How will the school know what needs my child has?

If a student is known to have SEND when they arrive at Audenshaw School, the Learning Support Department will:

  • use the information from primary school to provide a basis for appropriate interventions;
  • visit the primary school to meet with Year 6 teachers, SENDCo and parents/carers to ensure appropriate transition arrangements are made;
  • ensure ongoing observation and assessment to provide feedback about which level of intervention is appropriate;
  • where appropriate, set up an initial transition meeting with parents/carers and relevant agencies to discuss plans for annual review (health care plan meeting).

The Learning Support Department also tests all students in Year 7 in reading fluency, comprehension, spelling and numeracy. We use recognised standards tests such as the Vernon spelling test and NGRT reading and comprehension test.

From this data the following levels of interventions will be arranged and put into place. You will receive a letter explaining the provision they will be accessing during that academic year.

What types of support might my child receive?

Wave 1 Differentiated lessons, planned and delivered as part of normal first quality teaching in the classroom environment.

Wave 2 Targeted use of additional support in the classroom. Normally involves the use of a Learning Support Assistant working alongside the teacher helping identified students. This can also include students receiving additional support outside the classroom such as morning registration catch up sessions in spelling, reading comprehension or handwriting.

Wave 3 Specialised lessons from the Learning Support Department in mathematics and literacy. These will be in the form of small classes with a specialist teacher often supported by a Learning Support Assistant.

In Maths, students are tested using the WRAT4 numeracy test in order to track progress.

Interventions may take place before or after school as well as during lunchtimes or tutor times (Wave 2). Some withdrawals may be from mainstream lessons. These can be arranged in small groups or some cases on a one to one basis (Wave 3). Withdrawal will be carefully considered and parents/carers will be informed before arrangements are put in place.
Interventions are often led by Learning Support Assistants who receive regular training. All interventions will be reviewed and evaluated regularly to track progress using the assess, plan, do and review process.

Interventions can include:

  • literacy support including programmes such as Lexia;
  • numeracy support including the SSER Numeracy Programme;
  • phonographix literacy for students with low reading and comprehension levels;
  • reading support from Reading Leaders in morning registration;
  • Mathematical support for some GCSE students in morning registration;
  • small nurture Maths & English groups;
  • language support for students where English is not their home language;
  • games club;
  • chill zone pass;
  • meeting with the Peer Mentors;
  • writing rescue handwriting support;
  • SEAL Group;
  • informal parent drop-in sessions.

Technical Support

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Curriculum Area

Curriculum support area, including curriculum map and the Year 10/11 curriculum plus guided pathways info

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