There are several options open to you. We recommend that you discuss the difficulties with the Subject in the first instance. Alternatively, you can contact the SENCO directly. The Admin Assistant is on duty to take your call between 9:30am and 4pm. You are welcome to leave a message and we will return your call at the earliest opportunity.
If your child’s skills are particularly weak, we may withdraw him/her form lessons for additional literacy support with an Individual Support teacher or trained Teaching Assistant. We will also provide in class support where possible, monitor academic progress and assign further support if sufficient progress is not being made.
Students with mild dyslexia receive support in class via differentiation from subject teachers and may also benefit form support from a Teaching Assistant. Their progress is monitored and additional support may be provided should progress slow. Students with moderate or severe dyslexia will be offered additional literacy support outside of the classroom such as the Toe-by-Toe programme. Staff receive guidance to support students with dyslexia from the SENCO and via specific training.
The school has a responsibility to ensure that child’s needs are met as outlined in the EHC plan or Statement. As well as Annual Reviews, we will meet with parents every term to discuss pastoral and academic issues. Support is provided to students in line with the recommendations of the Statement or recent annual review. Students with Statements each have a keyworker who works with them during registration periods. For students with ASD, the keyworker will also be responsible for reading social stories. Staff receive specific advice for each student and are expected to deliver differentiation work during lesson times. Reasonable adjustments are made when applying the school policies, in particular the behaviour policy.