Welcome to our Coffee Morning

New Code of Practice

• Our vision for children with special educational needs anddisabilities is the same as for all children and young people –that they achieve well in their early years, at school and incollege, and lead happy and fulfilled lives.

• SEN defined as a need that requires support beyond high quality firstteaching

• Person-centred approaches

• Assess-plan-do-review

Students with dyslexia are some of our most resilient learners.

• Risk-takers• Creative• Independent

Curriculum provision

• We are working hard to provide a modified and personalisedcurriculum that helps develop and embed key skills but alsosupport students in subjects that will better prepare them forlife.

• We have high expectations of all students.

• Our curriculum is inclusive.

The Power

Write: VCOPHow will this help our students with dyslexia?

• Clear structure and framework

• Visual aid

• Model and Magpie

• Across the curriculum

You might want to do it like this:

V: teach them 5 new adjectives to describe the character

C: teach them to use a discourse marker within a sentence

O: teach them to start a sentence with an adverb

P: teach them to use a comma after opening with an adverb

The Power Write: VCOP

Hol-i-day

HollydaySeperate

Sep-a-rat-e

Sep-ar-ate

Cheeno

Chino

What else makes the ‘ee’ sound?

Get the pupils to write the trickypart of the word in a differentcolour

Physical

Graph

Light

Night

Nightlight

Orton-Gillingham

Case Studies

KS5- Using technology

Reading

• Goodreader

Writing/ Note Taking

• Dragon Dictation

• Audionote (allows you to insert pictures)

Organisation/ Study Skills

•Evernote

•iThoughts

KS3- Personalising Provision

• What are the issues or celebrations you would like to share?

• Some of our concerns and stumbling blocks that we would like your feedback on:

• Homework

• Developing effective learning behaviours

• Presentation of work

Time for a chat…