identify students who have literacy difficulties and require additional support. As students progress through Key Stage 3 and into Key Stage 4 some students are offered alternative ways of recording information eg through VAS; for some use of a reading pen etc. Increase access to In order to improve our R Moss Sept 2018 More accurate and Curriculum progress is To provide students with the curriculum for assessment and (Senior detailed assessment tracked and includes those a broad and balanced pupils with a tracking procedures for teacher for information available with disabilities. Since we curriculum, differentiated disability and students with severe / assessment), for our students with moved from without ‘Life and adjusted to meet ensure that they complex learning R Ridley Severe/ Complex assessment levels’ the needs of students; are able to difficulties we will (specialist Learning Difficulties or procedures have been altered responding to a diverse demonstrate what purchase and begin to teacher) other hidden and we have just reviewed range of needs and they know in exam use Progression Steps disabilities eg Specific our procedures and are about overcoming potential situations. to assess our relevant Learning Difficulties. to purchase Progression barriers to learning and students. Steps to help assess and assessment for Students having track students with learning individual groups of R Ridley to lead training R Ridley September increased access to disabilities. students. To achieve on the use of 2018 the curriculum and To ensure that students appropriate Progressions Steps with onwards access to exams. receive appropriate access qualifications which will teachers and Learning arrangements for examination put them to move on to Support Staff who will subjects and that a history of the next stage of life. be using this need is established in order to assessment. build up a case for Access Arrangements, and that no SENCO to complete D Ellery January students is disadvantaged Level 7 training so that 2019 because of their disability - we she can assess for have a specialist teacher, J access arrangements. Jenkins with appropriate Level 7 qualifications to D Ellery, P On going To continue to offer ensure that students are Holliday, R the use of Voice assessed appropriately.
identify students who have literacy difficulties and require additional support. As students progress through Key Stage 3 and into Key Stage 4 some students are offered alternative ways of recording information eg through VAS; for some use of a reading pen etc. Increase access to the curriculum for pupils with a disability and ensure that they are able to demonstrate what they know in exam situations. Curriculum progress is tracked and includes those with disabilities. Since we moved from ‘Life without levels’ assessment procedures have been altered and we have just reviewed our procedures and are about to purchase Progression Steps to help assess and track students with learning disabilities. To ensure that students receive appropriate access arrangements for examination subjects and that a history of need is established in order to build up a case for Access Arrangements, and that no students is disadvantaged because of their disability - we have a specialist teacher, J Jenkins with appropriate Level 7 qualifications to ensure that students are assessed appropriately. To provide students with a broad and balanced curriculum, differentiated and adjusted to meet the needs of students; responding to a diverse range of needs and overcoming potential barriers to learning and assessment for individual groups of students. To achieve appropriate qualifications which will put them to move on to the next stage of life. In order to improve our assessment and tracking procedures for students with severe / complex learning difficulties we will purchase and begin to use Progression Steps to assess our relevant students. R Ridley to lead training on the use of Progressions Steps with teachers and Learning Support Staff who will be using this assessment. SENCO to complete Level 7 training so that she can assess for access arrangements. To continue to offer the use of Voice R Moss (Senior teacher for assessment), R Ridley (specialist teacher) R Ridley D Ellery D Ellery, P Holliday, R Sept 2018 September 2018 onwards January 2019 On going More accurate and detailed assessment information available for our students with Severe/ Complex Learning Difficulties or other hidden disabilities eg Specific Learning Difficulties. Students having increased access to the curriculum and access to exams.
accessibility_plan_2017-2018.docx