Calling all schools! O how I WISH I was actually THERE at @hayfestival, one of the highlights of my year, but I am doing a FREE virtual event for schools, which you can access today, see below //t.co/xLyCS7Pw2j
Some outstanding work being produced by the Year 6’s themed around the David Walliams book/film Grandpa’s Great Escape👴🏼🎖📚🎞. Also very fitting for the recent VE Day celebrations! Well done Harry and Eloise @davidwalliams#homelearning//t.co/4hMMXXx6jz
🖍️ Take part in our Create a National Book Token Design competition! 🖍️
When schools open, young designers and their classmates will each receive a £10/€10 National Book Token to inspire them to choose their next book: //t.co/IWQXxTquLF//t.co/lWdtEiS3J8
The KS2 TTRS results are in. After weeks of competition, teamwork and some fantastic times table knowledge on display, we have the final standings.
1st Place: Year 5
2nd Place: Year 4
3rd Place: Year 3
4th Place: Year 6
Well done everyone!
Love turtles? Or just want to find out more about them? Then join Harriet and Andre from @london_aquarium for a live video as they introduce, feed and answer questions about their green sea turtles. Pop to the 家 Learning Hub today at 2pm to take part: //t.co/k9TRCnr3W8//t.co/kOfTguceIQ
Kids all hard at it today in their individual learning spaces after a hard pe session this morning. Glad that for the most part they are happy to keep up with school routine and remain focused @SRA_StAlbans@sraprimary//t.co/bwZs00ekPe
KS2 looked at some war poems and tried some black out techniques. They were very effective and some thoughtful vocabulary choices. Year 6 extended themselves on from their history learning and used it to help teach the other children. @srahistory@SRAEnglishDept＃veday75//t.co/Y3L6rUphGd
Our aim at the academy is to ensure that the barriers are removed and to offer all our students the opportunity to participate in, and benefit from, all of the many wonderful experiences that are available to them as a Samuel Ryder Academy student.
Within our Inclusion Faculty we provide specialist support and opportunity to help students feel valued and be better equipped to make positive choices, so that they can play an active role in the life of the school community.
At Samuel Ryder Academy, children are identified as having Special Educational Needs and Disabilities (发送) in a variety of ways, usually a combination, which may include some of the following:
Child performing below ‘age expected’ levels or equivalent
Concerns raised by a parent
Concerns raised by a teacher
Liaison with external agencies e.g. for a physical/ sensory issue, speech and language
Use of tools for standardised assessment such as, Lucid Assessment Test, Wide Ability Reading Test 4 and Cognitive Profiling test in the primary phase
Children with an EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority
The class teacher continually assesses each child and notes areas where they are improving and w这里 further support is needed.
On entry to the academy all children are assessed using Cognitive Assessment Test (CATs) and Lucid Assessment Test (LASS).
The Special Educational Needs Co-ordinator (SENCo) reports regularly to the Governing Body regarding the progress of the children.
Academy's approach to teaching pupils with special educational needs
The class teacher plays a pivotal role in ensuring that the needs of each child are met. They will oversee, plan and differentiate the material to support the 发送 children to ensure that appropriate progress is made in every area.
Lessons are differentiated, taking into account the primary needs of the learners, with tailored strategies implemented for specific students.
The SENCo oversees the progress of each child with 发送.
In the secondary phase, some lessons will have a Learning Support Assistant (LSA) assigned to support groups of students.
The SENCo reports to the Head teacher and Governors regularly to inform them about the progress of children with 发送 and how resources are being used. All information is anonymised.
Additional support for learning for students with special educational needs
Small group and one-to-one interventions are run throughout all phases of the academy. These focus on a specific identified need. For example, reading, spelling, handwriting and numeracy.
Talking Partners: a targeted intervention to support students’ communication skills.
Learning Zone: small group lessons focused on specific curriculum areas of need.
Nurture Group: for small groups of primary age children to develop social skills.
Additionally the department will support children to develop their:
fine motor skills
short-term working memory
504 Gateway Time-out
These are co-ordinated by a member of the Inclusion faculty. The portraits are shared with staff and parents/carers. This provides a platform for the child to be central to their learning and ensure that their views are heard and acted upon.
The arrangements for consulting parents of children with 发送
504 Gateway Time-out
Furthermore, the faculty are in regular contact with parents as well as:
An appointment with the SENCo to discuss support in more detail;
Half termly coffee mornings. Each morning will have a focus and external agencies invited to some of these meetings;
Termly meetings in the Life Skills and Nurture Group to discuss a child’s progress.
The involvement of external bodies in meeting the needs of students with special educational needs
The school will always look to seek advice and support from external agencies when this is deemed necessary. Some of the services the school uses are:
Family support workers
Speech and Language Team (SaLT)
Communication and Autism Team (CAT)
Parents and carers can access the Hertfordshire Local Offer 这里.
All external areas of the school are accessible by wheelchair
T这里 are disabled parking bays available in the car park
Accessible toilet facilities
A lift enables access to the top floors of the primary classrooms, humanities, English and inclusion
Handrails around the site
Strips painted on the edge of the stairs
504 Gateway Time-out
Safe heating around the corridors
Over time the school plans to further increase the accessibility of provision for all children, staff and visitors.
How the academy includes all students in activities outside of the classroom, including school trips
Each child has access to all parts of the school curriculum, including school trips.
We provide support to ensure access to school trips and when required will discuss this with parents.
In exceptional circumstances a parent/carer will be asked to accompany a child on a school trip.
A risk assessment is carried out prior to any off-site activity to ensure health & safety is ad这里d to and the suitability of the activity.
The inclusion department offers lunch time clubs five-days a week.
Expertise and training of staff with relation to children with 发送
The Head of Inclusion is a member of the Senior Leadership Team, a qualified SENCo and a member of the British Psychological Society, having accreditation for writing educational reports and exam access arrangements
The Head of Learning Support & SENCo is currently completing the National SENCo Award at the Institute of Education, University College London.
504 Gateway Time-out
The inclusion team is highly skilled and has allocated members of staff responsible for different educational needs.
Early Years Foundation transition
All students allocated a place at Samuel Ryder Academy will be visited by member of staff.
Students who need additional support have extra meetings with one of the members of the inclusion team and the parents/carers in order to put a plan of support in place prior to starting at the academy
The identified students will join the Nurture Group in September
Year 6 into 7 transition
All students allocated a place at Samuel Ryder Academy will be visited by member of staff during the summer term they are in Year 6.
Students who require extra support will have the opportunity for additional visits to the academy during the summer term they are in Year 6.
During these visits they will meet key staff, have a tour of the site and will be given extra materials to ease the transition.
When necessary, students will attend the Life Skills group in September of Year 7.
Additional support is provided by Links Academy for the identified students.
Students who have an EHCP will work closely with Connexions and our careers advisor in planning their next phase in education or adulthood.
In the first instance contact the class teacher or form tutor.
Contact the SENCo.
General information relating to 发送 can be found on the Scholars’ Education Trust website 这里。
Further information is available from the Head of Learning Support & SENCo: Mr S Martin.
The school has a complaints policy, which is available on the Trust website.
Further information and advice for parents of children with special educational needs can be found at the following: