United Kingdom · 22 Days · 47 Moments · September 2017

Toinette's adventure in London, Visitorship

29 September 2017

School 10 Resources See books and work book details to follow Use Verdana as dyslexia friendly font. WRAT reading and spelling test Touch typing courses held here essential for children with dyslexia Catch up.org.
School 10 Dyslexia centre, NGO, inner London. Work with 5 primary schools Tutors see 33children One on one specialist teaching 10 volunteers go to school to read with children. Targeted children are those that need assistance but have not received any state help. Good work done here.
School 9 Resources Read and write gold electronic programme Rapid plus exam profile Books on line good interest level , awards and comprehension Inspirational mind mapping Word shark - phonics like Nessy Dragon Reading eggs Spelling Word of the day and week around the school Numeracy Numeracy warm up younger students Numeracy work out kids older. Goal based programme My maths teacher can allocate activities.
School 9 Part 3 How to help? When children come to school and they are not reading LSA assist with activities Read and write gold programme Speech and language x30min sessions one on one Speech and lang therapist in the classroom. 4 hours literacy a week 3 hours skills for learning 2 hours speech and language teaching in groups Specialist teacher in group

27 September 2017

School 9 Part 2 GCSE Mainly a 2 year course can write some of the subjects in the first year. Choices, DT, art, music, performing arts, Hist, Geog, media studies, business studies, science. Eng and Maths can be done at an entry level. Once the children leave here they go tech to do b tech can go as far as level 3. Work closely with local tech. Senco and admin team work on the concessions for exams. Main focus in the earlier years is develop confidence. Many children have had bad experiences. Developing a positive attitude is nb Help is given to allow the children to access the curriculum.
School 9 This is a specialist co ed, inner city semi private school focusing on children with dyslexia form ages 11 to 16. The schools capacity is 100 children. At present the school is not full because it is the beginning and of the academic year. 60 to 70 per cent is from local authority funding and remainder is private. Children come from 20 different areas. Many of the children are placed here because they could not cope in mainstream. Many have been out of school for a period of time because school was too traumatic for them. Class sizes were small. Most classes were supported with an assistant who was needed t necessarily assigned to a specific child. The speech therapist together with the teacher would run classes. A huge emphasis on social norm acceptance through a life skills programme. The children have x3 of these lessons a week. All children were provided with laptops from the 11 year old children but these stayed at school.
School 8 Private, prestigious, highly academic, church day school for boys., from year 6 to A levels About 800 pupils in the school. Girls are accepted for A levels in 6th form only. Three entry levels 11,13 and 16. Huge competition to get into this school. Maths must be good. In spite of these there are children with special needs. Many children start to experience problems as the work gets harder. A counselor is provided on site to assist with the emotional needs of children. The Senco can run tests for dyslexia These tests help to d and support children with potential weaknesses Dyspraxia is an area of weakened that has been noted. Records are kept to assist with concessions for exams. Exams officer helps with the admin.

22 September 2017

School 8 Part 2 Resources Ran test Penn resilience programme for life skills How to thrive Ttrs typing course Add all special needs to the registers with a blurb about the children at touch of button for easy Id and ways to assist -drop down box.

