We are all teachers
of SEN. How we can make the difference.
Ben’s Story: Raising
Ben is a happy friendly baby. He is never any trouble and
sleeps and eats well. He is a bit late to talk but so were his father and
Ben is a lively physical boy. At nursery he sometimes gets
frustrated when he doesn’t get his own way. He flits between activities and
takes a while to settle. He talks to adults but it can be hard to understand
him. Staff have noticed that his vocabulary is slow to develop so they work on
some simple language games and focus Ben’s attention before giving him
Ben is behind his peers but his teacher always gives him
plenty of time to answer questions and carry out tasks. Ben is finding literacy
hard and receives extra help. He has attended several Language Link groups and
is beginning to follow instructions and learn vocabulary more easily. Ben is a
lively member of the class but is learning to control his impulsive behaviour and
has responded well to time-out sessions.
A transition support plan was created for Ben. His KS4
mentor helps him find his way around the school and supports him at lunch &
break times. The year group manager meets Ben weekly for tutor time and emails
mum regularly. At first Ben refused any additional support but his KS4 mentor
accompanied him and now he goes on his own. Ben has a short attention span and
finds it hard to listen in lessons so the SENCo works with teachers to promote
more paired work and practical tasks in class. Ben is doing well in DT and
attends DT club. Ben’s attendance is 96%.
Ben still struggles with English but his teacher uses media
in lessons and Ben engages with this. Student Support helps Ben to keep a record
of key vocabulary for study. Ben has a small group of friends at school. His
work experience was at a garage. An LSA went on Ben’s first day to settle him.
His report was excellent. Ben is expected to get 5 GCSEs.
A transition support plan was created for College. Ben is
doing the Motor Vehicle course. He loves the practical but ‘could do without
the written stuff.’ The college helped Ben to secure a placement at the garage
where he did his work experience and he continues to develop his literacy and
numeracy skills through work based learning. His attendance at college is
excellent. Ben has met some friends on the course.
How does Language
Link help to raise attainment?
Assessment: Online, TA-led to
identify a child’s ability in key areas of language.
Provision Maps: Live, instant data gives picture of general
language levels and tracks effectiveness of group and individual interventions.
Support Plans and Resources: Planned small intervention
groups making the best use of a TA’s time and expertise, whole class strategies
Repeat Testing: Offers evidence of any improvement in
language skills. Measured outcomes for Pupil Premium and Ofsted.
Labels: Assess, child development, Do, language groups, Language Link, Measured Outcomes, narrowing the gap, Ofsted, Plan, Pupil Premium, Raising Attainment, Review, SEN, SENCO, SEND, speech and language difficulties