Welcome to our Special Educational Needs page.
‘Know me for my abilities, not my disability’
This is what Robert Michael Hensel, who was born with Spina bifida said, and it is a quote that sums up the ethos we, at Tregolls Academy, hold dear. Incidently, Robert is also a Guinness World Records holder for the longest non-stop wheelie in a wheelchair, covering a total distance of 6.178 miles! Amazing!
Special Educational Needs (SEN) at Tregolls
The Special Educational Needs and Disabilities Leader (SENDCO) at Tregolls is Assistant Headteacher, Sue Plechowicz. Mrs Plechowicz oversees the provision and needs for all pupils within the mainstream classes and the ARB.
Mrs Plechowicz works part time on Mondays, Tuesday mornings and Wednesday afternoons and is always happy to meet with you or talk over the phone should you have any queries or concerns about your child. To book an appointment, please ring the school office. 01872 274020 or e mail Mrs Plechowicz at firstname.lastname@example.org
Who else can help if your child has SEN?
- Your child’s Class Teacher
- The Family Information Service Website http://www.supportincornwall.org.uk/kb5/cornwall/directory/localoffer.page
Tel: 0800 587 8191
In September of each year we hold a General SEN Information Meeting. This is open to all parents and carers whether their child has additional needs or not. Its aim is to ensure everyone has an understanding of the National SEN Code of Practice and how it is implemented at Tregolls.
Autism Awareness Week
World Autism Awareness Week 2017 will be taking place from Monday 27th March to Sunday 2nd April and Tregolls School – an Academy will be taking part.
The aim of the week is to improve understanding and raise money so that as many children and families as possible learn about the challenges, characteristics and reality of autism.
During the week at Tregolls, all staff and children will helped to understand more about autism through a variety of learning activities with the main focus being that ‘it’s okay to be different.’
We kicked the week off with an Assembly…
Autism Awareness PowerPoint
We raised £125, half of which will be going to the National Autistic Society and the remaining will be used for resources for our own children who are on the autistic spectrum.
The Wave Project – Changing Lives through Surfing
At the Wave Project, young people are helped to reduce anxiety and improve confidence through surfing.
The Wave Project – Cornwall is an award-winning intervention, held at Newquay’s Towan Beach. It uses local surfers to help young people to overcome challenges and develop a sense of pride in their achievements whilst teaching them to surf. The sessions are delivered by a mix of paid staff and volunteer surf-mentors who work either 1:1 or with a group. In July, we referred Aiden, a Y4 pupil, to the Wave Project.
This is what Aiden has written about it the first time he went: The Surfing Assault Begins – by Aiden
I was excited and afraid at the same time and I was beginning to think that I would not surf any wave! Plus I met lots of people including the instructors, who taught me signals and ‘shakas’ of course. We did warm ups and I got taught how to surf. When I got into the water and tried to surf, I tried but failed and hated surfing. I tried again and I surfed seven waves! When I went home I knew the future of my surfing will be full of epicness!
Aiden has also met some very important visitors and he was quick to ask for a photo for his mum! The Duke and Duchess of Cambridge met Aide, his fellow Wave Project students and volunteers on their first official visit to the South West of England. Their Royal Highnesses visited Towan Beach in Newquay and met children and parents who have benefited from the courses.
Supporting Children’s Mental Wellbing – Staff INSET
Parental Confidence and Engagement
At Tregolls, we strive to ensure that we are constantly improving our provision for pupils with SEN. In order to help us do this, please complete the parental questionnaire below and drop it into the School Office…
Inclusive Dyslexia Friendly School Status
Tregolls is proud to be an Inclusive Dyslexia Friendly School. We first gained IDFS status in 2006 and were re-accredited in 2010.
On Monday 23rd June 2014, Tregolls Academy was again inspected by Cornwall Dyslexia Service in order to be re-accredited once again. We passed with flying colours! Not only did we achieve 100% of the 55 indicators of standards, we also achieved 93% at enhanced and embedded level. Well done everyone!
What is Dyslexia?
Please click on the link below to view a powerpoint presentation of the parents’ meeting on Dyxlexia at Tregolls Academy:
- Dyslexia is a learning difference, a combination of strengths and weaknesses which affects the learning process in reading, spelling, writing and sometimes numeracy.
- Dyslexic learners are often very creative; they are good at problem solving and ‘thinking out of the box’.
