Keeping routine

  • Some students with SEND may struggle with the change in routine and dealing with the unknown can be challenging.

Worth a try:

  • Stick to your ‘normal’ timetable, or as close as you can. Although don’t expect students to work for hour blocks of time, this is too long. Just try and cover the same topics each day as they would have normally.

Or:

  • Create your own! By doing this together you can have a try at a new ‘normal’ and it might help some students to plan out their day.

Tips for creating your own:

  • Start with a few things that must be done daily (for example exercise, reading, spelling, etc.)
  • Then add in a few things that will happen a few times per week
  • Then consider the things that you’ll maybe do just once per week
  • Don’t forget plenty of free choice / fun / down time activities – not every hour of the day needs to be filled.
  • Consider the best time of day for work and when down time will be needed.
  • Consider the best time that you’ll be able to support and what they’ll need to try independently – perhaps try a traffic light system for this.

Timetables don’t have to be fancy, but if you’d like help creating one, please let one of the TA team know.

Staying motivated

  • This will be a challenge and some students may struggle with the concept of ‘working from home’ after all to many students, school is for work, not home!

Worth a try:

  • Email teachers some work for feedback – we want to see what you’ve been up to and absolutely want to see pictures of work. We’ll get back to you which will hopefully maintain that link with school.
  • Aim to complete work little and often, avoiding long stretches.
  • Take plenty of breaks and factor in lots of fun or relaxing activities too such as cooking and crafts.

Reward charts

  • Charts can be successful, even if not something that is normally used.
  • Keep them short – aim to achieve the reward in 3 / 4 days to maintain motivation.
  • Agree on the criteria together, this will need to be specific and achievable.
  • Keep the reward small but something mutually agreed upon, doesn’t have to a ‘thing’ can be an activity.
  • Don’t take away points for poor behaviour – a reward chart should be focused on positive behaviour – taking away what has been earned de-values the effort that was put in.

We can support you with making a reward chart – please contact one of the TA team.

Praise, Praise, Praise – even without a reward chart it is important to be positive and remember to reward and acknowledge effort as well as the work that is produced.

Managing workload

  • The volume of work can seem overwhelming at times, it is important to remember that it doesn’t all need to be done at once and is intended to be spread over a period of time. Many students access TA support within the lesson and will still be developing independent working skills, this may mean that they need quite a bit of support.

Worth a try:

  • It is fine to help with reading instructions and re-wording where needed.
  • Many students get ‘checked in on’ to make sure they are on the right track, this is fine to do too.
  • Scribing is where you help record answers – this is fine, and very helpful for students with dyslexia or literacy difficulties. This helps get ideas down and reduces frustration.

How to scribe – keep it word for word where possible, allow them to unload their ideas, either type or hand write.  Please make a note of where you have scribed work.

  • Try a voice recorder / Dictaphone
  • Vary the work being completed and break up longer tasks with breaks

Chunking

  • Chunking is often used when the work presented may be overwhelming. It is very simple to do and involves breaking the set task down in to manageable ‘chunks’ this can be splitting the task in half, at times, it can even involve folding the worksheet in half or blocking parts out.

Positive Choice

  • If reluctant to start work, some students might respond well to being able to pick between to things. This gives an element of control however keeps them focussed on what needs to be done. For example, “would you like to do Maths or English first” or “do you want to type or hand write”

Important

  • Please do get in touch with teachers if work becomes too much. Our priority is the well-being of students and families and we do not want students becoming overwhelmed.

Support with literacy

Reading support

  • Try to find a quiet time and place to read with minimal distractions
  • Avoid too much time pressure and keep it as relaxed as possible
  • Help with tracking – try using a piece of paper to hold under the line being read. This helps with keeping in the right place
  • Encourage de-coding or breaking down the sounds. Also try reading around the word and asking what might the word be.
  • Try taking turns with reading, read a page each.
  • Don’t forget to ask questions about what has been read to check for comprehension
  • Sometimes reading instructions can be challenging, take some time to read and check instructions together.

If you’d like specific help with reading and literacy support we have many members of staff who can support: Mrs Rees, Mrs Marlow, Mrs Keenan, Mrs Griffiths or Ms Giffard, will be more than happy to help.

Recording

  • If handwriting is challenging use ICT where you can or as previously mentioned, offer to scribe where possible.
  • Please get in touch if you need support with ICT.

When to help

  • It is hard to know when support is needed and determining whether prompting is needed, guiding back on task or motivating or whether help with the level of challenge.
  • Try traffic light cards. Green being ‘I’m ok to keep going by myself’ Amber being ‘I’d like some help to check I’m on the right track’ and Red being ‘I’m really stuck and don’t understand’

Ultimately the main aim is that everyone is happy and healthy at this time and doing what we can to stay on track with academic work.

Get in touch!

Please don’t hesitate to get in touch if you have any questions or would like some more support.

Mrs Dunford (SENCo) du@kingdown.wilts.sch.uk
Mrs Rees (Curriculum support and Literacy and Dyslexia) rr@kingdown.wilts.sch.uk
Mrs Marlow (Literacy and Dyslexia) mw@kingdown.wilts.sch.uk
Mrs Keenan (Dyslexia, Literacy) ke@kingdown.wilts.sch.uk

TA team and their main specialisms

Mrs Whitcombe (Science, ELSA, physical impairments) sjw@kingdown.wilts.sch.uk
Mrs Kestell (Hearing impairments, ASD support) mtk@kingdown.wilts.sch.uk
Mrs Griffiths (Speech and language, ASD support, English and literacy) vhg@kingdown.wilts.sch.uk
Mrs Walsh (English, ICT) ecw@kindgown.wilts.sch.uk
Ms Giffard (English, Speech and Language) cbg@kingdown.wilts.sch.uk
Ms Roberston (Maths) kar@kingdown.wilts.sch.uk
Mrs Jessup (Maths, visual impairments) amj@kingdown.wilts.sch.uk
Miss Allman (Maths) ema@kingdown.wilts.sch.uk
Mrs Trimby (learning centre, looked after children) nkt@kingdown.wilts.sch.uk
Mrs Taylor (ELSA, Springboard) ept@kingdown.wilts.sch.uk
Mrs Peck (Art, design, ISR) mrp@kingdown.wilts.sch.uk
Mrs Heaton (Aspire, ASD, Art, ELSA) reh@kingdown.wilts.sch.uk
Miss Beattie (Aspire, ASD) peb@kingdown.wilts.sch.uk
Mr McCulluch (Science, PE and KS4 SSport) kmc@kingdown.wilts.sch.uk
Miss Sheppard (KS4 Sport, ASD Support) has@kingdown.wilts.sch.uk
Mr Frostick (Art, Design) acf@kingdown.wilts.sch.uk

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