils.
The school operates a system of discrete subgroups who have reduced access to the benefit of the school community.
The school has a discriminatory a approach towards pupils.
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SENCO Checklist
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SENCO CHECKLIST FOR CODE OF PRACTICE
Administration1.Is the Special Needs Register up to date?2.Do you keep files / SENCO Module up to date?3.Does your file contain the following;
Identification and assessment data* (see over) Records of communication with parents Records of pupils' views Record of pupil targets and outcomes (Education Plans , Transition Plans) Additional Resources needed by pupil? Links with external agencies (Ed Psychologists Reports / Medical Information / Reading Centre etc. Value added data (Trends, patterns, groups who are underachieving, benchmarking etc) Records of communication with colleagues (Teachers and classroom assistants)?
Whole School Issues 1. Has the SEN policy been updated?2. Are all staff aware of and been involved in drawing up the SEN policy?3. What opportunities have staff had to attend / participate in SEN in-set?4. Does SEN feature in the School Development Plan / Action Plans?5. Do all whole school policies make explicit the implications for children with SEN?6. Does the Learning Support / SEN department have a Development Plan / Action Plan in line with school development plan?7. Do subject specific policies make reference to children with special needs? 8. What links exist between the SEN dept and other departments? 9. How much money is allocated to the school for SEN?10. How is this money used?11. Is it used effectively?12. Does the school have a designated SEN Governor?
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*Identification and Assessment Previous school records Teacher referral (Cause for concern sheets, Class conferences, Pastoral links etc) Classroom observation Parents views Pupil views Standardised test results (Screening and diagnostic)
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Mapping Learning Support Provision
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Mapping Learning Support Provision at a Whole-School Level
Use this grid to map your school’s learning support provision.
Support Structures
Yr8 Yr9 Yr10 Yr11 Yr12 Yr13 Yr14
Streaming
Mixed abilitySettingIn class supportWithdrawal Volunteer adultsPeer tutoringMentoringPaired readingCued spellingPaired mathsCircle TimeDrop in centreHomework clubsAfter school support lessonsBreakfast clubsLunchtime clubsICT SupportDifferentiated units of workVocational coursesSubject specific liaison teachersLiteracy/numeracy support teamsPastoral Support teamsExternal SupportClassroom Assistant Support
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Key Questions
Does your school support children experiencing difficulties in a variety of ways?
Are all staff aware of the ways these children are supported? Are all staff aware of their role in supporting children experiencing
difficulties? Is support available across all year groups? Is support available across the ability range? Has support provision been costed? Has children’s progress been monitored? How is it monitored (and by whom)? Is provision reflected in the school’s SEN policy?
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10 Key Questions for Departments
1. What difficulties does your subject present for some pupils?
2. How do you try to minimise these difficulties?
3. What extra help is available within your department
for pupils? for teachers?
4. What extra help is available outside your department
for pupils? for teachers?
5. How does the department monitor pupil progress?
6. How is the information shared?
7. How does the department celebrate pupil success?
8. How does the department encourage parental and community involvement and support?
9. How does the department encourage pupil involvement and responsibility?
10. What links do you have with other departments?
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Key Questions for all staff
Does your school support children experiencing difficulties in a variety of ways?
Are all staff aware of the ways these children are supported?
Are all staff aware of their role in supporting children experiencing difficulties?
Is support available across all year groups?
Is support available across the ability range?
Has support provision been costed?
Has children’s progress been monitored?
How is it monitored (and by whom)?
Is provision reflected in the school’s SEN policy?
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Good Practice Guide for Classroom Assistants
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Classroom Assistants Robert CollinsSenior Educational PsychologistWELB
A Good Practice Guide for Working with Classroom Assistants
Introduction
This guide is intended both for teachers who are responsible for the management of classroom assistants and for classroom assistants themselves. It is hoped that schools assess the value of the good practice guide in relation to their own particular needs and circumstances since there is no one formula for success. The following recommendations are based on the DFEE document ‘Working with Teaching Assistants’ (DFEE, October 2000)
The Role of the Classroom Assistant
Assistants can provide four type of support:
Support for the pupil i.e. all pupils that the assistant comes into contact with, irrespective of specific responsibilities, since a central principal of inclusion is that the child with special needs should be helped to work in the company of other children.
