“Believe, Inspire, Succeed” – SEND at Slindon College – David Quick, Headteacher of Slindon College
20 Nov 2015
Slindon College 2015 Greenpower Final
Here at Slindon College we provide specialist learning support for approximately 100 boys aged 11 to 18, all with SEND. The boys are aged between 11 and 18 and include both day pupils and boarders. With a staff-student ratio of 1:5. we provide a carefully structured and tailored education for students who cannot thrive in a mainstream environment. Pupils require learning support in a variety of areas such as ADHD, dyslexia, dyspraxia but by far the majority of students are diagnosed with ASD. However we do not take severely autistic children or those officially designated as EBD. Our staff are highly trained with in-house Speech and Language and Occupational Therapists as well as a number of Learning Support assistants to complement the teaching regime.
Our approach is specific to each student with regular IEPs, and continual assessments both in academic and social contexts. The aim is to provide the student with strategies to compensate for the constraints that their condition imposes on them, promoting the student’s positive abilities in a life skills context at the same time as maximising their academic potential. The academic curriculum is geared to Key Stages 3 and 4. Slindon College also has a thriving 6th form. In line with the individual approach, the academic pathway is not set in stone but is tailored to the needs and potential achievement of each boy. Hence our school motto ‘Believe. Inspire, Succeed’.
ASD
ASD can present with a wide range of symptoms, which are often grouped into two main categories:
• Problems with social interaction and communication – including problems understanding and being aware of other people’s emotions and feelings; it can also include delayed language development and an inability to start conversations or take part in them properly.
• Restricted and repetitive patterns of thought, interests and physical behaviours – including making repetitive physical movements, such as hand tapping, and becoming upset if these set routines are disrupted.
ADHD
The symptoms of attention deficit hyperactivity disorder (ADHD) can be categorised into two sets of behavioural problems.
These categories are:
• inattentiveness
• hyperactivity and impulsiveness
Most people with ADHD have problems that fall into both these categories, but this is not always the case.
For example, some people with the condition may have problems with inattentiveness, but not with hyperactivity or impulsiveness. This form of ADHD is also known as attention deficit disorder (ADD), and it can sometimes go unnoticed because the symptoms may be less obvious.
Dyslexia
Dyslexia is a common learning difficulty that mainly affects the way people read and spell words.
Dyslexia is a spectrum disorder, with symptoms ranging from mild to severe. People with dyslexia have particular difficulty with:
• phonological awareness
• verbal memory
• rapid serial naming
• verbal processing speed
Dyspraxia
Problems with movement and co-ordination are the main symptoms of Dyspraxia and children may have difficulties:
• with playground activities such as hopping, jumping, running, and catching or kicking a ball – they often avoid joining in because of their lack of co-ordination and may find PE (physical education) difficult
• walking up and down stairs
• writing, drawing and using scissors – their handwriting and drawings may appear scribbled and more childish than other children their age
• getting dressed, doing up buttons and tying shoelaces
• keeping still – they may swing or move their arms and legs a lot and find it hard to sit still
At Slindon College bespoke programs of support are provided by a multidisciplinary team on an individual basis to support these difficulties. Which enable the children to thrive and have a positive learning experience: These include:
SEAL
SEAL support at Slindon College provides vital support to enable pupils to develop social and emotional skills within a safe, structured and progressive framework curriculum that will assist in the following areas:
• self-awareness
• managing their feelings
• motivation
• empathy
• social skills
This may be on a 1-1 basis or as a part of a small group and it builds upon self- esteem, confidence and motivation which is vital in order that barriers to learning are removed.
Speech and Language Therapy
Speech and Language Therapists work with children with a range of communication difficulties. Children are assessed both formally and informally. These assessments encompass attention and listening skills, social interaction, understanding receptive language skills, expressive language skills, speech sounds, fluency and voice. Once these assessments have been undertaken, the results are analysed and a therapy programme is initiated. Therapy is carried out during 1-1 sessions, paired sessions, small group work and at a functional level by supporting the child in class to monitor generalisation of skills.
Wave 3 Literacy and Numeracy
Staff are qualified to work with children with specific learning difficulties, they assess, plan and deliver appropriate programmes to support individuals on a 1-1 basis. This may encompass, phonological training, alphabet work, reading, writing, spelling and numeracy; using the TRTS strategy. A multisensory and holistic approach is used across the curriculum. Teachers use appropriate strategies to support the child’s individual learning style. Children are supported in developing metacognitive executive function skills, poor memory functioning skills, organisational skills and concentration.
Occupational Therapy
Occupational Therapists take a holistic approach working with children who have co-ordination, sensory, organisational and behavioural issues. Assessments ascertain how their needs are best met. Intervention usually takes the form of 1-1 sessions in the new well equipped Sensory/OT room. For example: purposeful activities challenge the boys to strengthen their core muscles to gain better balance for PE; practice fluent movements with their hands to have legible handwriting for examinations or create a ‘sensory diet’ of activities that help them to stay focussed in class.
Slindon College, West Sussex