21 September 2017

School 7 Part 5 Resources Arc schools Arc level 5 and 7 partners in education Dyslexia action White rose Maths programme for Maths reasoning Read write ink programme Templates and e.g. Of paper work and Identification of learning difficulty to follow
School 7 Part 4 What is the role f the teacher? The state has declared that it is the responsibility of the teacher to educate all children including children with special needs. Buzz words Can do attitude Growth mindset Break the culture of SEN child can't do anything Change the language used about these children, he is stupid, lazy... Break the language of panic. Talk about specifics and how to help. Think about the universal classroom.
Scholars 7 Part 3 Who goes on the SEN register? The average child that we put on our lists would not appear on the register. These children are supported but they are not considered SEN The children on the list are mainly the statemented children or children with extreme needs that are needing extra support. Not all children who have been assessed would be on the register. This register is added to the schools data base. Each child with specIal needs is recorded on the class list for easy viewing by teachers. Many schools chose to add extra assistance for children had are not statemented as they are not receiving extra help. All these provisions depend on funding, red tape and admin to work effectively.
School 7 Part 2 Referrals and placement process Children with specific learning needs will have gone through a health developmental centre. The referral would have come from schools, therapists, health centers and parents. Many of these children have a long history with the state. Every child has a right to education and will not be turned away. Mainstream education is the choice of education. The parents bring the report to the school The state provides some budget for special needs ed Additional needs are requested from the health care process The Senco, teachers and therapists design the ILP and set targets that are attainable and reviewed regularly. Passports with specific needs and photographs are displayed and n the staff room and on the data base for all to understand the needs f statemented children. Progress is tracked and reviewed to ensure that funding continues.
School 7 This is a multicultural, coeducational, inner city,state,mainstream, Anglican and inclusive school. The school accepts children from nursery to year 6. The average size of classes are 30 children. The maximum is 32. There is no limit on the number of special needs children per class. The teachers teach class teaching rather than specialists teaching. Classroom assistance are provided. Statemented children will be assigned specific assistance whether it be classroom assistant time, on on one assistance with a specialist Teacher or therapists who come into the school from time to time. Some children only spend some of the day at school. One class had 3 specific children with special needs e.g. Downs, muscle weakened, needing a special chair.

19 September 2017

School 6 Part 2 Resources Snip Snip literacy programme free download Www.snip-newsletter.co.uk Nessy Games Show the child progress keep evidence of work handbook for Senco Reader pens Use laptop take off dictionary Lucid exact online screening watch this space planning to go on line Mid year 7 Yellow 14s year 10 Safeguarding children and child protection policy Dyslexia ass have a neurodiversity checklist that can be done online Teachers fill in send back and communication starts Neurodiverse spde
School 6 Mainstream, multicultural, co-ed, private school. Very similar to us as they have only been going 25 years Built on the site of Harrods sports grounds for staff. The dining hall used to be the cricket pavilion. The school goes from nursery 3 year olds to A levels. All on the same site. There are 3 sencos one for each major phase and 13 special ed teachers. Some of which are part time. Not many assistants in the classroom. I spent the day in the learner support centre where I watched various lessons from year 1 to secondary. All lessons were tabletop activities and all were conducted one on one.
School 6 Assessment anti tracking Lucid lass assessment exact online screening ILPs and targets set Review comments performance Follow recommendations from ed psch Informative n recorded on teacher data base Statemented children need to be reviewed make sure getting the time set by the state Scale for reports 1 to 9 1 is worst. Aim to get the children t achieve a 5 which is 50per cent Both electronic and hard copies must be kept for inspection.

18 September 2017

Resources tech Lexia reading core5 Core 5 App Prewriting, listening,irregular words, comprehension, long term memory Class graphs and action plans Calibre Read and write good software Annual subscription Picture Clicker like word document Read with support of com Colour pens Word recognition Can use for exams Premade sections that can be personalized Mic Working memory store words Snaptype Printed material Take photo of material type on worksheet or draw. City mapper
Training in dyslexia Dyslexia association On line module bdadsylexia.org.uk Educator Training new for 2017 acc No time limit
School 5 Part 3 Behavior management Sensible and insensible book Tally charts to chart engagement Assistants to work with particular children. Assistant experienced in physical intervention for children who become overwhelmed. Teachers work at staying calm and keeping the children calm all the time. Gentle approach
I watch a series of lessons some led by the speech and language therapist and some by the teacher. Collaborative teaching approach was followed by staff,with team teaching to assist the children. Activities ranged from table top exercises to group play activities. All lessons seemed to follow the same plan throughout the school. Visual timetable was explained at the beginning of the day together with any changes to the timetable. The aim of the lesson and basic structure of the lesson was recorded on the board. The breakdown of the lesson was also recorded so that there were no surprises for the children. Games or calm music to engage learning were used at the beginning of the lesson, breaks were given if children needed time out. Some classroom assistants were present for some of the time. During the lesson the teacher encourages the use of language, expects engagement from all children, is firm but kind when children won't participate.
School 5 special school for language and communication issues Multicultural, co ed, school for language and communication issues. Children attend the school from 3 to 18. Children are on educational health plans or statements Paid by the state Regular review,parents and teachers included in review. School takes 50per cent autistic children high functioning Does take children with dyslexia but this is not their prime need A child can have both autism and dyslexia. 6 to 10 children in a registered class Groups mixed according to needs but try to keep ages together Secondary school grouped according to age Children in sec school are supported when at college come to school for life skills. a few days a week. Gradually stay at college

