ADHD is a complex condition and students may sometimes be on medication which the school may be asked to administer during the day. Problems may occur when a student forgets to take their medication prior to school or their medication begins to wear off before the end of the school day.

Dyslexia is a complex neurological disorder that affects people across all levels of intellectual ability.

There is no known cause and that can make it hard to explain. DLD is not caused by emotional difficulties or limited exposure to language.

DLD is not caused by other medical conditions such as hearing loss, physical impairment, Autism, severe learning difficulties, or brain injuries. However, children and young people with these difficulties may also have DLD.

DLD is a long term condition that can have a big impact on a child/young person’s learning and achievement at school.
Children with DLD are at risk of difficulties with reading.
Sometimes DLD can affect children’s social interaction skills and their ability to make and keep friends.

Children with DLD often learn and understand better through visual or practical methods, rather than verbal methods. For example they would understand a story better if they watched it being acted out and drew it rather than being told verbally.

The condition can have a major impact on school and sporting life. Whilst it does not usually cause long-term harm, it can be associated with injuries and can sometimes persist into adulthood. Treatment is aimed at increasing muscle strength and joint resilience without causing injury.

 

Tics are sudden twitches, movements, or sounds that people do repeatedly. People who have tics cannot stop their body from doing these things. For example, a person might keep blinking over and over. Or, a person might make a grunting sound unwillingly.

 

Motor tics are movements of the body. Examples of motor tics include blinking, shrugging the shoulders, or jerking an arm.

 

Vocal tics are sounds that a person makes with his or her voice. Examples of vocal tics include humming, clearing the throat, or yelling out a word or phrase.

 

Tics can be either simple or complex:

 

Simple tics involve just a few parts of the body. Examples of simple tics include squinting the eyes or sniffing.

 

Complex tics usually involve several different parts of the body and can have a pattern. An example of a complex tic is bobbing the head while jerking an arm, and then jumping up.

 

Special Educational Needs and Disabilities (SEND) 

Cognition and Learning (CL)

Profound and Multiple Learning Difficulties (PMLD)

Severe Learning Difficulties (SLD)

Moderate Learning Difficulties (MLD)

Specific Learning Difficulties (SpLD)

Sensory and/or Physical Disability (SD/PD)

Hearing Impaired (HI)

Visually Impaired (VI)

Multi–sensory Impairment (MSI)

Physical Disability (PD)

Communication and Interaction (CI)

Speech, Language and Communication Need (SLCN)

Autism Spectrum Disorder (ASD)

Developmental Language Disorder (DLD)

Social, Emotional and Mental Health (SEMH)

Attention Deficit Hyperactivity Disorder (ADHD) 

Oppositional Defiant Disorder (ODD)

Special Educational Needs Co-Ordinator (SENCo)

Educational and Health Care Plan (EHCP) 

Individual Education Plan (IEP)

Pupil and Adolescent Mental Health Services (CAMHS)

Educational Psychologist (EP)

Occupational Therapist (OT)

Speech and Language Therapy(ist) (SALT)

Learning Support Assistant (LSA)

Additional Resource Provision (ARP)

Speech and Language Resource Base (SLRB)

Conductive hearing loss happens when the natural movement of sound through the external ear or middle ear is blocked, and the full sound does not reach the inner ear. Conductive loss from the exterior ear structures may result from:

This is much less common than conductive hearing loss. It is caused by damage to the hearing mechanism itself, usually in the cochlea or along the nerves to the brain. This type of loss is permanent. It can range from mild to profound in degree.

A person is said to be visually impaired if their vision cannot be corrected to within standard limits by any means. 

 

A student who has problems with near vision may:

Our Voice is a parent–led organisation working with parents and carers, as well as the statutory and voluntary sectors, to improve services for children and young people with disabilities or special educational needs in the borough of Enfield. The Our Voice website has useful information on local events and fundraisers, the twice - yearly newsletter, and links to other support organisations.  

Pupils practice everything from letter formation to letter patterns; single words to sentences; and there are also activity worksheets for pupils where they can put their new skills to the test. 

We offer pupils the opportunity to meet with an Enfield Council Careers Adviser. He discusses all options, from college courses to apprenticeships. Pupils are encouraged to become active in thinking about, and researching, their next steps. 

We arrange college visits to Hertford Regional College; College of Haringey, Enfield and North East London (CONEL), and Barnet and Southgate College (Southgate Campus). 

Once your son has decided what he wants to do, and where, we help either with the application or arranging college interviews.  

Managing a dysregulated student is often like seeing just the tip of an iceberg – they are behaving in a certain way for a reason, but the reason is beneath the surface.  At St. Ignatius, we get to know our pupils to help them to manage behaviours and avoids triggers.  Listening to them, without talking but acknowledging their anger, can sometimes calm them down and avoid making the situation worse. It’s also a good way of finding what’s under the surface.

 

Quite often students with SEND who have coped all day at school will be exhausted, and their underlying anger and emotion spills over when they come home. This is why it’s important for you to listen too. Children's emotions are driven by the need to feel protected and feel free from pain. Some children display challenging behaviour because of an emotional need, but they may find it difficult to express their emotions appropriately. Others use challenging behaviours to communicate something. Some students cannot always find the words they need to communicate their wishes.

 

The purpose of Access Arrangements are to allow students with SEN, disabilities or temporary injuries to access examinations without changing the demands of the assessment. Examples of adjustment are extra time, prompt, the use of a laptop and the use of a reader.

Mathematics difficulties are best thought of as a continuum, not a distinct category, and they have many causal factors. Dyscalculia falls at one end of the spectrum and will be distinguishable from other maths issues due to the severity of difficulties with number sense, including subitising, symbolic and non-symbolic magnitude comparison, and ordering. It can occur singly but often co-occurs with other specific learning difficulties, mathematics anxiety and medical conditions.

These signs can go unnoticed, with some parents and teachers assuming the child just doesn’t have an aptitude for maths. However, with effective high-quality teaching, and adaptations to it, children with dyscalculia can build real confidence in their mathematical ability.

 

The scheme comprises a number of modules that teach the pupils to recognise the sounds of English and to blend them into words. The pupils thereby have a bank of vocabulary they can read. The modules increase in difficulty as the course progresses. 

 

Comprehension and writing are also used within the modules to reinforce understanding and spelling, so that pupils know the joy of reading as the build competence. Pupils feel themselves learning and become more confident and better able to participate in their classes.