welcome to the ssat achievement show 2016 · 2016 ter m 4 2016 ter m 5 2016 term 6 2016 mark %...

Welcome to the

SSAT Achievement Show

The Malling School Tydeman Centre Presentation

2016

Presenters:

Steve Duthie Head of Centre

Karen Arnold Deputy Head of Centre

Inclusion

Transition

Tydeman Centre Intake 2015

Name and form Group Tutor Main area of difficulty Key information

from annual

review

Levels

L A H1

Y KAr Dyspraxia, speech, language

and communication

difficulties, learning

difficulties.

R – 2a

W- 4c

with

scribe

M – 4b

S – 4c

B A F2

X JMc Selective mute

ASD

Makes needs

known without

words, will

whisper to adults

he is familiar with,

very literal

understanding.

R - 4c

W - 4b

M - 4a

T BC1

Y GWh Severe speech disorder Very enthusiastic

but can interrupt.

Can have

difficulties at

unstructured

times.

Traveller.

Mum cannot read

or write. Dad has

motor neurone

disease.

R - 3b

W - 1a

SPaG - 3

M - 3c

S - 3b

R C C4

Y CVa ASD

Dyslexic type difficulties

Poor working memory

R - 2b

W - 2c

M - 2b

Brunch Club

Animation Club

School Garden

Computer Programming

School Visits

Problem Solving

Physical Development

Physical and Sensory Interventions

Fine motor skill development

Tutorial Support

Tutorial Support

Social Development

Emotional Development

Self-Esteem Groups

Cartoon Conversation

Social Stories

Identifying Needs

Outcomes

Dog Mentor

Interventions

with Hiroki

Dog Mentor

Unit Radio

Unit Radio

ASDAN and CoPE

ASDAN and CoPE

Vocational Skills

KS4 into KS5

KS5 Vocational Studies

KS5 Vocational Studies

KS5 Vocational Studies

Parental Involvement

Steering Group

Meet twice per academic year with representatives

from:

Pupils

Staff

Parents

Local Authority

Agenda provides opportunity to review procedures and

listen to perspectives from all stake holders.

Speech and Language Therapy

S

uc

ce

ss

Crite

ria:

NOUN

Who or what

ADJECTIVE

Describes the

noun

VERB Doing/Action

WHERE?

In, on, under,

next to, etc

WHEN?

Time

Connective

CONNECTIVE

Joins sentences

(and,because, if)

ADVERB

How (‘ly)

Ne

xt tim

e I n

ee

d to

rem

em

be

r to

inc

lud

e:

Assessment and

Impact

AssessmentName Year GroupA B C D E F G H I J Q R S T U V W

M A 7X 16 8 6 13 5 9 16 14 6 5 2 5 5 1 0 4 3

G B 7X 14 5 6 7 3 9 10 9 2 2 5 3 3 5 0 4 4

K C J 7X 7 3 3 8 3 6 4 7 3 2 6 6 6 10 5 3 8

H C 7X 15 9 11 16 5 10 9 7 3 3 2 3 3 6 0 3 3

B E 7X 17 10 11 16 7 12 10 10 4 2 0 5 4 6 2 4 11

Or H 7X 13 8 7 14 4 7 11 11 5 5 6 11 4 5 3 4 10

F J 7X 17 10 9 15 7 12 15 15 4 7 2 3 0 1 0 0 2

J N T 7X 18 7 7 13 8 11 14 17 6 4 0 6 2 2 1 1 4

Dl R 7X 15 7 9 16 4 8 9 9 4 3 3 7 1 10 0 5 11

C S 7X 14 8 6 12 4 7 9 10 3 3 5 8 7 9 5 9 12

J D 7Y 11 5 10 14 6 5 6 7 2 3 6 5 1 14 0 6 6

M L 7Y 14 4 9 9 4 7 11 8 3 5 7 3 3 5 0 3 6

R L 7Y 10 4 8 9 4 7 10 6 3 4 8 10 2 4 0 5 7

B W 7Y 7 3 7 10 5 5 9 8 2 3 3 10 3 7 3 7 13

T W 7Y 8 3 9 13 5 5 8 10 2 3 7 8 3 8 0 2 5

S W 7Y 11 5 8 17 5 9 15 18 6 7 3 0 1 7 0 1 0

A W 7Y 15 5 6 9 2 8 13 10 2 3 7 5 3 3 0 3 7

M W 7Y 15 4 6 12 2 7 5 8 2 3 1 9 2 7 4 9 8

18-20 9.5-12 7.5-12 14-20 6.5-8 11.5-12 14-16 18.5-20 7.5-8 6.5-8 0-0.5 0-1 0-0.5 0-1 0-0.5 0-0.25 0-1.5Disen

