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/T (Welcome to the first edition of our Inclusion Matters, a newsletter for families of students on our SEND register.)
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/T (My name is Vicki Stillman, Deputy Headteacher and currently the school's SENCO. I am proud to lead our SEND provision alongside a dedicated team who are committed to ensuring that every student feels supported, included and able to achieve their potential.)
/E (My name is Vicki Stillman, Deputy Headteacher and currently the school's SENCO. I am proud to lead our SEND provision alongside a dedicated team who are committed to ensuring that every student feels supported, included and able to achieve their potential.)
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/T (We know that strong partnerships between home and school are vital in helping every child thrive. Through this half-termly newsletter, we will keep you informed about )
/E (We know that strong partnerships between home and school are vital in helping every child thrive. Through this half-termly newsletter, we will keep you informed about )
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/T (developments within our SEND department, share the training our staff are undertaking, signpost useful services and support for families, and provide information on a different area of special educational need each edition.We also want this newsletter to celebrate the voices of our students and families. Each issue will include opportunities to hear from parents and young people, share successes, and gather feedback to help us continue improving our provision.)
/E (developments within our SEND department, share the training our staff are undertaking, signpost useful services and support for families, and provide information on a different area of special educational need each edition.We also want this newsletter to celebrate the voices of our students and families. Each issue will include opportunities to hear from parents and young people, share successes, and gather feedback to help us continue improving our provision.)
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/T (We hope you find this newsletter informative and helpful, and we look forward to continuing to work in partnership with you throughout the year.)
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/E (We have had a fantastic start to the academic year and have enjoyed welcoming both new students and new members of staff to our school community.)
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/E (Over the first half term, our team has been working closely with students and families to review and update pupil passports, ensuring staff have the most up-to-date information about each child's strengths, needs and the strategies that make the biggest difference in the classroom.)
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/E (A key focus of our staff training this half term has been co-regulation and emotional regulation. Staff have explored how to recognise when a young person may be finding a situation challenging, identify early signs of dysregulation and using supportive strategies to help students feel safe, understood and ready to learn. We have also further developed personalised three-step regulation plans for students who need them, outlining strategies that can be used in lessons, around the school site, and within our HUB to support successful co-regulation.)
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/E (One of the highlights of September has been getting to know our new students, particularly those in Year 7. It has been wonderful to see them settling into life at ʯƵ, building new friendships and developing confidence in their new environment.)
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/E (We look forward to sharing more updates with you throughout the year as we continue to strengthen our SEND provision and support every student to thrive.)
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/E (Mrs Courtney has made such a difference to so many of our SEND students already this year with her brilliant Emotional Literacy courses and by being so wonderful with our students. )
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/E (Thank-you Mrs Courtney! )
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/E ( )
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/E (We want more opportunities to share our views and experiences of SEND provision.)
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/E (We are really excited to hear from you! We have created a dedicated parent feedback form and will regularly use your suggestions to shape future developments within our SEND provision.)
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/E (Dyslexia is a specific learning difficulty that primarily affects reading, writing and spelling. However, dyslexia is not linked to intelligence and affects much more than literacy skills. It is often described as a difference in the way the brain processes information. Young people with dyslexia may find it more difficult to process, remember and retrieve information, follow sequences of instructions, organise their work, or record their ideas quickly in writing. Importantly, dyslexia also brings many strengths. Many dyslexic individuals demonstrate strong problem-solving skills, creativity, visual thinking, resilience and the ability to see the bigger picture.)
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/E (At ʯƵ, all teachers use adaptive teaching strategies to support students with dyslexia and ensure they can access learning successfully.)
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/E (Dyslexia only affects reading.)
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/E (You can grow out of dyslexia)
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/E (When supporting your child at home, making one small adjustment consistently is often more effective than trying lots of new strategies at once. Whether it's creating a homework routine, using a visual checklist, or building in movement breaks, small changes can make a big difference over time. Louise \(Year 8 parent\) )
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