17 September 2017

Met ed consultant on Sunday Resources Teach like a champion by Doug Le Mov Drive for liberty video clips to how it feels to have dyslexia. Dyslexia action website Drive for literacy Driver youth trust

14 September 2017

School 4 part 3 Sencos other duties Remind teachers to do IEPs Check IEPS Sign and mail to parents Facilitate observations for children with statements. Interview staff for statemented children. Conduct meetings with parents. Document the lessons and findings of children's work. Analyse and implement the results of standardized tests in the creation of lesson plans and assistance for SEN children. Facilitate the use of assistant teachers 200 children in the school Year 1 and 2 assistance all the time. Year 3 most of the time 5 and 6 Eng and Maths in the mornings Assistant teachers are included in the admin and creation of prep. Mark the work of children they have worked with during the lessons.
School 4 part 2 Methodology Senco and assistant ran the following intervention: Booster groups before school started for invited groups. Small group of children working on particular skills like phonics, Maths etc. I watched a Maths lesson. One on one work with specific groups of children Assistance in the classroom for specific children or groups of children. School clubs held during break to assist with OT skills called spy club. Fine muscle club called big little muscle club. Sensory motor group to work on hand muscle strength and fine motor small group of children. ABC agility group run by PE instructor to work on balance, agility and co-ordination. This took place between 8 and 9 in the morning. 25 min x2 a week for older and younger children. Senco moved throughout the year groups Handwriting club to assist with handwriting Touch typing club
School 4 School 4 is a co ed, multicultural, private, mainstream day school in town but out of the city. Children attend this school from nursery at the age of three to year 6 at the age of 11 years I spent the day with the Senco and the assistant Senco. I joined the team and was allowed to assist the children which made it interesting for me. I was never left alone with the children. I would either be in a small group in the Senco's rooms or in the classroom while the Senco or assistant Senco worked with an individual or a group of children during the lesson. I assisted in English and Maths lessons most of the morning. I also observed an Autistic children in reception doing a written observation to assist with a child who has been granted assistance hours by the state. Having followed the Senco team for the day I got a very good idea of the intervention.provided.
School 4 Resources Toe by Toe reading Nessy Twinkle can create a free account