Support for the teacher i.e. ranging from routine tasks to tasks which were once more often done by the teacher, such as supporting group work and assessing literacy and numeracy performance.
Support for the curriculum e.g. supporting teaching across the curriculum in subjects such as physical education and ICT.
Support for the school i.e. as part of a team which strives to translate school policies into practice and further the ethos of the school.
These four types of support are provided by assistants. However, it is important to highlight the responsibility which the school has to support assistants though management which enables them to perform their job to the best of their abilities and though the provision of opportunities for them to continue their professional development.
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Aspects of Good Practice
A
Good practice fosters the participation of pupils in the social and academic life of the school. This can be achieved by the following:
Supervising and assisting small groups of pupils in activities set by teachers; Developing pupils’ social skills by supporting them in groups; Implementing behaviour management policies by the teacher; Helping the inclusion of all children; Keeping children on task.
B
Good practice seeks to enable pupils to become more independent learners. This can be achieved by the following:
Showing interest and raising self-esteem; Assisting individuals in educational tasks in a balanced manner; Freeing up the teacher to work with groups; Working with outside agencies (e.g. speech therapists); Modelling good practice; Assisting tactfully with physical needs but only when necessary.
C
Good practice helps to raise standards of achievement of all pupils. This can be achieved by the following:
Being involved at whole – class level whilst knowing the aims and content of the lesson;
Helping to implement lesson plans, having been briefed in advance; Making possible more ambitious learning activities by supervising and being an ‘extra
pair of hands’; Providing active support in literacy and numeracy activities; Providing feedback to teachers about pupil performance; Preparing classroom materials.
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Supporting the Classroom Assistant
A
We can support the role of the classroom assistant by defining responsibilities clearly. This can be achieved by the following:
Including the role of the classroom assistant in school policies and staff development plans;
Having a clear and accurate job description for the classroom assistant; Having formal induction procedures for assistants; Communicating the role of the assistant to parents and governors.
B
We can support the assistants by providing clear management for their deployment within a flexible framework. This can be achieved by the following:
Clarifying the line of management for assistants; Using the most appropriate line manager; Examining where the assistant should work; Facilitating team work with the teacher; Giving the assistant an overview of expectations for pupils’ progress and behaviour; Giving specific information about particular children; Explaining ground rules on confidentiality in relation to school matters; Allowing good use of special skills that the assistant has.
C
We can support assistants by creating a successful partnership between the teacher and the assistant. This can be achieved by the following:
Differentiating the roles of teacher and assistant; Ensuring the assistant’s participation in planning; Creating a climate that encourages the assistant to contribute confidently; Developing feedback mechanisms; Planning co-ordinated responses to behaviour issues; Ensuring the assistant is well briefed regarding particular pupils’ needs; Including assistants to staff meetings; Including assistants in education plan reviews; Inviting assistants to staff meetings; Including assistants in the staff-room; Informing assistants about their legal responsibilities in relation to health and safety
issues and child protection matters.
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D
We can support the assistant by creating partnerships with other relevant people. This can be achieved by the following:
Including the assistant in work with outside agencies; Organising regular meetings between assistant and SENCO; Using the assistant to help with communication between the school and home; Inviting assistants to participate in school functions; Allowing regular formal meetings between assistants in the school; Encouraging the sharing of information and expertise with other assistants.
E
We can support assistants by reviewing their performance and promoting their professional development. We can achieve this by the following:
Undertaking regular appraisal and assessing the training needs of assistants; Revisiting the job description as the assistant develops professionally; Providing induction and encouraging the use of mentors; Undertaking joint training; Encouraging the sharing of what is learned.
Conclusions
With numbers of classroom assistants in schools increasing significantly it is important that schools consider carefully how best use can be made of this valuable resource. Hopefully this guidance along with the findings from the recent WELB survey of the views of classroom assistants will provide schools with a starting point for good practice.
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Three Year Learning Support Development Plan
2003/2004 2004/2005 2005/2006
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Learning Support Action Plan
SCHOOL: ___________________________________________________________ DATE: ______________________
PRIORITY AREA FOR DEVELOPMENT: ______________________________________________________________________
PROCESS OF IDENTIFICATION: ____________________________________________________________________________
Baseline PositionWhere are we now?
