Williamwood High School

Supporting pupils during transition and beyond.

Transition process

Pupil support: November/December 2014 Year head visits: March/April 2015 Transition groups: May/June 2015 Induction days: June 2015 Official start: August 2015

Pupil Support visits: Nov/Dec ‘14

Examination of learning file. Discussion with primary additional support

needs coordinator. Observe classes. Meet with class teachers.

Year head visit: Mar/April ‘15

Visit 1 - routine of school: school uniform, timetable, school day.

Visit 2 - differences between primary and secondary: Q and A with S6 pupils.

Transition group: May/June ‘15

Lesson 1: Equipment needed for high school, organisation of school bag, differences between primary and secondary, Q and A.

Lesson 2: Lunchtime procedures, lockers, timetable, navigating the building, Q and A.

Induction days: June 17th and 18th

Talk from year head and timetable issued.

Follow a full timetable for two days.

Meet with pupil support teacher.

August 2015 onwards: How you can support your child’s learning: Buy a sensible schoolbag. Use coloured pockets for different subjects. Check planner/home school diary daily. If you have any concerns about the amount of

homework/class work, contact the school. Help with packing the schoolbag every evening. Find a quiet location to do homework. Help establish a routine as quickly as possible.

August 2015 onwards. How we will support your child’s learning:

Share learning profiles with staff. Provide appropriate support for

assessments. Provide targeted support for pupils

(Cowriter). Give additional training to staff on

supporting pupils with dyslexia.

S1 dates of note: Information evening – 15th/16th June

Tracking report – October 2015

Full report – April 2016

Parents night – May 2016

Thank you for listening.

Do you have any questions?

An ideal school bagPE kit

School booksPlanner/pencil case

Locker key/

Lunch card

Coloured pockets

Example learning profile:

**** has a formal diagnosis of dyslexia which lies at the mild to moderate end of the spectrum. In order to support her spelling **** should be given the opportunity to use ICT, particularly for extended pieces of writing. **** is comfortable using co-writer for extended pieces of writing. **** should also be encouraged to self check her written work upon completion. She has been diagnosed with a condition called Binocular vision, a condition which affects the ability to focus clearly on an object using both eyes, for which she has received treatment. **** also has a diagnosis of Irlen syndrome and should wear her coloured lenses when reading in class.

Strategies:

Should be given the opportunity to use ICT for extended writing.Written work should be marked for content only.Should be given printed notes – extensive copying from the board may be challenging.Reading aloud in class should be optional for ****.Should be reminded to wear her coloured lenses when reading in class.