Despite our SEN students generally making excellent progress, I have become aware that many parents are not aware of the provision, intervention and support we have in place for our SEN students. Likewise many parents are not aware of, or making full opportunity to engage with our various methods of communicating information. The SENCOrner blog / section of the school website is intended support parents in these areas.
The SEN drop down page of the school website explains Wrotham School’s ethos and approach to meeting the needs of SEN students. This guides how we identify, support and develop students with SEN. Information regarding the outside agencies we work with, in house expertise and interventions as well as key contacts, the complaints procedures and the staffing and structure of the SEN department are also detailed here. Many parents find the SEN FAQs section particularly useful and for those who would like some in depth reading, Wrotham School’s Accessibility plan and SEN Policy are also available. Of particular interest may be the links to external organisations which provide SEN support and guidance. These are available on the SEN Overview section of the SEN drop down menu.
· I tweet SEN specific information which I feel will be of interest / benefit to parents of SEN students. The twitter handle is @WrothamSEN. Recent tweets include:
· West Kent Dyslexia Assoc. 4 week revision courses for yr 9,10,11 in Jan-March Tonbridge School £40 0845 6012553 www.kentwestdyslexia.org.uk
· UK sleepwalking towards crisis in children’s mental health warns charity ow.ly/Eoxvh
· We’re launching a book guide with @*BarringtonStoke*
· A great visual for demonstrating the attitudes often experienced when someone has mental health problems. m.huffpost.com/uk/entry/6144398?1415797516 …
· Rory Bremnar on How punishing children with ADHD strips away their self belief www.itv.com/lorraine/hot-topics/rory-bremner-talks-adhd …
We believe that all students learn best alongside their peers in the classroom and try to support them in this as much as possible. However at times it is beneficial for students to receive additional specialist intervention either in small groups or on a one to one basis. We currently have a number of these support interventions in place including social development, Reading and Numeracy catch-up, phonic development, one to one reading, alternative curriculum, lunchtime and after school homework clubs. Where practical, we measure students upon entry and exit to the intervention in order to measure progress and assess if / what further support may be required.
Next issue / blog I will explain our testing procedures for Reading ages, dyslexia, dyscalculia and for Access arrangements for the external examinations. If you have any queries regarding anything mention above, or for ideas of specific areas to be covered in future issues / blogs, please contact firstname.lastname@example.org