- Dyslexic learners may also have accompanying weaknesses in short term memory, sequencing and the speed in which they process information. These are skills that everyone needs if they are to learn effectively in the classroom. They are also key skills for life.
- Dyslexia doesn’t mean that the child is unintelligent or lazy.
- Many dyslexics are high achievers – Einstein, Richard Branson, Picaso, Edison, Bill Gates, Keira Knightly,Steven Speilberg to name but a few.
- !0% of the population are likely to be on the dyslexic spectrum.
- Dylexia often runs in families
- Mrs Plechowicz, our SENCO, is also a Dyslexia Advisor and so is able to screen, analyse and organise the best provision for any pupil who has this learning difference.
- Pupils whom we consider to be a risk of dyslexia will initially be screened at the end of Year 2 (or whenever necessary). Reasons for being considered at risk could be because a pupil has not madeexpected progress in Literacy; there is a family history; their teachers have noticed characteristics of dyslexia; parental request.
- The screening test we use may indicate that your child is at risk of being on the dyslexic spectrum. This does not mean that there is something ‘wrong’ with your child but that they have specific differences in the way they learn. It is not a question of having or not having dyslexia but being somewhere on a dyslexia continuum, in other words it could be quite a mild difficulty or it could be more complex. Neither is there a ‘cure’. In dyslexia friendly schools the focus has changed from establishing what is wrong with children in order to make them ’better’, to identifying what is right in the classroom in order to enhance the effectiveness of learning. What we as teachers and parents need to do is to analyse the type of need within the dyslexia spectrum and to provide the best possible learning environment for the child to overcome the difficulties they may be experiencing.
- Following the screening, Mrs Plechowicz will analyse the results and any specific areas of weakness will be identified. She will write a report for parents and teachers outlining the strategies required to support the individual..
- Dyslexic pupils are taught strategies to help them address their individual learning differences and tobecome independent.
- They are given the opportunity to become part of ‘The Dyslexia Group’. (see above)
- Being an Inclusive Dyslexia Friendly School, the whole-school environment and teaching strategies support all dyslexics, however, classteachers will also follow the recommendations in the SENCo’s report on the individual pupil.
- Appear bright and able, but unable to put their ideas down on paper
- Show a discrepancy between receptive and expressive language
- Have areas in which they excel, particularly in drama, art and debating
- Be clumsy
- Act as the ‘class clown’ to mask what they see as their academic failure
- Become withdrawn and isolated, sitting at the back and not participating
- Be able to do one thing at a time very well but can’t remember an entire list
- Demonstrate short term memory limitations, for instance finding it hard to remember arithmetic tables the alphabet or classroom instructions
- Looked ‘glazed’ when language is spoken too quickly
- Go home exhausted at the end of a normal day because they have had to put so much effort into learning
- Have a poor sense of direction and confuse left and right
- Show difficulty tying shoe laces and dressing.
- Hesitant or laboured reading
- Omit lines or repetition of the same line – loss of place in text
- Muddling words that look alike, e.g. ‘no’ and ‘on’
- Have difficulties in saying multi-syllabic words.
- Have problems understanding difficulties
- Confusion b, d, p
- Messy work, for example, curled pages, crossings out and badly set out
- Handwriting that looks heavy and laborious
- The same words spelt differently in the same piece of work
- Confusion between upper and lower case letters
- Find difficulty with the concept of letter name and sound
- Ensure your child has an up to date eye and ear test.
- Share your concerns with the class teacher and support staff.
- Be patient and supportive when helping with homework. If your child has difficulties with homework explain to the class teacher.
- Be positive and encouraging about their efforts.
- Don’t overload them
- Don’t ignore signs that they have had enough.
- Don’t expect immediate answers, give thinking time.
- Establish a ‘can do’ culture; don’t be afraid to use ‘tough love’, setting small targets may help.
- Give one instruction at a time and be prepared to talk through it or repeat it.
- Give them time to adjust to new routines.
- Support self organisation; use checklists of things they need to remember every day (these could be in a photographic/ visual format).
- Use coloured overlays / rulers.
- Use buff paper instead of white.
- Use visual thinking strategies.
- Give guidance about how to tackle tasks systematically. Dyslexic children often need to be taught many things that other children pick up without specific adult help. This might include: how to tidy a drawer; put their toys away; get dressed; look for something they have lost; pack their school bag; tie a tie or shoelace. Adults need to recognise the importance of taking time to teach these skills in a systematic and repeated regular routine.