Targets to be Achieved(Qualitative and Quantitative)
Where do we want to go?
Success CriteriaHow will we know when we’ve got
there?(Qualitative) (Quantitative)
Approaches to be UsedHow will we get there?
(including external links)eg Business/Education Partnership
MONITORING STRATEGIES:
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Resources/Inset NeedsSupport Required
School Staff/CASS/Other Agencies
Responsibility for Action
Completion Date Effect on Learning and Teaching
EVALUATION STRATEGIES:
_________________________________ Chair – Board of Governors __________________________________ Principal
Date: _________________________________ Date: __________________________________
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Glossary of Terms
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Glossary of Terms(Sometimes found in psychologists reports)
Statementing
What is a statement?
It is a legal document issued by the local education authority. It details the special needs of the child. It states what should be provided in order to meet those needs. Pupils with ‘statements’ are reviewed annually.
In the main these pupils would have severe learning difficulties, physical disabilities, sensory impairment, severe EBD or medical condition. Depending on the severity a classroom assistant may be provided.
Aspergers Disorder
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The main grounds on which the Western Board may decide that they must make a statement is when the Board concludes that all the special educational provision necessary to meet the child’s needs cannot reasonably be provided with in the resources normally available to mainstream schools in area.
Aspergers disorders is a milder variant of Autistic Disorder. An autistic spectrum disorder is a complex development disability that affects the way a person communicates and relates to people around them. The term autistic spectrum is often used because the condition varies from person to person; some people may also have accompanying learning disabilities, while others are much more able with average or above average intelligence.Aspergers syndrome is a condition at the more able end of the spectrum. At the ‘less able’ end of the spectrum is Kanner syndrome, sometimes referred to as ‘classic autism’. Despite all of the wide-ranging differences, everyone with the condition has difficulty with social interaction, social communication and imagination.
What is Aspergers?
Part of the autistic spectrum. Social impairment but less global intellectual and language impairment.
Range from Mild Learning Difficulties (MLD) to normal, better at tests on rote memory. May develop specialised interest but these may be bizarre and narrow. Able to interact with others but odd, one-sided and lack of understanding of the rules
for social interaction. Can give general impression of clumsiness but may be dexterous in their own
specialism.
Dyslexia
What is Dyslexia?
‘Dyslexia’ comes from a Greek word and it means ‘difficulty with words’. Dyslexia affects reading, spelling, writing, memory and concentration and sometimes Maths, Music, foreign languages and self-organisation. Some people call dyslexia ‘ a specific learning difficulty’. Dyslexia tends to run in families. Dyslexia continues throughout life. 10% of the population is dyslexic, 4% being severely dyslexic. Dyslexia people may have creative, artistic, practical skills. They can develop strategies for their areas of difficulty.
Signs which may indicate Dyslexia for children of 9+
Continued mistakes in reading,or a lack of reading comprehension Strange spelling perhaps with letter missed out or in the wrong order. Taking an above average time over written work. Disorganisation at home and at school. Difficulty copying accurately from blackboard or textbook. Difficulty taking down oral instructions. Severe difficulty with learning a foreign language. Low self-esteem Difficulty with perception of language, e.g. following instructions, listening
comprehension.
Dyseidetic Dyslexia is Visual Dyslexia
This has nothing to do with acuity (20/20 vision1. It is to do with the eye unity (both working together)2. Binocular Vision – ability to focus both eyes3. Aligning & Conveying – eye movement – side to side and rotation4. Eye pursuit – following something smoothly with eyes e.g. scanning requires smooth
eye movement. 5. Eye movement from near to far and back again.
Any of the above or a combination of the above causes reading problems.
Dyspraxia
What is Dyspraxia?
Dyspraxic children will not appear different, it they appear at all! Dyspraxia is an immaturity of the brain resulting in messages not being properly or fully transmitted. Estimates put the number of children to be at least 2% of the population (it could be more), and 70% of those affected are male. Being of outwardly ‘ normal’ appearance can be an advantage, but it can also have a downside if their problems are not understood. All dyspraxic children will be affected by some of these problems.
