Tbh I don't agree with the detentions, if I'm honest. Ds should be having 121 full time to stop him getting into situations. This hasn't been put in place. Therefore, in my honest opinion he shouldn't be getting them for their inability to provide what has been said in statement.
Cansu, I completely agree. And I know this will sound ridiculous but I want him to think school have said he shouldn't go as we'd certainly pay for it.
The following is in his provision (as per our advocate);
Full time 121 in every lesson and removal from class with 121 support, when necessary and to support transitions.
Access to (I know) staff trained and experienced in supporting children with his difficties.
Info to be presented visually and verbally and to check ds has understood what is required.
Use of pictures, symbols as well as visual representation of words will help da frame info and make new info easier to process and rember.
Visuals will be structured (simple and linear) so to minimise the need for scanning. Learning will be supported through the use of the key visuals ie mind maps, spider charts, decision trees, memory maps and writing frames.
Info will be concrete rather than abstract.
Presenting info in manageable time periods (ie 10/15 mins then a break)
Multi sensory approach to learning
Tasks to be broke down to support organisation. Staff to clarify what is now then next.
A shared and consistent approach by all those who teach and supervise him and awareness by staff that some of ds behaviours may be linked to intrinsic difficulties rather than deliberate oppositional Behaviour.
Ds will be seated in a low distraction part of the classroom with external distractions reduced wherever possible and have access to plain and quiet working environment
Arrangements to be in place for DS to leave classroom and work in an alternative setting when he finds tasks too challenging.
A posture pack to be provided
Structured approach to literacy, with lots of over learning
High level of practical support to develop phonological awareness and memory
Additional time to complete set tasks
Short sessions to use the PAT literacy programme. 4 times per week
Ds will be encouraged to read texts 3 times. 1 for deciding, 2 for getting the gist of it and 3 for meaning
To develop vocabulary ds will be given a word bank during planning stages and encourage him to use it with independent writing
Given daily auditory memory activities to develop short term memory
To develop handwriting and fine motor skills and have regular access to write from start and/or INSYNC programmes
Alternative methods of recording work, such as use of dictaphone, computer, scribe etc
When given instructions staff will ensure he is sat at table, ready to work and only 1 instruction at a time
A staff to be aware of his difficulties and adapt their language to ensure he is able to access curriculum and more social aspects of high school life
Ds will receive brompting visually and verbally to remain on task
Reduce oral info to small chunks with teaching staff ensuring his attention is focused when giving instructions, and frequently checking understanding of new info
Allow ds to take frequent breaks from working. Eg low level physical activities that do not involve info processing
Allowing extra time to process info
Ensuring ds has grasped explanations and instructions eg ask him to relay before beginning task
Classroom to use multimedia tools and create methods to enhance ds chance of processing, storing, retaining and retrieving info
Desk space will be clear and he will be seated near the front of the class and directed to the board
Small group learning, wherever possible
Staff to capitalise on ds ability and special interests throughout the curriculum. This will build confidence and self esteem
Strategies to promote calm and general well being to help ds anxiety
Regular time to set aside to speak to named adult about areas of concern, difficulty or success.
Supervision in all social situations including unstructured times and support with managing Behaviour
Staff to be aware when ds is looking withdrawn or sheepish he is in fact anxious and to explain anything that has happened
Team work based on communication skills
Staff to be aware how their behaviour impacts on ds
Nurturing approach where ds is aware of the consequences that are linked to the actual issue and the issues (undesired Behaviour) are clearly defined with how to correct the behaviour. Ds will be given time to correct his behaviour and to make a choice
Build up positive and trusting relationships with staff eg ta (available through the day) so that he can openly express opinions, explore feelings and consider useful strategies. Resolving any difficulties in an acceptable manner
Attention will be given to the amount and frequency of homework as the usual amount may raise ds anxiety. And result in behavioural difficulties
SULP packages of support.
For ds to be taught coping strategies for situations where his wishes are frustrated and to be supported to develop his ability to manage negative emotions
Instructions to be given in a non confrontational style
Choices to be given so ds feels in control
Access to assist ds when facing stressful situations
To help ds with his sensory difficulties. Look at key times and try to alleviate stress