welcome to the ssat achievement show 2016 · 2016 ter m 4 2016 ter m 5 2016 term 6 2016 mark %...
TRANSCRIPT
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
- Steve Duthie
Phone- The Malling School 01732 840995