Learning Support

The Learning Support department works closely with Heads of Year to help all students to achieve to the best of their ability. Our team consists of the school SENDCO, Deputy SENDCo, HLTAs, Learning Mentors and Teaching Assistants. Teaching Assistants predominantly support identified SEN students in lessons and give assistance with class and homework. We also lead intervention programmes working on reading, handwriting, spelling, numeracy skills and developing other learning skills.

 

The Learning Support team is based in the B block at the front of school. The Learning Support classroom, B7, is equipped with six computers for students to use. The school also has a bank of laptops students can access to use in lessons, in addition to this there is software to support dyslexic students on the school computers and laptops. Learning Support department is open at breaks and lunchtimes, staffed by Teaching Assistants who are available to help with homework and support students with organisation: any students experiencing difficulty with their learning are encouraged to attend.

At Key Stage 3 we provide literacy and numeracy intervention for students identified as having additional needs in this area. All students complete screening assessments in their first half term of entry to Year 7.

 

Some students with additional needs are withdrawn from language lessons to work in a small group with a HLTA, focusing on developing basic skills and working towards personalised targets.

 

In Year 8 and 9 a small number of students receive additional literacy or numeracy lessons instead of MFL lessons. These students are identified by the English, Maths, Learning Support and Modern Foreign Language departments. These students receiving additional literacy or numeracy support, follow a personalised scheme designed to develop key skills, while lessons also address study skills and personal organisation for learning.

In Key Stage 4 we support SEND students with their GCSE studies. Some students may have in-class teaching assistant support or come to the Learning Support department for small group or one-to-one bespoke support such as developing revision skills. In Learning Support we run a Foundation Learning Programme as an option subject. In the Foundation Learning Programme we focus on developing Literacy and Numeracy skills and also complete a BTEC WorkSkills Level 1 qualification.

 

Students with additional learning needs are assessed for exam access arrangements on entry into Year 10. This can include assessments for extra time, a reader or the use of a laptop in exams and lessons for recording notes and writing extended pieces of work.

 

In Key Stage 4 students have the opportunity to visit different colleges and sixth forms, supported by the department to help them to decide on what path to take in their post-sixteen education.

The Enhanced Resource Provision supports 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. 

 

Our vision

We want our young people to:

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

 

We have capacity for up to 10 students.  Admissions are made by City of York Council, not Fulford School. To be considered for a place, students must have an EHCP and a diagnosis of Autism (many of our students also have additional needs).

 

We provide bespoke additional help and support with communication, social interaction and organisational skills. Students’ timetables are personalised with time in the Base planned for them to take part in personalised interventions to support students to meet their EHCP outcomes. Most students complete a full range of GCSE subjects and all students go on to further education or employment. 

 

We plan and design small step transition programmes for students moving from Year 6 to Year 7, from KS3 to KS4 and then finally from Year 11 to post-16 provision. 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.

 

We offer a calm, nurturing and supportive environment within the busy school day. 

 

For further information, please refer to the Yor-OK website.

The Learning Support area is open before school, at breaks and lunchtimes. We provide a safe space for students to socialise and help with homework is available. Students from all years are welcome.

 

Learning Support also runs a SEND-centred student voice group, which enables students to speak about a variety of issues which affect them. Participation in the group can help build confidence and improve skills such as working as a team and problem-solving.

 

The department also work alongside YILTS who help students become more confident with traveling independently. Identified EHCP students will be shown how to: use bus timetables, cross roads with care, plan a journey and ultimately travel independently.

The Base | ERP

 

Welcome to the Base.  We are also known as the ERP (Enhanced Resource Provision).

 

Our vision

We want our young people to:

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

 

Who uses the Base?

We have capacity for up to 10 students.  Admissions are made by City of York Council, not Fulford School. To be considered for a place, students must have an EHCP and a diagnosis of Autism (many of our students also have additional needs).

 

Other students are welcome to use the Base before school and at breaks.  We are lucky to have 6th formers volunteering at lunchtime twice a week.  If you visit us during these times, you will find a busy, but calm and well supported social area. 

 

Which lessons do our students attend?