gaged

Self-negatin

g

Engages C

ogn

itiv with

Peers

Bid

dab

le accepts co

nstrain

ts

Main

tains In

ternalised

Stand

ards

Acco

mm

od

ates to o

thers

Resp

on

ds co

nstru

ctively

Gives P

urp

osefu

l attent

Partic co

nstru

ctively

Co

nn

ects Exper

Insigh

tful In

volvem

ent

Emo

tion

ally Secure

Makes u

nd

ifferentiated

attachm

ents

Sho

ws in

con

sequ

ental b

ehavio

ur

Craves attach

men

t,reassuran

ce

Avo

ids, rejects attach

men

t

Has u

nd

evelop

ed/in

secure sen

se of self

National Comparisons

RAISEonline 2015

The Malling School Tydeman Centre Value Added 1026.1

National 975.2

The Malling School Tydeman Centre KS4 English 24%

National 13%

The Malling School Tydeman Centre KS4 Maths 29%

National 16%

The Malling School Tydeman Centre Grade C or above in

English and Mathematics 24%

National 9%

Ragged Targets

Name Y6

KS2

level

Schoo

l

Target

Teache

r

Target

Grade Grade Grade Grade Grade Grade Grade End of year exam

Date: June 2015

Comments

concerning

progress,

strategies and

impactKS3

EOY

KS4

EOKS

Ter

m 6

2015

Term

1

2015Teacher

assessme

nt grade

Ter

m

2

2015exam

Ter

m

3

2016

Ter

m

4

2016

Ter

m 5

2016

Term

6

2016

Mark % Grade Rank Please remember

to traffic light

current progress

A B 3b F 5.25 G F E3 E3 E3 A has been more

confident to ask

for help this term.

She has found

some concepts

such as ratio and

proportion

difficult to

understand and

apply to her

Maths work and

has needed a

break from these

before revisiting.

A B 3b G 4.5 U F G2 G1 F3 A continues to

have an improved

attitude towards

maths although

he can talk too

much and distract

others. He

responds well to

praise and is able

to answer A01

questions linked

to number. He is

unable to apply

his knowledge to

word problems

and pick out the

key pieces of

information.

Academic Year 2015 – 2016 Subject teaching Subject: Maths Class: 10y Teacher:

Provision Plans within EHCP’s

Section F 1. A C’s Provision Plan started on January 2016

2.Section F Certified by Local Authority Officer

Name: Signature:

3.Date Certified

4. The Outcome I am working towards

To develop my skills in receptive and expressive speech and language so that I can make academic progress in all subject areas and improve my social and emotional skills by the end of Key Stage 4.

5. Changes that will be made to the National Curriculum or my course.

6. What I need to help me 7. Resources/training for which funding has been applied/agreed

Placement at The Tydeman Centre resourced provision

8. Ways to help me best A will have an individual language and communication programme devised and demonstrated by a speech and language therapist in conjunction with educational staff and caregivers.

Language in lessons will be simplified with visual support and extra explanation.

A will be taught about his difficulties with language and what to do when he does not understand. He will need regular intervention and oversight from a speech and language therapist.

A will be encouraged to repeat back instructions and information to support weaknesses in auditory memory.

He will have opportunities on a regular basis for pre-teaching and over learning of key vocabulary and concepts linked to the curriculum, using a range of multi-sensory approaches.

There will be visual strategies in place to support understanding of vocabulary and concepts.

A needs language adapted to his level of understanding.

A will have access to a learning environment that provides small group and whole class teaching, staff with relevant knowledge of his identified speech, language and communication needs and social emotional needs and opportunities to implement speech, language and communication strategies across a range of learning activities.

A will need a small-step, structured programme to develop his understanding and use of specific linguistic concepts, using a range of multi-sensory approaches.

9. Extra support (intervention) I need and who has recommended it

10.How often I need this and who will provide it

11. What I need to achieve by the next review

12. How well did it work?

Date

Pupil Testimony

“I have had loads of support. I thought it would be hard

at the start of Year 11 but I have had lots of help in

tutorials. Post it notes and Mind Maps have helped me

prepare for Year 11 and I have been very happy with all

the support.

This school has helped my confidence as I was very shy

in Year 7. Mixing with mainstream pupils has helped and

I can now stand up in front of assemblies to speak.

I am going to college next year and am looking forward

to taking the train and bus to travel independently.

Through all the help I now hope to go to university to

study to be a paramedic.” Hugo Year 11

OFSTED

Tydeman Centre students’ social skills and ability to

study with others improve rapidly during their first few

years at the school.

Work for students in the Tydeman Centre is stimulating,

generating outstanding learning. Year 9 students extend

their vocabulary by identifying adjectives used to

describe teenagers. Year 11 students prepare excellent

folders of work for the Certificate of Personal

Effectiveness qualification.

The outstanding provision for students based in the

Tydeman Centre means that they make outstanding

progress in their work and personal development.

Contact Us

Email- Karen Arnold

Karen.Arnold@themallingschool.kent.sch.uk

- Steve Duthie

Steve.Duthie@themallingschool.kent.sch.uk

Phone- The Malling School 01732 840995