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Clumsiness Poor posture, poor body awareness and awkward movement Confusion over handedness Sensitive to touch and find some clothes uncomfortable. Poor short-term memory can forget tasks learned that day. Writing/reading difficulties, holding of pens can be awkward. Poor sense of direction, finding rooms across the campus can be difficult. Physical activities are problematic, cannot catch, run, skip or use equipment easily. Organisational skills are poorly developed Activities requiring a sequence are very difficult e.g. maths or any subject requiring a
series of tasks. Energy drain, dyspraxic children appear to tire easily and need longer periods of rest
and sleep. Lack awareness of potential danger, especially important in practical and science
subjects
Do remember that they will appear ‘ normal’ and if you are not aware of their efforts to work to levels required they can then become frustrated.
Dyscalculia
What is Dyscalculia
Dyscalculia Symptoms
Difficulty with the abstract concepts of time and direction. Inability to keep schedules, and sequences of past or future events. Unable to keep track of time. May be chronically late.
Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. Poor with money and credit. Cannot do financial planning or budgeting. Chequebooks not balanced. Short term, not long term financial thinking. Fails to see big financial picture change due back, the amounts to pay for tips, taxes etc.
When writing, reading and recalling numbers, these common mistakes are made, number additions, substitutions, transpositions, omissions and reversals.
Inability to grasp and remember math concepts, rules, formulas, sequences (order of operations) and basic addition, subtraction, multiplication and division facts. Poor long-term member (retention and retrieval) of concept mastery – may be able to perform math operations one day, but draw a blank the next! May be able to do book work but fails all tests and quizzes.
May be able to comprehend or ‘picture’ mechanical process. Lack ‘big picture/whole picture’ thinking. Poor ability to ‘visualize or picture’ the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets etc.
Poor memory for the ‘layout’ of things. Get lost or disoriented easily. May have poor sense of direction, loose things often, and seem absent minded. (Remember the absent minded professor?)
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ADDH
ADDH - Attention Deficit Disorder plus Hyperactivity ADD - Attention Deficit Disorder
SpLD
Specific Learning Difficulties e.g. Dyslexia
EBD
Emotional and behavioural difficulties
MLD
Mild/Moderate learning difficulties
Multi-Sensory
Sensory Channel Perception
Visual Shape of letter, word and sentenceAuditory Sound of letter, word and sentenceOral Saying of letter, word and sentenceTactile Touching of letter, word and sentenceKinaesthetic Writing of letter, word and sentence
Students may have preferred channel e.g. stronger visual than auditory
Digraphs
There are two types.
a) Vowel Digraphs – ow; oe; ar; ew; ou; aw; ue; oo; er; ay; ie; ea; ee; ur; oa; au; ai; oy; ir; or; oi
Can be found at the beginning, middle or ending of words.
b) Consonant Digraphs – wh; ch; th; sh; ph; tch; shr; thr ;sch; (shr; thr; sch; - also k/as triple blend)
These digraphs found usually at beginning of word – with the exception of tch.
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A multi-sensory approach involves simultaneous input from visual tactile, auditory and kinaesthetic channels (motor movement). Each sensory channel provides a unique way of interpreting symbolic language.
L.S.C.W.C. (Visual Approach)
Look at the word Say the wordCover the wordWrite the wordCheck the word
Cognitive Ability
The ability to use knowledge acquired and applying that knowledge by learning and using skills.
Visual Sequential Memory
Involves the ability to remember sequence of letters, digits, words, etc
Visual Discrimination
Involves the ability to recognise similarities and differences between words, letters and objects which have obvious differences.
Visual Perception
Involves the ability to process incoming visual information.
Auditory Sequential Memory
Involves the ability to remember days of week, months, recalling numbers 1,2,3 etc and following directions.
Auditory Discrimination
Inability to distinguish similarities and differences in sounds Unable to tell difference in sounds that are alike May confuse meanings of similar sounding words. May fail to distinguish the printed symbols b and d because their auditory equivalents
are not distinguished. Confusion of letter can occur on auditory and visual basis.
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These five steps are used to encourage pupils how to learn spellings. If they have spelt the word successfully child moves on to the next spelling, if not, child returns to same spelling and repeats steps.
Auditory Perception
Defined as the ability to receive and understand sounds and words.
Gross and Fine Motor Skills
Are necessary to perform the basic skills e.g. walk in a straight line (gross) put on shoes, write something down (fine) tie shoe laces
To perform the motor skills a person must recall body movement.
