Special Education Needs

Mrs Kirsty Arthur - SENDCO (Special Educational Needs and Disabilities Co-ordinator)

I have taught at Brereton for approximately seven years now, in between having three children. I am the Special Needs and Disabilities Co-ordinator (SENDCO) and the Reading Recovery Teacher, leading ECAR (Every Child a Reader) across the school. My big passion in life is reading, whether with children at school, my own children or on my own. Outside school I enjoy spending time with my children and I am a bit of a gym fanatic!

As conveyed in our Mission Statement, all children’s efforts and achievements are celebrated and we encourage children to see themselves as clever and confident. Accordingly, we recognise and provide for a range of Special Educational Needs and Disabilities by identifying and addressing them at the earliest opportunity. We actively involve parents and any external support agencies necessary in order to meet children’s needs. Parents who have any concerns about their child’s needs are encouraged to contact the class teacher.

Whilst a great deal of additional support for children goes on in the classroom, through quality first teaching, sometimes children will need a 'catch up' intervention. We have a number of staff in school highly trained in various evidence based interventions. Some are done in groups,  some are done on a 1:1 and the aim is to accelerate childrens learning in order for them to 'catch up' with their peers.

Interventions at Brereton:

Reading Recovery

Reading Recovery is an intervention for children who have the lowest achievement in literacy in Year 1 or the beginning of Year 2. Children are taught individually by a specially trained RRT for 30 minutes each day for an average of 15–20 weeks. The goal is for children to develop into effective readers and writers able to work at age-appropriate levels of literacy. Reading Recovery is an early intervention with a research record of preventing literacy failure for the lowest-achieving children.

FFT

FFT Wave 3 is a programme addressing both reading and writing and is designed to be delivered by experienced TAs working one-to-one with a Year 1 or Year 2 child for 15–20 minutes a day for 10–20 weeks depending on the child’s needs. The programme targets children who do not yet have the skills to access the ELS programme.

BRP

Better Reading Partners is a Wave 2 programme designed to raise achievement in literacy with a focus on effective and independent reading. It is aimed at children who can, with appropriate support, become effective readers. It involves one-to-one time with a trained TA or volunteer for 15 minutes three times a week over a ten-week period.

RLP

Reception Literacy Programme is an intervention designed for pupils at the very early stages of reading and writing in either Reception or Year 1. It is a daily intervention of twenty minutes based upon repetitive texts and sentence writing. It helps to assist pupils in directionality, word recognition and confidence. Pupils are taught by a trained teacher or teaching assistant. RLP is a group intervention for four pupils. It can easily be managed in class as part of guided reading.

ELS

ELS is a Wave 2 intervention, one of a range produced by the National Strategies and designed to help schools support children so that they can make progress and, wherever possible, catch up with their peers. The programme is aimed at children in Year 1 who have already had access to high-quality teaching of phonics during the Early Years Foundation Stage (EYFS). They will be secure at Phase 2, but have been identified through EYFS Profile (EYFSP) data and ongoing assessment as needing the additional support of a small-group setting. This will allow them to confidently address the learning involved in Phases 3 and 4 and to benefit from additional opportunities to practise and apply skills they have already been taught. They are taught by a specially trained TA in a small-group situation using scripted, structured materials. The TA works with the guidance and support of the class teacher.

Talking Partners

Talking Partners is a structured oral language programme, providing part of an integrated approach to raise levels of achievement. Originally designed for children learning English as an additional language, the programme is now used with equal success in a variety of contexts. Trained partners work with groups of three children for 20 minutes, three times a week for ten weeks. During this time they work with children to help them to learn to listen more actively and how to talk for a range of purposes.

Inference

Inference Training is an intervention to improve reading comprehension and enjoyment for KS2 and KS3 pupils. This can be used as a small group intervention or adapted to suit a whole class situation.

PAT

The PAT programme teaches children to read, spell and write phonically regular single syllable words by making analogies. There are no lists of words to remember, no spellings to learn. PAT is based on research identifying the importance of phonological awareness in learning to read.

The programme includes photocopiable worksheets and record forms, reading lists and sentences for dictation. After the early stages of use, a very small amount of adult input is needed. The PAT programme takes only 10-15 minutes daily. The materials are structured to ensure progression and consolidation.

The programme has been found to be of particular value to children with SPLD (Dyslexia).

Nessy

The Nessy Learning Programme is designed to  improve reading, spelling and writing. Nessy is a huge resource of strategies, games, worksheets and phonics, covering the very first stages of letter sounds to advanced multi-syllable words.

This programme has been designed by teachers to help dyslexics but is used and enjoyed by all children. In addition, it is used to improve confidence, independence and ability.

Springboard

Springboard addresses the crucial mathematical knowledge and skills required for children to reach age-related expectations in the subject. It is used to:

support the identified children and to remedy particular weaknesses in number so that they are in a better position to access and benefit from the teaching programme in Year 3 and beyond;
to set the expectation that these children catch up with their peers;
to help teachers prepare a teaching programme enabling children to benefit fully from the main Framework for teaching mathematics

Social Skills

Social skills sessions are generally run once a week for approximately 20 minutes and focus on specific social situations and on emotional and communication support. Social stories and comic strip conversations are ways to help children develop greater social understanding.

Social stories are short descriptions of a particular situation, event or activity, which include specific information about what to expect in that situation and why. Comic strip conversations are simple visual representations of the different levels of communication in a conversation.

 

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Contact the School

Brereton Primary School

School Lane,
Brereton Green,
Sandbach,
Cheshire,
CW11 1RN

Mrs Clare Sant - Clerical Officer
Mrs Julia Betteley - School Business Manager

Tel: 01270 685125
admin@breretonprimary.org.uk