Richard Rose Morton Academy currently use:
Toe By Toe – phonics based scheme of work
IDL – Dyslexia based software, however is very effective for general literacy difficulties also.
Accelerated reader – Book based quizzes and comprehension reading tests designed to move students at their own pace, every session is tailored to individual levels, abilities and needs. This is also accessible from home for students and parents to access.
Use of rhymes, songs, games and a variety of stories and books designed to engage students at all abilities of reading independence.
The frequency of literacy intervention is dependent on the need of the student. Sessions could be organised daily, twice a week, weekly, every two weeks etc. Intervention can happen on a 1:1, paired or small group basis depending on the need of the child. Intervention can take two main forms, withdrawal from lesson to work with the literacy team in the library or in the classroom when one of the literacy team goes into the lesson.
Richard Rose Morton Academy currently use:
Star/Accelerated Maths – this provides detailed base line tests that will identify specific areas of weakness and design a tailored programme of intervention for the student. As the student moves through the programme it adjusts itself in order to match the pace and progress of the child. This ensures that the intervention is as up to date as possible at any one time for the child’s needs.
Mymaths – Mymaths is an online website that the school use across maths and within the SENs department. Mymaths offers interactive learning opportunities using lessons, online homework’s and revision work. It also offers opportunities to use skills in game formats and functional maths scenarios.
Social, Emotional and Mental Health Difficulties
The Academy has a dedicated Inclusion room for students who are experiencing emotional / social challenges. These challenges can manifest themselves in the form of poor behaviour, becoming withdrawn, self harming, grief, friendship issues etc.
The inclusion team work closely with students to develop self esteem, self awareness, self confidence and then work closely with the student to develop the ability to self manage their emotions and behaviours.
The inclusion team work closely with students to develop their understanding of mental health and the impact it has on their everyday life, this will involve the student developing the ability to identify when he/she needs support and having the confidence to ask for help, as well as knowing where and whom to get help from.
The inclusion team carry out an SDQ test at the start of any intervention as a base line to identify key areas of need, this will then inform tailored planning for individuals.
The goal of the inclusion team is to always support students in developing emotionally healthy lifestyles through solid strategies that the student can own and self manage.
Interventions will take place during the school day, as such we are conscious that we limit the impact on everyday learning in the classroom, the inclusion team will always ensure a child is not ‘behind’ or disadvantaged by the sessions academically.
Sessions will take place at a pace suitable to the needs of the child. Sessions may be held 1:1, pairs or small groups depending on the intention and desired outcome.
Sensory and Physical Needs
Both Inclusion Coaches employed have a great deal of experience, expertise and training around medical conditions. This includes being able to provide physio onsite for students who may require this.The department have a dedicated medical room which also contains equipment such as a Hoist and medical bed.
The department will carry out school risk assessments and plan appropriately to meet the needs of any students with medical needs or physical disabilities. A medical plan will be completed and appropriate staff training will be implemented as required.
The school will work closely with any external agencies including the NHS to ensure quality of life and quality of educational provision for its student’s. The SENs staff will ensure regular contact with home and involve parents in all decision making about a student’s provision.
The Academy spans 3 floors, we have an elevator in place to ensure access to all areas of the building. A member of staff will always be made available to escort students in the lift.
Appropriate assessments of students needs for exam concessions will also take place to ensure no disadvantage during internal or external examinations eg end of year tests, GCSEs etc. The SENCO will carry out the appropriate assessments and apply for support as is needed for individual students.