To walk – requires movements by whole body
To write – requires that the body remains still but requires eye movement and hand and finger movement.
Intelligence – IQ
The intelligence / IQ is divided into the below sectors.
<50 Severe50 – 69 Moderate 70 – 84 Below Average85 – 94 Low Average95 – 104 Average105 – 114 High Average115+ Above Average
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WELB Support Services
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WELB Support For Schools
The Board has a duty to identify children over the age of two who have, or may have special educational need. It also has a duty to make appropriate special educational provision for any child for whom it maintains a statement of special educational needs. The Education (NI) Order 1996 provides the following definitions:
(a) "special educational provision means in relation to a child who attained the age of 2 years, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of his age in ordinary schools"
(b) "In relation to a child under that age educational provision of any kind"
(Part II Article 3(4))
The Board, through its psychological, peripatetic and outreach services, will provide a range of support to pupils with special educational needs to support their inclusion in mainstream education without the need for formal assessment or statementing.
The Range of Provision
The Board recognises that there is a continuum of special educational needs ranging from the mild or transient to those which are complex and profound. This continuum of need is met by a broad range of provision, which includes:
Mainstream schoolMainstream school with additional support and or resources provided by the Board
Curriculum Advisory and Support ServiceEducational Psychology ServiceEducation Welfare ServiceSupport Services for Children with Special Educational Needs
Service For Children With Learning Difficulties Including Behavioural Problems/Language DisordersService for Hearing Impaired ChildrenService for Visually Impaired ChildrenService for Autistic Spectrum DisorderService for Pre-school ChildrenTeaching Service for Children in Hospital
Special units attached to mainstream schoolSpecial schools within the Board's areaSpecial schools outside the Board's areaEducation otherwise than at grant-aided schoolTraveller Education - WELB
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Mainstream school
In the Western Board area educational provision is available through a wide range of mainstream schools. In some parts of the area there are Nursery Schools and Units which cater for children aged 3 - 4 years. Throughout the area there are Primary schools which cater for children aged 4 - 11 years. At post-primary level Secondary and Grammar schools cater for young people aged over 11 years.
The Board has nine Special schools which cater for children who have moderate and severe learning difficulties. There is one school attached to a hospital which provides in-hospital and outreach support for children who are away from school for long periods due to illness. In addition there are a number of Special Units attached to mainstream schools offering a range of support for children with special needs.
The following list gives details of Special Educational provision in the Board area which is additional to that offered in mainstream schools.
Mainstream school with additional support and or resources provided by the Board
Curriculum Advisory and Support Service
The Curriculum Advisory and Support Service (CASS) aims to provide all schools with quality advice and support to enable them to meet the needs of all children, including those with special educational needs. Whilst all members of CASS have as part of their remit responsibility for special educational needs, a small Learning Support Team has been created to specifically advise and support schools in the management of special needs. The Learning Support Team continues to develop close working relationships with members of all CASS teams particularly Literacy, Numeracy, Behaviour and ICT, to ensure a consistency of approach within the area of special educational needs throughout the Western Education and Library Board. In this context support to schools will:
be based on an overall strategy for school improvementassist in the review of the organisational and curricular contexts which may be contributing to children’s educational difficultiesassist teaching staff to develop a wide range of teaching, learning and assessment strategiesassist schools to develop appropriate management and administrative proceduresprovide advice and training for Governors, principals and teachers on the requirements of the Northern Ireland Code of Practice
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To co-ordinate the services on offer from the Learning Support Team the following strategy is adopted:
the identification of needs through consultation and continuous contact with teachersthe identification of needs by monitoring current and proposed developments within the wider education field and more specifically within the area of special educational needsthe negotiation of a flexible programme of support tailored to meet the individual needs of schools and teachers through free standing courses, in-school support, accredited courses and cluster group meetingsliaison with appropriate WELB, ELB colleagues and external bodies eg CCEA, CCMS, DENI, etccontinuous evaluation and review of the effectiveness of the support programme
Educational Psychology Service
The Educational Psychology Service provides advice and recommendations in the context of learning, emotional and behavioural problems as they affect or are presented by children and young persons in the age range from birth to 19 years and where possible to prevent these problems arising.