13 September 2017

School 3 Lessons Class teaching takes place. Children receive one on one lessens where they need help especially in the mornings.s Programmers are designed from ed assessment for specific needs. Specialists come into school to assist with specific needs e.g. Speech therapists, OT Observations I loved the small school and the fact that they integrated with school 2. I found the school day very long for these children. By 3.45 the one child was beside herself having to concentrate for so long. I don't like the long academic school day option even though some of the children had gone off to play sport and the rest of the academic day continued.
School 3 Areas of weakness for dyslexic children: Language, vocabulary, Short term memory Sequential memory Visual memory Reading Repetition Terminology Motivation Self esteem
School 3 Teaching strategies computer lessons take place where children learn to use the computer because they are going to need computer skills in the future. A contract about the rules is signed after the first lesson. This is know. As e safety. Study skills - a formal weekly lesson is held. Use of smart boards Small classes about 5 children in a class. I watched a religion, computer and science lesson that focused on: Language , repetitive use of words and vocabulary Memory aids using visual clues, white boards for reinforcement by the children , video, repeat the story using language, Working on sequence using templates, cutting and sticking, using language all the time. Use classroom clues , modules I.e. The human body Made connections using games like Simon Says to teach the bones of the body. Allow for brainstorming,select and reject information.
School 3 part 2 Placement and testing Educational assessment by psychologist School runs tests diagnostic Head start for Maths to decide on the expectations for the year. NFER is used greatly recommended for reading Spelling use Wiat-II-T - Wechsler individual tests NGRT and Rising stars are used for formal comprehension testing
School 3 Afternoon session This school is located on the same grounds as school 2 but it is separately run and has its own Head Teacher and name. The school is a school for children with dyslexia and consists of no more than 50 children. As this is the beginning of the school year the school is no where near full. As the year progresses so more placements are made. The school takes children from year 1 to Year 7. They originated as a home school teaching one pupil which gradually grew. It was the run in someone's house until they contacted school 1 to hire them a classroom. Eventually need arose to build a school on School 2s property. Today there is some interaction between the schools in that the children from School 3 participate in sport with School 2 and they share school dinners on School 2s property.I like this model as it allows for integration and breaks down barriers between children.
School 2 Part 5 Resources Toe by toe reading Alpha to omega spelling Olive. HIckmond empowering learning Touch typing typing jungle on line program Echalk. Sentence building Hit the button multiplication facts Maths watch website 123 MATHS app BBC Bite size
School 2 Part 4 Assistance Class size 16. Children School size around 200 children Assistance teacher available for years 1 and 2 Children are taken out on a rotation basis for one on one sessions Two special ed teachers are provided to assist with special ed. Qualifications for dyslexia at Anne Darsey can be done at institute or on line. Rose Review Dyslexia Action Ieps done by the English and Maths teachers X2 a year written according SEN.code. Of practice Summary of ED PPSYCH report Senco does the. Admin Learner support does the pedagogics. Learner support register Skilled teachers Avoid being wooly with the children. Avoid learnt helplessness Pastoral care NB
school 2 part 3 Identification Diagnostic tests CATFALL include: Take a a week and half to do this at thee beginning of a year. Verbal and non verbal testing Quantitative Special Reading and spelling age spelling BSTS All computerized, marked and graphed Ed psych tests for more extreme cases No subject testing or exams National exams donee at exit points.
School 2 Part 2 Technology The My Learning virtual learning classroom allows to the the children to receive, annotate and submit work. Teachers can then mark comment and return work. Mark books are set up and workflow can b monitored and graphed. The computerized system allows for differentiation, giving the special needs child an opportunity to use another method to record work and allowing the teacher to provide templates to allow for improved presentation and structure. The school believes in the use of traditional methods married with technology and new ideas. The school was very similar to ours from this regard. I felt quite at home here. All reports are electronic

12 September 2017

School 2 part 1 Wed Today I spent the the day at two different schools. I was fortunate enough to visit the one school in the morning and the second in the afternoon School two is a mainstream, co-ed, boarding school. The school starts at nursery 3year olds and ends with the 13 year olds. The school is situated in a rural area where the children have access to the forest, which is part of their education, they run forest club which allows the children to learn survival skills. Just up my alley. All junior classes have teacher aids. The timetable is structured in such a way that the core subjects like Maths and English take place in the morning. All classrooms are equipped with Apple TVs and interactive boards. The children are expected to bring their own devises to school from Year 3, our Grade 1s in age. They school has invested in computers in a big way to allow for this system. They work through a server where the material is stored, called My Learning.

