Williamwood High School Supporting pupils during transition and

Williamwood High School Supporting pupils during transition and beyond.

Transition process Pupil support: November/December 2014 n Year head visits: March/April 2015 n Transition groups: May/June 2015 n Induction days: June 2015 n Official start: August 2015 n

Pupil Support visits: Nov/Dec ‘ 14 Examination of learning file. n Discussion with primary additional support needs coordinator. n Observe classes. n Meet with class teachers. n

Year head visit: Mar/April ‘ 15 n Visit 1 - routine of school: school uniform, timetable, school day. n Visit 2 - differences between primary and secondary: Q and A with S 6 pupils.

Transition group: May/June ‘ 15 Lesson 1: Equipment needed for high school, organisation of school bag, differences between primary and secondary, Q and A. n Lesson 2: Lunchtime procedures, lockers, timetable, navigating the building, Q and A. n

Induction days: June 17 th and 18 th n Talk from year head and timetable issued. n Follow a full timetable for two days. n Meet with pupil support teacher.

August 2015 onwards: How you can support your child’s learning: n n n n Buy a sensible schoolbag. Use coloured pockets for different subjects. Check planner/home school diary daily. If you have any concerns about the amount of homework/class work, contact the school. Help with packing the schoolbag every evening. Find a quiet location to do homework. Help establish a routine as quickly as possible.

August 2015 onwards. How we will support your child’s learning: Share learning profiles with staff. n Provide appropriate support for assessments. n Provide targeted support for pupils (Cowriter). n Give additional training to staff on supporting pupils with dyslexia. n

S 1 dates of note: n Information evening – 15 th/16 th June n Tracking report – October 2015 n Full report – April 2016 n Parents night – May 2016

Thank you for listening. Do you have any questions?

An ideal school bag PE kit Locker key/ Lunch card Planner/pencil case School books

Coloured pockets

Example learning profile: **** has a formal diagnosis of dyslexia which lies at the mild to moderate end of the spectrum. In order to support her spelling **** should be given the opportunity to use ICT, particularly for extended pieces of writing. **** is comfortable using co-writer for extended pieces of writing. **** should also be encouraged to self check her written work upon completion. She has been diagnosed with a condition called Binocular vision, a condition which affects the ability to focus clearly on an object using both eyes, for which she has received treatment. **** also has a diagnosis of Irlen syndrome and should wear her coloured lenses when reading in class. Strategies: Should be given the opportunity to use ICT for extended writing. Written work should be marked for content only. Should be given printed notes – extensive copying from the board may be challenging. Reading aloud in class should be optional for ****. Should be reminded to wear her coloured lenses when reading in class.