Students with a Medical Needs

Description of Student
  • May mean occasional absence from school.
  • Progress within the curriculum may be unaffected or mildly affected.
  • Able to participate in most/all classroom activities.
  • The condition is usually effectively controlled by medication, of which the student is responsible for.
  • The condition may influence tiredness and concentration levels.
  • Students may need access to specific equipment if medical conditions have resulted in motor impairments.
The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2).
  • Whole school awareness and understanding of how to support each student with specific medical needs.
  • The student’s medical needs will be assessed by a qualified professional, who will make recommendations for the provision in school and refer on to other agencies if required.
  • Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
  • Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons and/or for medical/dietary needs.
  • May require scheduled meetings, visits and observations from external agency support.
  • More structured/alternative provision may need to be put in place for practical lessons, such as PE, Technology and Drama.
  • May benefit from focused/small group intervention from Aspire.
The learning environment
  • Sensitively placed when working in groups.
  • Staff to consider individual seating arrangements and movement around the classroom.
  • Teachers to use subject knowledge and expertise to create strategies to ensure the lessons are accessible.
  • May need a dietary plan and/or risk assessment in place on educational visits.
Partnership with parents, carers and other agencies
  • Involvement from the school nurse and other medical professionals.
  • Review meetings with the young person, parents and external agencies (as appropriate).
  • Staff training e.g. epi-pen training takes place annually.
  • A care plan may need to be considered and put in place.
Progress indicators
  • The student is able to access curriculum content.
  • The student is making expected levels of progress, which is in line with their peers.
  • The student is fully integrated in lessons.
  • The student can safely access all areas around the school site.
  • The student learns how to take more responsibility for their own medical needs.
featured
New Sixth Form Leadership Team
New Sixth Form Leadership Team
Congratulations to Izzy and Ollie our new Head Girl and Head Boy and to Noah and Imogen, their deput...
Malvern Radar & Technology History Society
Malvern Radar & Technology History Society
Last week Hanley Castle High School's Year 8 history students dived deeper into the local history of...
Mental Health Awareness Week - OCD
Mental Health Awareness Week - OCD
With a link to Mental Health Awareness Week, one of our Sixth Form students has written a helpful ar...
Congratulations to @JasonReynolds83 on winning the CILIP Carnegie medal 2021 for...
In memory of Clive Richards
In memory of Clive Richards
We were saddened to learn of the death of a great friend of Hanley Castle this week. Clive Richards ...
Visit to Bali!
Visit to Bali!
As we approach another holiday with no access to foreign travel, one of our Y12 students - Connie Mc...