Accomodations & Adjustments
Accommodations and Adjustments for Students with Special Educational Needs at Anfield
“Waves of Support” describe the different levels of intervention that our children receive in order to support their learning and progress.
A child may require support if:
- their progress is significantly slower than that of their peers starting from the
- they fail to close the attainment gap between themselves and their peers
- there is a widening attainment gap
KEY AREAS OF NEED
Children may require support in one or more of the following key areas of need, and do not always have a diagnosed Special Educational Need in order to receive this support:
- Cognition and Learning Needs
- Social, Emotional and/or Mental Health Needs
- Communication and Interaction Needs
- Sensory and/or Physical Needs
WAVE 1 & 2 – Mainstream Placement with Additional Support
WAVE 3 – Learning Support Placement
WAVE 4 – Learning Support Placement (St. Bosco Koon Ying School – Primary students only)
|Mainstream Placement with Additional Support|
|Quality First Teaching with learning adjustments/additional interventions
This describes high quality teaching that includes differentiated instruction/activities or learning adjustments that are sufficient to enable children to make expected progress. Teachers seek the advice of the school SENCo and Senior Leadership Team in order to ensure that QFT strategies are employed within their daily learning.
Some children require additional interventions which are delivered by the class teacher or teaching assistant in either a small group or 1:1 setting. The students will be working slightly below age related expectations.
Examples of Wave 1 interventions may include: 5 Minute Maths or Literacy box, Letters and Sounds Phonics Programme (when children are in Key Stage 2), EAL support, Zones of Regulation individual support. Other topic specific interventions may be employed to target specific areas of learning.
Some children may require intervention outside of their usual classroom environment, or with more specific professionals in order to support their learning and progress in particular areas e.g. sensory and physical needs. This support may be delivered by the SENCo and/or additional professionals, in small groups or 1:1, and an IEP will be agreed with parents. The students will be working below age related expectations.
Examples of such interventions may include: regular therapy with 1:1 Speech Therapist, Occupational Therapist or ABA Tutors, Watchdog support, Learning Support sessions to address, for example, reading comprehension difficulties, phonic skills etc. Other topic specific interventions may be employed to target specific areas of learning.
|Learning Support Placement|
|1:1 Shadow Support (Kindergartens)
Some children may require 1:1 support in the form of a ‘shadow teaching assistant’. A shadow teaching assistant supports the children in all lessons in order to focus on specific areas of learning under one or more of the four key areas of need. The students will be working well below age related expectations.
|St. Bosco Centre, Tai Wai (Primary)
Some children may require highly specialised support in the form of our St. Bosco Centre provision. The St. Bosco Centre provides a smaller class size, with a higher ratio of student: adult support. The students follow our mainstream English National Curriculum, with highly personalised and differentiated learning, and partially integrate with mainstream classes to develop their academic, social and communication skills. Specific interventions or strategies form part of the children’s daily learning experiences. The students may also utilise the support of specialist therapists both inside and outside of the school environment. The students will be working well below age related expectations. The ratio of staff support at the St. Bosco Centre is a minimum of 1 (adult): 3/4 (children).
|St. Bosco Koon Ying School, Mai Po (Primary)
The children placed in our specialist school for children with additional needs require the highest level of support to address challenges in one or more of the four key areas of need. As the students are working far below age related expectations, they study the English National Curriculum modified to their needs, with complementary therapies provided on site. The learning focus is on skills development, embedding of concepts and development of functional life skills. The ratio of staff support at the St. Bosco Koon Ying school is a minimum of 1 (adult): 3 (children).
Determining Waves of Support at Admissions Assessment for Primary
The admissions panel is responsible for the decision as to whether it can meet the specific needs of the child. For some children, the admissions assessment outcome may be that Anfield is unable to meet their very specific needs.
The panel considers assessment information provided by the family and the school, as well as assessment information from other services and professionals.
Relevant documents which accompany an application may include Educational Psychologist cognitive assessments, Speech and Language Therapist reports, Occupational Therapy reports, IEPs (Individual Education Plans), current school reports and samples of annotated unsupported work. Where evidence is incomplete or contradictory, further information or scrutiny is requested by the panel.
Each applicant has a 1-1 interview at Anfield. That assessment focuses on:
- The child’s attainment in relation to age related expectations
- The overall cognitive profile (general reasoning ability). Three different cognitive abilities are measured; 1) Verbal – the child’s ability to remember sequences of English words, to understand them and to make inferences and judgments about them 2) Quantitative – the child’s understanding of basic concepts and relationships. 3) Non-verbal – reasoning using pictures and geometric shapes.
- The level of modification of content, pace and materials that would be necessary for the majority of the curriculum, including significant scaffolding and use of simplified language
- Evidence of any significant and prolonged difficulties in social communication and interaction
- The level of expressive and receptive language skill (ability to put express thoughts and understand information)
- The level of speech and/or language skills compared to the level of non-verbal skills
Potentially, a visit to the child’s current educational placement may be necessary. During that visit, there will be a classroom observation of various student engagements, lasting up to one hour. There will also be discussion with the child’s current teacher focusing on the four Key Areas of Need and clarification of existing support strategies.
At the end of the admissions assessment process, a recommendation for the student’s placement (Waves 1-4) is agreed by the panel, along with any specific recommendations, such as therapy or interventions. Parents are notified of the recommendation within approximately 1 week. On occasion, the admissions panel agrees that further information needs to be gathered. This might include updated reports, further discussion with teachers and/or parents and/or further observation.
If there are no places currently available, students will be placed on a waiting list. Parents are not informed of their child’s position on the waiting list because this position can change, for example, if a child with a higher level of priority is later added to the list. We are not able to give parents an indication of how long they may need to wait for a place because it is not possible to predict with any accuracy how frequently spaces may become available. Whilst students are on the waiting list, parents are encouraged to keep Anfield up to date with any new assessment reports.