Students with Specific Learning Difficulties

Description of Student
  • The student may display some literacy difficulties, particularly reading and spelling.
  • The student may find recording difficult and display poor handwriting.
  • The student may display difficulties in structuring and organising their work.
  • The students may display inconsistencies in their attainment, particularly in core subjects.
  • The student may display some sensory processing difficulties.
  • The student may display social, emotional and mental health difficulties which require further support/intervention.
  • The student may display difficulties with attention, concentration and behaviour.
  • Specific Learning Difficulties can include: Dyslexia, Dyspraxia, ADD and ADHD.
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 students with SpLD.
  • 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 according to the students’ individual needs.
  • 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 in order access the lesson content and develop independence.
  • May require scheduled meetings, visits and observations from external agencies.
  • May benefit from focused/small group intervention from Aspire which specifically address their area of need, such as literacy and numeracy.
The learning environment
  • Sensitively placed when working with peers.
  • Staff to consider individual seating arrangements.
  • Simple changes to the ordinary classroom setting to support individual differentiation.

 

Partnership with parents, carers and other agencies
  • Involvement from other external agencies when necessary.
  • Review meetings with the young person, parents and external agencies (as appropriate).
  • Staff training e.g Worcestershire Dyslexia Pathway training.
Progress indicators
  • The student is able to access curriculum content.
  • The student’s levels of progress are improving and working towards achieving their expected levels of progress.
  • The student is fully integrated in lessons.
  • The student can successful apply a range of strategies which helps develop their learning and achieve independence.

 

featured
Hanley Castle Update - February 2019
Hanley Castle Update - February 2019
Hanley Castle UpdateFebruary 2019The new year started with the exciting news that Welland Primary Sc...
Sports' Results Round-Up
Sports' Results Round-Up
Our sports teams have been busy already this term:U18 Netball Tri-Tournament with Chase and John Mas...
Hanley Castle Warhammer Club
Hanley Castle Warhammer Club
Warhammer is a table top war game set in a fantasy universe where two or more players can complete a...
Happy half-term everyone! Enjoy the break. See you on 25th! Your holiday homew...
Blind Cricket at New College
Blind Cricket at New College
Nine Sixth Formers were guests at New College Worcester (a national residential school and college f...
Slapton Geography Fieldtrip
Slapton Geography Fieldtrip
On a cold morning in January, eighty-six Year 10s boarded the bus for Slapton Sands, to take part in...