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For some, learning can be supported by the use of assistive technology. In school, we assess this need through observation and dialogue with our pupils. A lot of the tools we use can also be helpful when completing work at home. Reading and writing aids, such as pen grips and coloured overlays can provide effective means of supporting those with learning difficulties. In addition, fidget toys can help those with attention difficulties focus more readily on tasks. Digital tools are also easily available, some of which are detailed in the documents below.

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Amazing Things Happen - by Alexander Amelines

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Autism Advisory and Intervention Service (AAIS)

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Autism Advisory and Intervention Service (AAIS)

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At Nendrum College, we work closely with the EA Autism Advisory and Intervention Service to provide support for those on the autistic spectrum who may have special educational needs as a result of speech, language and communication difficulties or social, behavioural and emotional well-being needs.
More information from AAIS can be found on the EA website.

https://www.eani.org.uk/services/pupil-support-services/autism-advisory-intervention-service-aais

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Does My Child Have Dyslexia? - Nessy UK

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Find out more about dyslexia here, where you will find expert articles and videos.

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Most children will be nervous starting post-primary but it is important to remember that it can be a fresh start. For those with SEND, information will be passed on by the primary school, EA support services and where appropriate, health services. It is crucial that a positive working relationship between school and parents is developed in order to ensure a smooth transition for the child.  For that reason, at Nendrum College, parents are encouraged to make contact with Form Tutors, Year Heads and where appropriate, the SENCo if their child has any additional needs which school should be aware of. Parents should provide up to date email addresses to receive communications from the college.
Year 8’s will be invited to join the Transition Induction programme run in the college by The Net Youth Project in the days preceding the start of school.

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Dyslexia Information for Parents - Nessy UK

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Find out more about dyslexia here, where you will find expert articles and videos.

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Learning Support Co-ordinator (LSC/SENCo): Miss K. Miller

Assistant Learning Support Coordinator(ALSC): Mr D. Scott

Learning Support teacher: Miss L. Peters

Classroom Assistants:
Ms C. Barrett

Miss C. Bell

Mrs E. Graham

Mr A. Hamilton

Ms J. Hartley

Miss S. Hoey

Mrs E. Kerr

Mr C. Lynn

Ms C. Mallon

Mrs L. Matthews

Ms N. Millar

Miss C. Miller

Mrs A. McAdam

Mrs P. Miskelly

Mrs C. Rodgers

Miss J. Savage

Mrs C. Spence

Miss M. Taylor

Mr S. Thompson

Mrs O. Trench

Mrs D. Walker

Miss M. Watson

Mrs C. Wright

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Cognition and Learning: In the first instance, strategies to support the needs of children with cognition and learning difficulties or specific learning difficulties such as dyslexia or dyscalculia are put in place within the subject classroom.  Teaching staff receive regular training on Special Educational Needs and are advised of pupils' needs in advance. Individual subject teachers are also advised on recommended strategies from the SENCo and/or specialist support services, such as those offered by the EA.  Sometimes, EA specialist support continues into post-primary from primary school, in the form of one-to-one sessions but more often it provides an advisory role to teaching staff to support them in meeting the needs of the pupil in the classroom.  Their involvement depends on the pupil meeting their criteria and where that criteria is met, we will facilitate the services they provide.

On a whole school level, reading is encouraged through the Accelerated Reader programme, offering incentives to those who engage positively with the scheme.

Where a pupil is continuing to struggle, despite strategies deployed in class, further interventions may be put in place, such as Reading Partnership, the IDL literacy support programme and/or one to one withdrawal lessons with a member of the Learning Support team. The need for further intervention is assessed through consultation with teachers and monitoring of progress across all subject areas.

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Social, Behavioural, Emotional and Well-being:

For those with Social, Behavioural, Emotional and Well-being needs, strategies are put in place based on the individual needs of the pupil. Time-out cards, access to a quiet space and/or a sympathetic adult are some of the commonly utilised strategies.

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Speech, Language and Communication Needs:

Where necessary, withdrawal lessons to support those with social interaction difficulties are timetabled. Common approaches are the use of a social stories, circle time and modelling.

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Sensory: The college facilitates Outreach Vision and Hearing Support Services. Where assistive technology is recommended, training is conducted and pupils are encouraged to use their devices within classes to support their learning.

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Physical Needs: Those with physical difficulties are supported in line with recommendations received from specialist services. There is an elevator permitting access to the upper floors and there is disabled access to all areas of the college.

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Special Educational Needs and Disabilities 

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Special Educational Needs and Disabilities 

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The term 'Special educational needs' is a legal definition and refers to children with learning problems or disabilities that make it harder for them to learn than most children their age. Many children experience difficulties with learning at some point during their school lives but most will not need to be recorded on a school’s Special Educational Needs and Disabilities Register, as their difficulties can be addressed using reasonable adjustments within the classroom. A diagnosis of dyslexia, for example, might not necessarily mean that the pupil needs to be on the Special Educational Needs register, as their needs may be met with reasonable adjustments in the classroom, with no further support required or desired.
A pupil will only be placed on the SEND register if the school finds the pupil has difficulties which cannot be addressed by reasonable adjustments, as their need is substantial and greater than the majority of pupils their age.

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Special Educational Needs and Disabilities (SEND) in Northern Ireland 

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Special Educational Needs and Disabilities (SEND) in Northern Ireland 

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In Northern Ireland, schools can decide to record a pupil at one of three stages of SEND. Once a need, requiring support over and above reasonable adjustments, is established, pupils with special educational needs and disabilities can be recorded under one or more of five overarching categories. Some, but not all, pupils with medical conditions such as ADHD or Autism Spectrum Disorder may experience educational difficulties which require them to be recorded in one or more of the categories of SEND detailed below.

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1. Cognition and Learning (CL)-
This includes difficulties associated with Language, Literacy, Mathematics and Numeracy, Dyslexia (DYL) or Specific Learning Difficulty (SpLD) – Language / Literacy, Dyscalculia (DYC) or Specific Learning Difficulty (SpLD) –Mathematics / Numeracy and Moderate Learning Difficulties (MLD).

2. Social, Behavioural, Emotional and Well-being (SBEW)- This includes Social and Behavioural Difficulties, Emotional and Well-being Difficulties (EWD) and other severe Behavioural Difficulties.

3. Speech, Language and Communication Needs (SLCN)-This includes Language Disorders and Communication and Social Interaction Difficulties.

4. Sensory (SE)-This includes Vision and Hearing Impairments.

5. Physical Needs (PN)

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SEN 20and 20Medical 20Cats 20Leaflet 20Parents 20 20Young 20People 20INC 20Private 20Diagnosis

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Exam Access Arrangements are put in place when the college has established a clear history of need and arrangements are in line with the pupil’s normal way of working. As Specialist Assessor, the Learning Support Coordinator (SENCo) will then assess these pupils, on entering Year 11, for official exam Access Arrangements, in line with JCQ regulations. Applications for exam Access Arrangements on medical grounds require appropriate medical evidence. Further information is available on the main college website.

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STATUTORY 20ASSESSMENT 20PROCESS 20TRI FOLD 20FOR 20PARENTS 20JAN 202O2O