The Educational Psychology Service of the Western Education and Library Board aims to provide an effective, high quality service delivered with fairness to children and young persons who reside within its area.
The Service has many and varied functions. For the purpose of this document, the work is summarised under two main headings:
Direct involvement with childrenThe major demand on the Service is for direct work with children which includes- carrying out individual assessment- providing advice and recommendations- participation in discussions with parents and other professionals- intervention with childrenWorking through adults- psychological advice to adults regarding individual children
projects involving adults and childrencourses for adultsprovision of information on working practices of educational psychologistsmaterials, resources and programmes
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Education Welfare Service
The Education Welfare Service provides a social work service within the educational setting, ensuring that every child receives and benefits from the opportunity of a suitable education, and so realises his or her full potential. The service fulfils traditional statutory responsibilities relating to the law governing the provision of education and part-time employment of children. Additionally, it provides help and support to schools and parents in meeting the needs of children who may attend school, but whose education is adversely affected by handicap, neglect, abuse, or behavioural problems.
Support Services for Children with Special Educational Needs
The Board has a range of support services for pupils with special educational needs. These include support for pupils with learning difficulties, including behavioural problems, language disorders, hearing impairment, visual impairment, and ASD. The Board also provides support services to pre-school children with special educational needs. The Hospital Teaching and Home Tuition services also provide support to pupils who are unable to attend school.
The services, which are described below, work closely together sharing their expertise and resources as appropriate to ensure that children's needs are fully catered for.
Service For Children With Learning Difficulties Including Behavioural Problems/Language Disorders
This service, which is provided by peripatetic and outreach teachers from special schools and units, offers advice and support to parents and teachers of children whose learning difficulties including behavioural problems and language disorders, are not due to physical disability or visual or hearing impairment.
The service is concerned with children in their local primary, and sometimes secondary, schools and aims to assist the schools in making their own response to children's individual needs. Therefore, whilst the Service offers teaching support to a number of children, a great deal of its work is done alongside the class teacher in preparing and adapting the mainstream curriculum to meet the needs of individual children.
Some children with specific learning difficulties may require a short-term period of more intensive teaching support which is available in the Reading Centres at Londonderry, Strabane and other Outcentres based in a central location.
Service for Hearing Impaired Children
The service for hearing impaired children offers advice and support to parents and teachers of pre-school and school-aged children who may experience learning difficulties due to hearing impairment.
Many children are offered support within their local nursery, primary or post-primary school. Some children require more intensive and long term help which is available at Units for hearing-impaired pupils. Other children are supported within special schools in the Board's area and some may need to go to schools or colleges outside the area.
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Service for Visually Impaired Children
The Board’s service for visually impaired children offers advice and support to parents and teachers of children of all ages and abilities, who because of a visual impairment may need assistance at some stage in their education. The nature of any support will depend upon the needs of each individual child.
Most children are offered support within their own local nursery, primary or post-primary school. In addition a few children may need to go to schools or colleges outside the Board's area.
Service for Autistic Spectrum Disorder
The ASD Advisory Service, managed through Foyle View School, co-ordinates support for pupils attending primary, secondary and special schools.
It aims to empower schools in developing effective responses to the needs of pupils assessed as being on the autistic spectrum and to co-ordinate support for such pupils, initially within the Foyle Trust area.
Service for Pre-school Children
This service, which is provided by peripatetic, outreach and home/liaison teachers from special schools, gives advice and support to help parents of pre-school children with special needs to teach their children at home.
Teaching Service for Children in Hospital
Altnagelvin Hospital School provides education for pupils aged 4 - 16 resident in hospital. A service is provided for pupils resident in Erne and Tyrone County Hospitals by teachers based in Erne Special and Heatherbank Special Schools respectively. Whilst teaching is related as closely as possible to work in the child's own school, allowance is made for the child's age, condition and length of stay in hospital.