11 September 2017

School 1 Resources Toe by Toe dyslexia reading and other reading difficulties very effective workbook. CAT 4 testing PTE eng,PTE Science,PTE Maths diagnostic, computerized testing. Recording good results showing strengths and weaknesses of pupils. RIT verbal and non verbal testing phab phonological assessment Tomal assess memory CTOPP test phonological processing www.annarbor.co.uk Sound foundations workbooks, Eng Reading,Spelling,Comprehension Apples and Pears Sp Dancing Bears Reading ABC Ab starting
School 1 continued 5 It must be noted that this is. Boarding school so the programmer continued all day including lunch and supper. Sport was included during the school day whilst lessons continued for the rest of the children. I left at 3.30 but the school day still continued. Huge demand and pressure on the teachers to be on site and engaged so long.
School 1 section 4 Some interesting methodology The use of brain gym activities taught in study skills Mnonmics like PEEP for comprehension and substantiations P - find the point e - make a quote or use evidence e-explain P - prove and explain your point Also called PEE these were displayed on walls Spelling Look cover write check Excellerated Reader programme - children read books the answers quiz on iPads in library this will allow them to move on a level. All lessons were slick and staff were professional and well organized. All classes were equipped with smart boards. All teachers used the smart boards in lessons. The school was in the process of building 2 Science Labs and a D&T centre. Areas of difficulty The U.K. children attend school very young. This is often the reason they need so much support as they are not ready to deal with the content. This school had no control of their foundation and nursery phase thus they needed extra support to intergrade the children.
School 1 continued 3 The Senco meets with parents, manages the whole system and also does one on ones and other duties. Most Sencos are usually in executive positions at school, usually the deputy head. Small clubs are also organized by invitation for mindfulness sessions,touch typing courses - Nessy Fingers. These are run by the support team. Smaller catch up classes are run e.g. for English spelling, punctuation and grammar. No more than 8 children in a group comprising of children who do not do Latin and need then extra help. A concession is then given to these children. The classes are not streamed but set. Some sets will have more children than others and more support staff if required.
School 1 continued Support given There are a maximum of 16 children in each classroom. A teaching assistant is provided for each class. Some classes have two qualified teachers in attendance. Some lessons might even have more teachers if necessary, even art had two teachers. There are 5 SEN teachers The Senco, an administrator, a teacher who does study skills on a weekly basis to all forms, a teacher who focuses on assessment and on on ones and a teacher who does mainly one on ones and some whole class teaching. All the SEN teachers have completed their level 5 at the Helen Ariel Centre in dyslexia training and testing. The testing enables them to do initial tests. If concerned the children are the referred out to an Educational Psychologist which is an extra cost to the partners. Pending the results the children will receive extra support from the SEN team, OT,Speech Therapist or Psychologist. The Maths and English teachers together with the child write the IEPs
School 1 For the purpose of this blog I will not be disclosing the names of the schools at their request. On Monday 11 September I visited school 1. This is a boarding, co-educational, private school teaching children from the age of 7 years old in form 3 to the age of 13 where after they can attend the high school on the adjoining Campus. The children come to the school after they have completed their nursery schooling and the initial years of education, the equivalent of our foundation phase, from a variety of feeder schools.They then begin their years here having received the foundation of their learning elsewhere. The school is aware of this potential problem, as the children enter the school at various levels and therefore, their curriculum is adjusted accordingly. A variety of support is provided within the school day. See as follows:
More resources
Resources for school 1
Views of school 1

8 September 2017

Timetable for Chesterton Centre
I start my Vistorship on Monday. This week has been dedicated to orientating myself and learning to understand Google Maps in hopes of not getting lost. I have made contact with my schools but I am still waiting for confirmations. Today I visited Chesterton Centre for children and families with Santi and Steph. I was interested to see what facilities were offered here. The state pays for the facility and it is free to attend. I was impressed to hear that there are many of these centers around London and The U.K. Early intervention is essential and stimulation for young children is essential. Support is also offered to parents. See time table.