The Learning Support Department works closely with Heads/Assistant Heads of Year and Class Teachers to help all students achieve to the best of their ability by reducing and removing identified barriers to learning.

Our team consists of the school SENDCO, Deputy SENDCo, HLTAs, Learning Mentors and Teaching Assistants.

The school SENDCo and Deputy SENDCo are responsible for the co-ordination of additional support for students in school.

HLTAs and Learning Mentors lead intervention programmes working on Literacy (reading and writing) and Numeracy (maths) as well as small group lessons working on developing other skills for learning.

Teaching Assistants predominantly support identified students with SEND in their lessons and give assistance with class and homework, working under the direction of class teachers. TAs also lead form-time interventions working on reading, handwriting, spelling, numeracy, social skills and developing other skills for learning.

Additionally, the ELSA trained staff within our department are able to offer one to one sessions with students requiring emotional support in school.

The Learning Support team are based in the B block at the front of school. The department comprises 3 classrooms, 2 of which are equipped with computers for students to use and interactive whiteboards. We also have a wellbeing meeting room within the department offering a softer space for students to engage in emotional support sessions.

New for 2021 are our 2 sensory spaces, a calming sensory room with bubble tube light, beanbags and interactive textures and an active circuits room for proprioception activities.

For students requiring assistive technology, the Learning Support Department has a bank of laptops which students can access to use in lessons. In addition to this we have electronic reading pens, software to support dyslexic students on the school computers and laptops and we subscribe to a live speech to text programme to support students with Hearing Impairment.

The Learning Support department is open at breaks and lunchtimes, staffed by Teaching Assistants who are available to both provide a safe, quiet social space and also help with homework and supporting students with organisation; any students experiencing difficulty with their learning or social interactions are encouraged to attend.

In addition to the mainstream offer, the Learning Support Department oversees the ERP Base – the Enhanced Resource Provision for Autism Spectrum Condition on site. You can read more about The Base on the Enhanced Resource Provision tab, on this page.

For more detailed information about our department you can read the SEND Information Report, and our SEN Policy.

If you have any questions about the provision of Learning Support at Fulford School please contact Anna Mehta, School SENDCo, by email on mehtaa@fulford.york.ac.uk or phone 01904 633300

Learning Support Key Stage 3

For students with identified SEND joining Fulford the Learning Support department will work closely with their primary school and parents to ensure a positive transition. Pen Portraits, which details student’s strengths and needs are created and shared with class teachers 

At Key Stage 3 all students complete screening assessments in their first half term of Year 7. We provide Catch-Up programmes for both literacy and numeracy for students who did not achieve the age expected standard in reading and/or mathematics. This intervention is coordinated and delivered by two HLTAs focusing on developing basic skills and working towards personalised targets.

In Year 8 and 9 a small number of students identified in collaboration with progress and curriculum leaders will continue to receive timetabled literacy or numeracy lessons. These students follow a personalised scheme designed to develop key skills in reading comprehension, spelling and grammar and mathematical concepts. Lessons also address study skills and personal organisation for learning.

Across Key Stage 3 Teaching Assistants lead form time interventions supporting students in handwriting, spelling and social skills. ELSA sessions are available for students requiring one-to-one emotional support.

Learning Support Key Stage 4

In Key Stage 4, we support SEND students with their GCSE studies and revision skills. This support may include:

• in-class Teaching Assistant support
• small group or one-to-one bespoke support within the department.

We offer Foundation Learning Programme as an option subject where students work towards completion of the BTEC WorkSkills Level 1 qualification. This qualification is awarded based on a portfolio of evidence that students put together. The qualification is designed to develop learners’ employability skills and students will complete modules such as: Literacy for the workplace, Numeracy for the workplace, Managing money, Using a CV and covering letter.

Together with Ms Birkby (Careers Advisor), students are offered guidance and support with their post-sixteen education choices. Students with an Education Health and Care Plan will also receive support from City of York Councils Learning and Work Advisor to prepare for Post 16 destinations. During Key Stage 4 identified SEND students have the opportunity to visit different colleges and sixth forms supported by the department.

Students who have additional learning needs will be assessed for Exam Access Arrangements in Years 9 and 10. This can include assessments for:

• extra time
• a reader
• use of a laptop
• rest breaks
• other specialised support for individual needs such as a practical assistant or oral modifier.

The Enhanced Resource Provision supports up to ten students with a diagnosis of Autism in the mainstream school. Our ERP is called “The Base” and the nature of our support depends upon the individual needs of each student. Inclusion is a priority and our students spend most of their time in mainstream lessons with their peers. To enable this to happen we liaise with subject teachers, form tutors, Heads of Year and the Senior Leadership Team. 

There is one lead practitioner who works primarily in The Base and he is supported by a very knowledgeable and talented team of teaching assistants, who not only work alongside the students in the Base, but also when attending mainstream lessons. This allows the students to feel more at ease in classes as they have known adults with them, but also allows for excellent communication between mainstream teachers and Base support.

We want our young people to:

• be happy and healthy
• be confident in themselves
• have (where possible) friends they can interact with
• learn to be independent
• achieve their best grades possible
• have the chance of further education or suitable employment.

Students have personalised timetables with allocated sessions in The Base for planned interventions. These are to support students to meet their EHCP outcomes and cover topics such as

• Communication,
• Social interaction and
• Organisational skills.
• Emotional regulation and
• Preparation for adulthood

There are also other sessions which are catered more to individual needs and we run

• Lego Club
• Cooking sessions
• Travel safety sessions

The Base is always open to starting new interventions based on students needs and likes so this list is by no means exhaustive.

Most students complete a full range of GCSE subjects and all students have the opportunity to go on to further education or employment. 

We work closely with families and many other agencies (EPS, CAMHs, SALT, Occupational Therapists, Social Services. Specialist Teaching Team etc.) to provide a holistic approach giving each student the opportunity to thrive and succeed.

The Base Garden

This year the Base garden has really taken off and the students have taken responsibility for looking after the area. We have developed this space to now include a vegetable patch, fruit and herb patch, 4 new fruit trees and dozens of species of flowers and shrubs.

We are looking to find a way to sell the produce which will then in turn allow us to purchase more crops for future years and make it a sustainable provision.

We are also looking at creating a sensory garden space, a bug hotel and increasing the bird boxes in and around the garden.

Base Transitions.

We understand that transitions can be particularly difficult for students with autism so we try and provide as much support for students in these areas.

Any year 6 students who are allocated a space in the Base will have the opportunity for transition visits throughout the summer term and these are arranged by having good communication links between The Base and primary schools.

Equally when young people leave at the end of Year 11, students are supported to attend post 16 provision open days or taster days and to make contact with their future placements. The preparation for adulthood portfolio will be completed through Key Stage 4 to give the young people skills to live a happy and healthy life beyond the Base

Communication:

Just like there is no one-size fits all approach to students, this is equally true for parents and carers. Some may prefer a daily phonecall or email, for others a weekly round-up is sufficient. The aim is to make communication accessible, useful and open.

Contact details: Anna Mehta mehtaa@fulford.york.sch.uk

Further links: Information on the ERP and admission process https://www.yor-ok.org.uk/families/Local%20Offer/secondary-placement.htm