Close

Croesyceiliog School Learning, Respect, Ambition

Additional Learning Needs / SEN

Additional Learning Needs / SEN

Support we offer

Boosters

Pupils in year 7 who need extra support with reading, spelling or numeracy receive small group lessons once a fortnight for any or all of the above. These lessons help to give the child more confidence in these areas. Primary teachers are asked during transition to this school to recommend pupils who they feel would benefit from this type of support.

Toe by Toe

This reading scheme is aimed at pupils who really struggle with their reading, it takes place during registration. This scheme starts with letter blends then on to words before moving on to sentences. Year 12 mentors sit with these pupils working through the scheme.

Reading schemes run by the SEN Department

Catch-Up Literacy

Some pupils benefit from one to one reading support rather than small reading groups. The pupils are withdrawn for 15 minutes 4 times a fortnight from lessons. We have had great success in the past.

Buddies

Year 12 mentors work alongside their Year 7 during registration twice a week to support their reading offering valuable personal experience.

R.maX

Some pupils still need support with their reading in in Year 8. RmaX is held twice a week in the library during registration. These pupils work in small groups taking turns to read from the same set of books. The pupils help each other out when they are stuck on a word and start to read with expression giving them more enjoyment with their reading.

Typing Skills

Exam Support

There are many ways that the school can help pupils access the examinations that they will inevitably face. This is covered in detail here - Exam Access.

However the most common ways to actually support pupils in an exam are, by acting as a scribe (writing for a pupil that has problems doing this for themselves), or by acting as a prompt or as a reader.

In Class

The SEN department has 24 full time Learning Assistants and 2 part time to help specific pupils through their daily lessons. This can include helping with spelling, writing, reading or even moral support.

Withdrawal

Some pupils require more support in certain subjects and can be withdrawn from other subjects to work one to one with one or more of our dedicated LSA's.

Gwent Ethnic Minority Service (GEMS)

Special service by Torfaen to assist pupils where English is spoken as a second language. We have access to three language specialists every week.

Educational Psychologist

Torfaen has a dedicated EdPsych that vists the school approximately 10 times per annum.

Types of SEN or ALN – a non-exhaustive list of the types of barriers some learners face every day.

Specific Learning Difficulties (SpLD)

SpLD refers to problems that lead to barriers to learning. Common examples are:

Dyslexia - we have a specialist tutor in three days a week.

Dyslexia a learning difficulty that affects the skills involved in accurate and fluent word reading and spelling. These learners find it difficult to get ideas down paper, can’t find the right word. They have memory difficulties; remembering sequences, phone numbers and dates. They have problems with spelling; remembering what words look like and similar sounds can cause confusion. When reading they keep losing the place in the text, the text appears to move and they need to re-read things.

Strategies:

  • Writing frames
  • Coloured overlays
  • Alternative assessments

Dyspraxsia

Dyspraxia is a developmental disorder of the brain causing difficulty in activities requiring coordination and movement. These learners have difficulties in fine motor skills; pencil grip, handwriting issues, tying shoelaces and doing up buttons, and gross motor skills; getting dressed, running, balance, sport and stairs.

Dyscalculia

Dyscalculia is like dyslexia for numbers. People with dyscalculia experience great difficulty with the most basic aspects of numbers and arithmetic. These learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. They have problems handling money – working out change etc., cannot accurately recall number facts, find counting in twos, threes etc. problematic.

Visual Impairment

Visual Impairment is when a person is sight impaired (partially sighted).

Strategies:

  • Enlargement of work.
  • Where to sit/ stand when delivering lesson.
  • LSA support especially in practical lessons.
  • Blinds in all teaching rooms

Hearing Impairment

Hearing impairment is the loss of some or all hearing in one or both ears.

Hearing impairments are classified in the following degrees:

  • Mild - speech and conversation are usually unaffected but distant sounds may be difficult to hear.
  • Moderate - the ability to form sounds and hear normal conversation is affected.
  • Severe - the child requires a hearing aid to hear conversations.
  • Profound -a hearing aid may help but the child will not be able to articulate words normally.

Strategies used are:

Considering where the teacher stands in relation to student.

To sit the pupil at the front of the class - taking into consideration whether hearing impairment in only one ear.

Teacher doesn’t talk and demonstrate at the same time.

Room kept as quiet as possible.

Useful Links

Accessibility

The summer of 2013 was a big year for the Croesyceiliog site. Over the holidays a huge amount of work was done to modify the site in preparation for the new Year 7 intake in September. Modifications include the building of many ramps into various parts of the building for wheelchair access, the installation of two wheelchair lifts; one in the East Hall and the other in the main canteen and pride of place is the new lift in the west building allowing wheelchair access to three floors of academic departments including Information Technology, Science, History, Religious Studies and Geography, also access to the school Library.

Exam Access Some pupils will be entitled to particular modified arrangements for their GCSE, A-Level and lower school exams. If pupils fit certain specific requirements the school will apply to the national exam regulator – presenting detailed evidence - for permission to provide these modified arrangements. Available modifications include:

  • • Exam papers with modified language
  • • Enlarged/coloured papers
  • • Scribes/laptops
  • • Readers/Prompters
  • • Additional time/rest-breaks
  • • Small venue
  • • Transcripts of tape/video dialogue
  • • Bilingual dictionaries

Pupil may qualify for access arrangements:

~ If English is not their first language

~ If they have:

  • • Colour-blindness/Irlen syndrome/visual impairment
  • • ADHD
  • • An Autism Spectrum Condition
  • • A low level of reading comprehension
  • • A physical disability or a temporary physical injury
  • • A hearing impairment
  • • Dyslexia
  • • Obsessive Compulsive Disorder

When modified arrangements are made, the school’s exam officer is informed and she then ensures that the amendments are followed through on the day of the exam.

Key Stage Transitions

Entering a new phase of your life can be daunting to all of us, but for some pupils with particular needs it can seem like the end of the world. The SEN department work hard to make these transitions as easy and as painless as possible. Some pupils post 16 face the real prospect of leaving the institution they have known for at least five years completely. These student may require additional help with "getting to grips" with life skills other student may take for granted.

Leaving School (Life Skills)

Croesyceiliog School work very closely with the Real Opportunities team to ensure that students with complex needs are well supported as they prepare to leave Year 11.

For students who meet the criteria and are referred to the service, support could include:

  • Travel training
  • Support with life skills such as cooking and money
  • Helping students to select college course and attend open days

Transition Years 6-7

Croesyceiliog School prides itself on the priority it gives to ensuring that students with SEN receive effective transition from Year 6 to Year 7.

Steps taken by the SEN department may include:

  • Attending Year 6 Statement reviews
  • Attending planning meetings, and regularly communicating, with primary staff
  • Offering parents and students tours of the school
  • Meeting with parents
  • Liaising with outside agencies
  • Arranging for additional transition visits/lessons during the school day
  • Sending staff to primary schools to work with students in their current school setting
  • Ensuring appropriate interventions begin at the start of Year 7
  • Visiting primary schools to discuss the needs of every child.