Learning Support

Last modified 08/12/2015 12:53
 

Welcome to Learning Support

 

                                     

Welcome to Learning Support at Oystermouth Primary School.

 

Click on the links to find out more

 

  • What is Learning Support?

  • The Learning Support Room

  • How to help children at home

  • Useful websites

  • SEN (Small) 


 

What is Learning Support?


 

 

Mrs Ferguson is the Learning Support Teacher and ensures that children who require additional support, receive this in the classroom or are taught in small groups in the Learning Support Room.





  • Mr. Wynne is the appointed Special Educational Needs Co-ordinator (SENCo) at Oystermouth Primary School and retains overall responsibility for Special Educational Needs
     

  • In accordance with the Code of Practice for Special Educational needs, The Headteacher, Governing Body and Teaching Staff ensure that the provision is regularly updated. Any queries regarding the Code of Practice, School Action and School Action Plus support and the process of Statementing can be answered by the SENCo.


  • Parental permission is always sought prior to referrals for additional help being made to “outside agencies.”

  • Mrs. Ferguson holds parent/teacher interviews in the Autumn and Summer Terms when parents can be informed of their child’s progress and any suggestions for parent/child home activities can be discussed. Mrs. Ferguson is always available to discuss any other queries.


  • Each Autumn, an Annual Special Needs Audit is carried out across the County of Swansea. This includes all Year 2 pupils and any other pupils in the school from Y1 to Y6 who have been identified as having additional needs. A range of other assessment tools also provide the Teaching Staff with information to diagnose areas where children require additional support.


  • Individual Educational Plans (IEPs) for each child are written by the Teaching Staff. These have learning targets specific to each child’s needs and are reassessed a term later. The IEPs are shown to parents and children and aid in collaborative planning and shared understanding. The children also take part in assessing their IEP progress with the Learning Support Teacher.

Helping your Child at Home



  • Reading is the key to success in any subject and we can’t emphasise enough how much it benefits a child to be heard as often as possible. The children who progress quickly are the ones who get the most practice.


  • In Oystermouth, our overall aim is for children to find reading an enjoyable activity, for them to gain in confidence and ability gradually and without obvious pressure. It is not a race to get through Reading Scheme levels.



So How Can Parents Help?


  • Read to your children as often as possible. Read with expression, use funny voices and choose books your children will enjoy. Keep the sessions short and fun, at bedtime or after tea. Choose a comfy, warm place and show that you are looking forward to reading to them.


  • Let the children see you reading too. It’s worth saying that reading in front of the children by parents, has a powerful effect. Children who see parents read are children who read themselves.



Listening to Beginners Read


How to help a child who is “stuck” on a word.


  • With new readers, once they know all their letter sounds, it is very useful to get them to sound out decodeable words like “b-e-d- bed”. Sound out the letters saying their sounds NOT their alphabet names. This is very important.


  • Try not to emphasise the “uh” sound at the end of consonants.For example, say “mmm” instead of “muh” so that it makes sense when you blend it with other letters.


  • Breaking down or segmenting unknown words into syllables can be useful, using your thumb to cover the rest of the word. You can also look for words within words e.g. “and” in “understand.”


  • If these techniques don’t work just tell them the word.


Tricky words” or words that cannot be sounded out.


  • There are many words that need to be taught as “sight” words and have to be recognised, repeated and eventually learned. When you are reading with your child, just tell them these words when they first appear and then give them a chance to recognise them when they appear again. In reading scheme books, these words are often repeated and are sometimes referred to as key words or high frequency words.


  • I call them tricky words.



Other Things To Do With A Story.


  • It is good to talk about the meaning of the story, predicting what is going to happen next, discussing what happened or talking about the characters. Questions like,

    • What do you think will happen next?”

    • What was your favourite part?” or

    • Who was your favourite character?”

are useful to ask.


  • Be aware that children often read words they don’t know the meaning of, so it is often a good idea to discuss an unusual word’s meaning.


  • As children become more confident readers they should be encouraged to read with expression to make the text more interesting.


EVERY CHILD IS DIFFERENT


  • Having given all these hints and ideas, of course every child is different and learns at different rates and often in different ways. Sometimes if a child is tired, it’s best to read the whole book before asking them to read it to you. Often children memorise a book or use only the picture cues to make up a story. This often worries parents, however it is all part of the learning to read process.



The Three Ps


  • Praise, patience and regular practise are the three most important gifts you can give your child when sharing books at home. They are three the three vital elements to a successful and happy reader.


  • Your child’s Class Teacher will be able to help you with any specific queries you have regarding Class reading books, reading homework etc.

The Learning Support Room


 


  • The Learning Support Room is just off the hall up three steps, near the Art Room entrance. Mrs. Ferguson works all day Monday and Tuesday and Wednesday morning.


 


  • The room is a quiet and calm space, where children come individually or in small groups to have extra support with their learning.


  • It also houses the school’s literature on all aspects of special educational needs.



Multi-sensory learning


  • Multi sensory learning combines two or more sensory strategies in a learning activity. These are usually sight,hearing and touch. Learning via these senses is helpful in reinforcing memory and is often more motivating for learners. Multisensory approaches are particularly valuable in language learning, for example in relationships between sound and symbol, word recognition and handwriting.


 


  • Thus, the Learning Support Room is well resourced to make learning richer and more varied and this approach can be more easily achieved in small group teaching combined with much revision and repetit.ion


 


 


Useful Websites



  • Most of the websites below are ideal for finding games and practise ideas for both literacy and maths. Parents will need to briefly look through the sites to find a game suitable for their child, although the children will have had had previous experience of most sites in the Learning Support Room.