Tong Primary School
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Learning Support Policy At Tong School the general aim of the school is to help each child realise his/her potential and to develop a sense of personal worth within a caring, secure and stable atmosphere. For some children exceptional provision has to be made in order to provide a broad and balanced curriculum to meet these goals. Aims of Learning Support 1 Working within the key features of 5 - 14, to identify children who are in need of help. 2 to gather and analyse information on such children in order to set up a programme suited to their needs. 3 to discuss long and short-term aims. 4 To plan tasks to meet the needs of the children eg differentiation in content, level, presentation and pacing. 5 to select resources and methodology. 6 To ensure that childrens’ experience of education is coherent, continuous and and progressive. Identification of Pupils deemed to have Special Needs The nature of the learning difficulties is initially identified by the class teacher. Evidence can also come from parents, other teachers, Playgroups and occasionally medical sources. Range of Needs Needs can be specific learning difficulties, eg dyslexia, emotional and social problems, immaturity in general development and complex difficulties arising from impairment. These needs can be temporary, transitory or enduring. Needs of able pupils will also be met. The Role of Head Teacher The head teacher The Role of Class Teacher The initial identification of child’s difficulties is by the class teacher who in turn refers this to the Head Teacher. Consultation then takes place with Learning Support Teacher, Head Teacher and Class Teacher as to the most effective procedure to meet the child’s needs, eg withdrawal, in-class support - collaboration/team teaching. Class teacher consults with Learning Support teacher on Individual Educational Programme (IEP) for child. The class teacher has responsibility for: The Role of Learning Support Teacher Learning support staff has responsibility to aid the process of organising a whole school approach to improve on These responsibilities are met through distinct but overlapping roles operated flexibly to meet identified needs and changing circumstances. These roles include: To raise awareness of sources of barriers to learning. Listen and reflect upon and advise on difficulties identified. Assist at all levels in making a response to identifying need. Advise on specific learning difficulties. 3 Individual tuition 4 Staff development Liaison In consultation with Head Teacher:To liaise with external support agencies. To liaise with parents. To co-ordinate and disseminate information to relevant personnel. The Role of the Educational Psychologist The Educational Psychologist meets the parents and assesses the pupils in the school and in other contexts as required. A course of action is recommended in writing with, where appropriate advice on the content of the curriculum and learning and teaching strategies. Arrangements are made for review and evaluation in consultation with parents and school staff. The Role of Auxiliary 1 Provide support for pupils with special educational needs in classroom situation, small group or individually. 2 Work under the direction of the class teacher or Learning Support teacher. The sequence of Referral action, where appropriate is as follows: Referrals to Educational Psychologist Recorded Pupils Following referral to Educational Psychologist, he may decide that the child may have continuing needs of a ‘pronounced, specific or complex nature’ requiring education in a special school/class or specialist intervention/facilities while continuing in his/her school. In such a case, statutory multi-disciplinary assessment will be initiated with a view to opening a Record of Needs. This is a statutory document containing: 1 general information about pupil; 2 assessment profile; 3 information relating to Special Educational Needs; 4 details of provision proposed to meet them; 5 views of responsible party (statutory team to designate the Parent or Young Person). IEP’s will be completed for all children receiving Learning Support. For recorded children and children with significant learning difficulties long term and short term, targets will be included. Group EP’s will be completed where appropriate. Assessment Assessment of pupils with learning difficulties is on-going. This assessment can be formative, diagnostic or summative. Neall Analysis of Reading Ability, British Spelling Test Series and Burt Word Reading Test (1974 Revision) are administered by the learning support teacher when required. A series of Standardised Tests are carried out by Educational Psychologist on referral. Assessment is also carried out in a learning context. This policy was revised and up-dated in October 2002. Review Date – 2004 TONG SCHOOL RESOURCES Computer Software/Accessories Concept Keyboard Co-writer Maths Blaster Mathsphere Mavis Beacon Teaches Typing Number Munchers Number Train Oxford Reading Tree – Rhyme and Analogy A Oxford Reading Tree – Rhyme and Analogy B Oxford Reading Tree – Stage 3 – Talking Books Oxford Reading Tree – Stage 4 – Talking Books Smart Spender Lifeskills Spider in the Kitchen Storybook Weaver Deluxe Time and Money Lifeskills Tizzy’s Toybox Wellington Square Level 1 Write Out Loud Writer’s Toolkit All Aboard Fiction Books Stages 1 – 5 Junior Writing Frames Stages 9 – 14 Non-Fiction Books Stages 3 – 5 Pattern and Rhyme Photocopy Masters Stages 3 – 5 Photocopy Masters Stages 6 - 8 Photocopy Masters Stages 9 – 10 Sam and Rosie Photocopy Masters Stages 1 – 2 Using All Aboard for Guided Reading Stages 9 – 14 Assessment Maths Assessment Key Stage 1 NFER-Nelson : Neale Analysis of Reading Ability – Revised NFER-Nelson : British Spelling Test Series NFER-Nelson : Diagnostic Reading Programme Burt Word Reading Test Games Listen, Colour and Write Number Games Opposites – Set 1 Sentence Bridges Sequential Thinking – Set 1 Swing it 1 –and 2 Tense Sequencing Tongue Twisters Why, Because – Sets 1 and 2 Language Resources Alpha to Omega – Stage 3 – Activity Book Let’s Look (visual discrimination book) Sounds Easy Pre-reading worksheets The Phonic Reading File Trog Resource Materials Books New Ginn 360 – Levels 3 – 4 Sunshine Books – Level 1 Supersonics Fun with Phonics RESOURCES SHARED BETWEEN TONG AND SANDWICKHILL SCHOOLS Computer Software/Accessories Storybook Weaver Deluxe CD Matti Mole’s Summer Holiday CD All Aboard Fiction Books – Stages 9 – 10 Wellington Square Teacher’s Resource Pack – Level 1 Maths Resources Counting Patterns Maths Quest – Level 4 MathSteps Maths Keystage 1 Support for Basic Maths – Addition 1-20 Support for Basic Maths – Subtraction 1-20 Support for Basic Maths 12 – Time Support for Basic Maths 13 – Money Games 3, 4, 5 Sentence Building Sound Stories Tell About it Language Resources Comprehension Activities – Key Stage 2 Finding the Sequence Finish the Story – Books 1, 2, 3 Literary Assessment- Key Stage 1 and Key Stage 2 Looking and Thinking – Books 2, 3 More Reading for Meaning – Books 2a, 3a Order, Order Out of Sight Phonic Code Cracker Picture Qs – Books 2, 3, 4, 5, 6 Reading – A Primary Teacher’s Handbook Reading and Thinking – Books 1 – 5 Reading for Meaning – Books 2, 3, 4 Reading Roundabout Sequencing Stories – 2 Sequencing Stories – Book 3 Spotlight on Blends – Book 1 Spotlight on Words Study Reading – Books B, C, D The Write Reason Thrilling Comprehension Time to Rime Understanding Sentences Way Ahead English : Collecting Information Way Ahead English : Following Directions Way Ahead English : The Media Way Ahead English : Writing Skills Working with Essential Words – 2 Write About The Picture – 3 Writing Sentences – Books 3, 4 |