Mathematics Standardized NFER scores of 84> Participation in a short sensory motor circuit prepares Sensory Circuit children to engage effectively with the day ahead. (Release energies Behavioral clues such as fidgeting, poor concentration, or excessive physical contact or overall lethargy can settle children into the indicate that a child is finding it difficult to connect with school day) the learning process. SULP When children have low self-awareness and (Social Group) and social interaction problems. Structured scheme written by Alex Kelly. ELCLAN Reception children who find listening difficult. Short (Improving Listening sessions once a week that develop their early listening. Group) As a Welsh medium school staff are aware that if their data was compared with an English medium school their scores would be lower as at Ysgol Y Dderi they do not start formal English lessons until Year 3. There is a steep learning curve in Year 3, however pupils are not disadvantaged, staff can see that minds are more pupil’s open to understanding language and soon catch up. The school draws on its bilingual strengths and delivers half termly blocks of either Welsh or English interventions; they never overload the children by delivering both together. Staff work closely with parents and the Local Authority who deliver training and support to run the intervention programmes. Every Teaching Assistant has been trained in their own intervention specialism and children consistently know who is supporting them by having a designated key Ysgol Y Dderi ‘intervention worker’. delivers their interventions in short sharp bursts for 10 to 20 minutes at the same time every day, 5 days a week, in small working groups to raise confidence. Education are drawn up and every member of staff Detailed ‘Individual Plans’ (IEP) has a copy which forms a working document for review and reflection. Children also draw up their own IEP to have ownership of their learning which they then take home to show parents and discuss their learning and progress. a parent I value the open door policy, if you have “As concerns you can come in and talk to someone and know that you will be taken seriously. We are kept informed at every stage; I know exactly what is going on.” Parent can see his progress, he has his child “He [my son] friendly IEP so he can see how far he has come.” Parent At the start of each intervention children are encouraged to self-assess themselves by looking at each of the topics, then using a range of facial expressions rate how confident they are.
Mathematics Standardized NFER scores of 84> Sensory Circuit (Release energies or settle children into the school day) Participation in a short sensory motor circuit prepares children to engage effectively with the day ahead. Behavioral clues such as fidgeting, poor concentration, excessive physical contact or overall lethargy can indicate that a child is finding it difficult to connect with the learning process. SULP (Social Group) When children have low self-awareness and and social interaction problems. Structured scheme written by Alex Kelly. ELCLAN (Improving Listening Group) Reception children who find listening difficult. Short sessions once a week that develop their early listening. As a Welsh medium school staff are aware that if their data was compared with an English medium school their scores would be lower as at Ysgol Y Dderi they do not start formal English lessons until Year 3. There is a steep learning curve in Year 3, however pupils are not disadvantaged, staff can see that pupil’s minds are more open to understanding language and soon catch up. The school draws on its bilingual strengths and delivers half termly blocks of either Welsh or English interventions; they never overload the children by delivering both together. Staff work closely with parents and the Local Authority who deliver training and support to run the intervention programmes. Every Teaching Assistant has been trained in their own intervention specialism and children consistently know who is supporting them by having a designated ‘intervention key worker’. Ysgol Y Dderi delivers their interventions in short sharp bursts for 10 to 20 minutes at the same time every day, 5 days a week, in small working groups to raise confidence. Detailed ‘Individual Education Plans’ (IEP) are drawn up and every member of staff has a copy which forms a working document for review and reflection. Children also draw up their own IEP to have ownership of their learning which they then take home to show parents and discuss their learning and progress. “As a parent I value the open door policy, if you have concerns you can come in and talk to someone and know that you will be taken seriously. We are kept informed at every stage; I know exactly what is going on.” Parent “He [my son] can see his progress, he has his child friendly IEP so he can see how far he has come.” Parent At the start of each intervention children are encouraged to self-assess themselves by looking at each of the topics, then using a range of facial expressions rate how confident they are.
141119-reducing-the-impact-of-poverty-on-educational-achievement-en.docx