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Special units attached to mainstream schoolName and AddressTelephone Number
HeadteacherAge Range Other Information
Drumachose PSAlexander RoadLIMAVADYCo Londonderry BT49 0BS028 7772 2751
Mrs V H McCrea3 - 11
Unit for hearing impaired pupils
Edwards PS26 Hospital RoadCASTLEDERGCo TyroneBT81 7HX028 8167 1642
Mr A S Orr4 - 11
Unit for pupils with moderate learning difficulties
Enniskillen Model PSENNISKILLENCo FermanaghBT74 6HZ028 6632 4865
Mr S W Glass4 - 11
Unit for pupils with speech and language disorders
Gibson PS64 Old Mountfield RdOMAGHCo Tyrone BT79 7EG028 8224 4552
Mr J A Colhoun4 - 8
Unit for pupils with speech and language disorders
Limavady HighIrish Green StreetLIMAVADYCo Londonderry BT49 9AN028 7776 2526
Mr G Reilly11 - 16+
Unit for hearing impaired pupils
St Anne's PSUpper Nassau StreetLONDONDERRYBT48 0EX028 7126 3046
Mr M McDaid3 - 11
Unit for hearing impaired pupils
St Conor's PS109 Brookmount RoadOMAGHCo Tyrone BT78 5JQ028 8224 4683
Mr O J O'Kane3 - 11
Unit for hearing impaired pupils
St John's High School37 Omagh RoadDROMOREBT78 3AL028 8289 8284
Mr A Taggart11 - 16+
Unit for hearing impaired pupils
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Woodlands UnitBelmont House SchoolRacecourse RoadLONDONDERRYBT48 7RE028 7135 1266
Mr T McCully4 - 11
Unit for pupils with speech and language disorders
Little OaksBelmont House SchoolRacecourse RoadLONDONDERRYBT48 7RE028 7135 1266
Mr T McCully4 - 11
Unit for primary aged pupils with emotional and behavioural difficulties
TreetopsLimegrove School2 Ballyquin RoadLIMAVADYCo LondonderryBT49 9ET028 7772 9504
Ms C O’Neill4 – 11
Unit for primary aged pupils with emotional and behavioural difficulties
Bayview HouseEducational Guidance Centre4 Clooney RoadLONDONDERRY028 7131 1213
Mr J Duddy11 - 16
Unit for post-primary aged pupils with emotional and behavioural difficulties
Special schools outside the Board's area
There are a number of special schools which provide support to all five Education and Library Board areas and occasionally children may be placed in one of these schools.
Name Other InformationFleming Fulton Special School
This is a school for children who have medical or physical difficulties
Jordanstown School This residential school caters for children who have sensory impairments
Thornfield School This school caters for children who have language difficulties
Some children with hearing impairments attend St Joseph's and St Mary's Schools for the Deaf in Cabra, Dublin and Mary Hare Grammar School, England.
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Education otherwise than at grant-aided school
This service is provided by home tutors for a child or young person who is unable to attend a suitable school and home tuition is recommended by an educational psychologist or a Consultant Community Paediatrician authorised by the Board. Home tuition is normally a temporary provision and teaching is related as closely as possible to work in the child's own school.
Traveller Education - WELB
In 1993 the DE issued 'Policy and Guidelines for the Education of Children from Traveller Families' (Circular 1993/37). Also at this time the Forum for the Education of Travellers' Children (NI) was formed to promote and support the statutory education of Travellers' children in accordance with the DE Circular.
In order to implement the principles and guidelines of the DE Circular the post of Traveller Liaison Teacher was created in WELB in January 1994. Among identified aims of this role are to:
create links with Traveller families encouraging access to education and regular attendanceprovide support to schools, principals, Boards of Governorspromote awareness of cultural diversityprovide appropriate INSET and organize Traveller Education Conferencesassist in creating intercultural and culturally specific resourcespromote models of integration and inclusionpromote inter-agency co-operationassist the successful transfer of Traveller children from primary to post-primary educationco-operate and maintain contact with counterparts in Republic of Ireland and Great Britain
Working as a team with the Traveller Liaison Teacher are 5 Traveller Support Teachers who give effective integrated support to identified Traveller children including those who have educational gaps due to a nomadic lifestyle.
A Project Development Officer has been appointed to the WELB (funded jointly by EUSSPPR/DE) in order to pilot 2 new intercultural resources, 'Interlinks' a CD-Rom for Key Stage 2 and an Internet facility 'Netconnect for Key Stage 3', in selected schools in 5 Education and Library Boards. These resources will be available to all schools in September 2001.
Post Primary Learning Support Team Page 81
