Important News

Student Support Department

How does the Student Support Faculty facilitate learning?

The Student Support Faculty aims to support targeted students’ access to the curriculum, so that barriers to learning can be overcome so that students can reach their potential feeling confident to meet challenges that they may meet.

Learning can be supported in the form of class support, withdrawal groups, working with students individually or assistance from external agencies such as the Speech and Language Service may be sought.

We work collaboratively with classroom teachers which may involve joint planning of lessons, shared preparation of differentiated materials and or partnership teaching.

Support staff may:
  • Interpret work-simplify language or present tasks in smaller steps
  • Keep student on task and provide encouragement
  • Alter the activity to keep the student motivated
  • Provide differentiated materials and or writing frames/vocabulary/key words
  • Provide structured teaching for particular areas of difficulty
  • Help with personal organisation
  • Record and explain homework tasks
  • Check readability of texts
  • Read/scribe for tests
  • Help pupils with ‘catching up’ missed work
  • Assist with target setting
  • Provide support for GCSE coursework, in-class, individually or in small groups

Teaching assistants are given an overview of the next half term’s objectives in each subject to best assist students' learning.

It is also our practice to know the National Curriculum Levels that students are working at in each subject to help them understand what they need to do to progress to the next level. 

The Student Support Faculty ensure that staff are briefed on the learning needs of each SEN student. We achieve this in a variety of ways including, the SEN register and Student Passports with specific practical strategies for how best students can access the curriculum as well using staff meeting time and INSET time to raise awareness of students’ needs.

Curriculum Leaders and Head of Years also have an overview of where support is timetabled and by whom.

Student Passports (Individual Education Plans)

Students at SEN status K – SEN Support, will have a Student Passport (IEP) or similar documents from external advisors such as an Educational Psychologist.. This will highlight the difficulties and strengths of the student; it will give targets for the student to work towards and strategies that will be adopted by the teachers.

Some of our Provisions
Transition Nurture Groups

The students with the greatest difficulties in Year 7 join a Transition Nurture Group where they explore social interaction, organisation and have general support to help them cope with the High School setting.  More specifically, the group focuses on areas such as developing friendships, self-awareness, confidence and self-esteem, understanding others, feeling valued and accepted as part of a group as well as focusing on problem solving and reflection skills.

Students will practise desired behaviour, contribute to thought-provoking discussion and they will be encouraged to give appropriate feedback. They will also work together as a group, sharing ideas and building good relationships with one another. This will support their achievements within the mainstream classroom and maximise the potential for a positive experience of school life.

Speech and Language Groups

Where Educational Psychologist reports or Speech and Language reports highlight a need for specific speech and language programmes, girls are withdrawn for a specific period of time to develop skills through a vocabulary programme designed by our Speech and Language programme or may follow a part of the LIPS or the full course.

 Literacy Withdrawal Groups

Some of our students may require more specific help with their literacy skills and if reading age is a concern then your daughter may be placed in a withdrawal group. Students in year 9 and 10 will need to opt for the study support option so that literacy support can be offered without disrupting their chosen options. 

Numeracy Support

Carshalton High School for Girls direct funding into ensuring that the lowest set for Maths remain very small in number, typically 10 students to one teacher. Where concerns are identified additional support can be provided working on the theories of Sarah Wedderburn’s Unicornmaths programme. Some students may also be identified to use the highly recommended Power of 2 book.

Cognitive Visual Therapy

Carshalton High School for Girls are currently working with Fit-2-Learn to develop the cognitive visual abilities of identified students through the Catch Up funding provided by the Government. The development of these key skills underpin many learning skills.

Emotional Support

ELSA – Carshalton High School for Girls have two trained ELSA mentors who provide emotional support for students who require further support.

We also have two pastoral support assistants who provide emotional support through their mentoring for identified students in agreement with Head of Years.

Further emotional and medical support can be sought through our school nurse who visits the school on a weekly basis.

Help outside lessons

The students are always welcome to spend time during the lunch period in C15 where there are also a member or two of our team available to discuss problems, help with homework, or, just offer a listening ear. Likewise homework club is run by members of the learning support team on Mondays, Tuesdays and Thursdays after school.

Likewise students can visit our Student Support Centre in the B corridor to speak with one of our student support assistants before school, break or lunch times.

Learning is more likely to be successful in partnership

Please do not hesitate to contact me via email in the first instance if you wish to discuss your daughter’s progress or any other matter related to your daughter’s learning.

Mr C James, Leader for Student Support cjames27@suttonmail.org

Click here for the Student Support Department Team

 

 

 

 

  1. Local Offer - Information & Guidance Nov 2015




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