What do we offer our pupils at YUC?

Additional Learning Needs

Our Aims for ALN

We are determined to deliver a fully inclusive education system for pupils at Ysgol Uwchradd Caergybi.  We aim to provide a system where needs are identified early and addressed quickly, and where all learners are supported to reach their potential.

 

Individual Development Plan’s (IDP) allows the opportunity for pupil’s views to always be considered as part of the planning process, along with those of their parents/carers. It is imperative that pupils see the planning process as something which is done with them rather than to them.

 

The emphasis of IDPs will be on making provision that delivers tangible outcomes that contribute in a meaningful way to the pupil’s achievement of their full potential.

 

The new IDP system encourages improved collaboration and information sharing between agencies, which are essential to ensuring that needs are identified early and the right support is put in place to enable children and young people to achieve positive outcomes.

 

Learning Zone

 

The Learning Zone was set up in September 2016 to provide those pupils with Additional Learning Needs an alternative learning environment where they follow an adapted timetable specific to their needs. 


The Learning Zone is a quiet welcoming classroom aimed at providing a safe environment in which pupils are given intensive support by the ALNCO and a team of learning support assistants. 


All Learning Zone pupils have either an Authority Individual Development Plan or School-Based IDP and are closely monitored with feedback given at the annual reviews. 


There are currently 15 pupils attending the Learning Zone ranging from year 7 to 8. There is a strong emphasis placed on Literacy, Numeracy and Lifeskills which are all delivered in a caring, calm, and inclusive manner.


The pupils feel safe, confident and part of a team, all while being allowed to learn at their own pace in a familiar yet appropriately challenging learning environment.

Literacy Room 

 

We launched our new literacy room in September 2020. Pupils requiring literacy support will have access to the literacy room on a weekly/daily basis depending on the need. 

 

Nurture

 

Our Nurture group is a small group of up to 15 pupils. Nurture offers a short term, focused intervention which addresses barriers to learning arising from behavioural, emotional or social difficulties (BESD), in an inclusive, supportive manner. Pupils continue to remain part of their own class group and usually return full time within 4 terms. Nurture offers pupils breakfast when they arrive at school, followed by a flexible curriculum comprising of arts and crafts, literacy and numeracy support, and ELKLAN sessions. There is also a chill-out space within the Nurture room that is equipped with bean bags and sensory lights. 

 

All pupils accessing the Nurture room will have a Boxall profile. The Boxall Profile is an online resource for the assessment of pupil’s social, emotional and behavioural development.  The Boxall Profile is a two-part assessment tool designed to track the progress of cognitive development and behavioural traits of children through their education. The two-part checklist, which is completed by staff who know the pupil best, is quick — and, very importantly, identifies the levels of skills the pupil possess to access learning.

 

Many children in school are insecure about their worth and often may not be able to articulate their feelings. Instead, they show their discomfort through their behaviour, examples of which may include self-withdrawal, achieving much less than they could, not making good relationships. Alternatively, they may engage in behaviour which is considered as 'acting out', disrupting others' learning, uncontrolled outbursts of destructive behaviour, put simply 'seeing red’.

 

Whatever the behaviour, the result is that they do not positively engage in education. Understanding what lies behind their behaviour can help all teachers to be confident in understanding individual pupil's behaviour, and ultimately help them with managing their class dynamic, which is where the Boxall Profile comes in.

 

The Boxall Profile helps with: 

  • Early identification assessment - supporting staff to develop their observational skills and their understanding of children and young people's difficulties

  • Target setting and intervention - setting individualised, achievable targets that reinforce target behaviour and skills

  • Tracking progress - helping staff review children and young people's target behaviour

  • Whole-class dynamic - understanding trends in behaviour can support staff to create bespoke learning plans to support whole class learning.

ALN PROVISION MAP

Please click on the link below to view our provision map that includes further information such as entry and exit requirements for each of the interventions listed above: 

 

 

 

Some of the interventions that we regularly use include: 

 

Catch up Reader 

Developed for all struggling readers including: 

  • Struggling readers who find it difficult to learning group situations 

  • Struggling readers who are significantly below the expected National Curriculum Level for their age 

  • Struggling readers whose reading age is significantly below their chronological age There are four stages in the programme
    Stage 1 - Formative Assessments
    Stage 2 - Selecting an appropriate book for the learner to read
    Stage 3 - Individual teaching session
    Stage 4 - Ongoing monitoring 


Toe by Toe 

A highly structured Multi-Sensory Phonetic Approach to Literacy. Toe by Toe is a reading scheme which progresses by minute steps with different skills introduced in a calculated order. It is suitable for pupils with Specific Learning Difficulties and those struggling with reading. 

 

SAFMEDS


SAFMEDS stands for ‘’Say All Fast a Minute Every Day Shuffled’’ It is a technique or instructional tool that is a form of Precision Teaching used to aid Literacy Programmes. 

 

PAT


A phonological Awareness Training programme designed to help children to read, spell and write phonically regular words. The programme covers a very precise aspect of literacy development and is not a complete reading programme. The programme is used alongside books, stories, poems and rhymes to develop literacy skills. It is suitable for children aged 7 and upwards. Particularly useful for children with Specific Learning Difficulties (Dyslexia) 


Hornet


The Hornet is a literacy primer. It deals with the fundamental structures and conventions which operate within our language. It was developed with pupils whose literacy problems were exacerbated by their inability to process regular vowel sounds. It is a 1:1 programme suitable from ages 5 to 75.


The main function is to develop a linguistic framework for all pupils; allowing them to understand that our language moves from left to right and that order and structure rule our language. Hornet encourages pupils to build words. Synthetic Phonics are a way of teaching pupils the structure of our language limiting the pupil's ability to guess their way to literacy. 


Word Wasp


The programme is for those successful with the Hornet – taking pupils to the next level of their literacy development.

Language for Thinking 

A programme structured to develop Oral Language Skills before moving on to reading comprehension. It consists of three modules, Module 1 – is presented to the pupil verbally and visually. Module 2 – is presented as text with visual support. Module 3 – is presented in text form alone. Pupils move through the modules as they develop their Oral skills. 

Catch Up Literacy Scheme 

Pupils are identified as requiring literacy support in a variety of ways; Firstly pupils are assessed using their National Reading Test Standardised scores and those deemed to be below average for their age are targeted for additional support. Currently, these pupils attend one of three interventions to address this. 

Weekly Literacy Group – intensive support with learning support assistants following a specific scheme of work (Catch Up Literacy). 

Supported Group Reading – daily support. 

Supported Group Comprehension – daily support.

Pupils can also be identified and referred to the ALN department via their individual class teachers. 

Stare Way to Spelling 

The intervention is designed to teach pupils how to read and spell high-frequency words. The programme is suitable for those with Specific Learning Difficulties. 


Nelson Comprehension


A scheme of work to teach comprehension skills, literal understanding, inference, deduction and evaluation. An effective teaching resource which engages pupils in group discussion and drama activities.

 

Entry Level Maths 

First introduced in England and Wales in 2016 – Entry Level Maths gives pupils with lower ability Maths a basic qualification in Numeracy – This is a WJEC Qualification 

Narrative Sessions - Black Sheep Narrative Therapy 

This intervention is based on the Black Sheep Narrative Therapy to develop pupils listening, speaking and written skills through narrative. 

ELKLAN Sessions

 

These sessions are different language building strategies that can be used to aid children with speech, language and communication difficulties, e.g. creating mind maps, following instructions and word building/ vocabulary skills. These strategies can be used with a group/individuals in mainstream sessions.