Our students access most mainstream lessons, apart from PD and RE.  We use this time for ‘Catch Up,’ where students work on social skills,  enrichment activities and receive support with homework. 

 

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

 

Our team

Victoria Pearson: Lead teacher
Jos Brown: HLTA
Janice Jevons: TA3
Georgina Gamble: TA
Amanda Hardy-Mayo: TA
Nicola Harper: TA
Helen Tabert: TA

 

We work closely with subject teachers to ensure our students receive the best possible support and teaching within lessons.  When students are seen to be succeeding in lessons, they may attend these independently, with ongoing class teacher / Base liaison.

 

We also work with City of York Council. Our team attend cross-city meetings to keep us up to date with any new initiatives within the city.

 

What do we offer our students and parents/carers?

  • AQA PHSCE: from Y8 onwards,  students study the Entry 1/2/3 – Levels 1/2 PHSCE syllabus.  Students study a range of subjects, which best suit their needs and interests. 
  • Daily communication: all students have a daily sheet, with bespoke, regularly reviewed targets. Staff complete a brief precis of each lesson, with daily contact home if needed. 
  • Enrichment:  we aim to provide activities which cater to our students’ needs, interests and abilities. Examples of these include Scooter Club, Gardening Club, Healthy Eating and Lifeskills clubs. 
  • In-class support.
  • Independence: our ultimate goal is that our young people are happy and successful in whatever they choose to do.  We regularly review students’ progress to see if they can access lessons independently.  If this is deemed appropriate,  it is done slowly, with lots of preparation. 
  • Life and work skills support.
  • Literacy and Numeracy extra support: where needed, these are provided by Jos Brown and Janice Jevons, who lead 1:1 lessons for our students. 
  • Monitoring progress:  through regular report analysis.
  • Out and about: we like to take our young people out on visits, both as a reward and to help them develop their life and social skills.
  • Personalised support: all our young people are very different. A ‘’one size fits all’’ approach is not what we represent, with bespoke support provided for all.
  • Post-16 transition support:  we liaise closely with providers and receive Connexions support to ensure that our young people make the best possible choices.  Staff support students on taster visits to their new providers to ensure they are well prepared for changes well in advance. Where appropriate, YILTS offer support to enable students to travel to providers independently.
  • Respite: our specially-designed classroom and very small staff: student ratios (usually 2:1) within the Base helps provide our students with a chance to recharge and have sensory down time. Time is given to physical activities such as yoga which help our young people to self-regulate. 
  • Social skills help:  through games,  in class support or social stories. 
  • Support for the whole person:  we look beyond the academic, taking a holistic approach and supporting our young people and their parents/carers in all aspects of their lives. 

 

Above all,  we offer young people a chance to be themselves.

 

Resources within the Base

We have a small set of computers and laptops, which some of our students use in lessons and at lunchtimes.
We have some sensory equipment which we use to help students self-regulate.
Our garden. This is very popular at breaks, especially when the weather is better.

 

Transition from primary school to the Base.

A great deal of time is invested in supporting our new students. 

Transition begins at the start of Summer term, with staff visiting students in their schools. This also allows us to spend time with staff to get to know our young people’s needs as much as possible. We use this time to contact parents/carers: you know your child best, and we welcome your input.

  • A schedule is then  agreed with parents/carers and primary schools, whereby the student comes to us (usually once a week) with their primary school TA or parent/carer(s).
  • All our students receive a welcome pack once the schedule is agreed, which sets out the dates and times of visits.
  • The visits start off brief (usually around 15-30 minutes), and build up, so that by the time of the full Year 6 transition day (June/July),  our students are able to access a full day with our team supporting them.  Visits continue until the end of term.
  • Y7 timetables, with details of classrooms and teachers are sent out towards the end of the Summer term to allow students to have time to process the new timetable.

 

Contacting us

If you would like to come and see what we do, please contact us:  office@fulford.york.sch.uk

We look forward to meeting you. 

 

The Local Offer

If you have any queries / things you want to find out about provision (education, youth clubs..it has it all!) for young people with additional needs in the City of York, visit http://www.yor-ok.org.uk/families/Local%20Offer/local-offer-original.htm