Juliet Irwin Senior Pastoral Leader

 KS3 - Based on Midyis tests (now CATs)  Scored below 80 as an average they are on the list  Now using CATs testing with Y7 which tends to be more accurately.  KS4 - Based on Yellis tests  Scored below 85 as an average they are on the list Teacher suggestions are encouraged

 Step One Form  Inclusion Referral Form  IEPs (inc recommended strategies)  Interventions

During whole class teaching child A is active however makes eye contact with the teacher. Arms, legs and hands appear fidgety and this distracts those students around them. Child A shouts out answers often before the teacher has finished asking questions and these sometimes appear random and not fully related to the question. When transitioning to an activity child A often rushes to start does not always respond to the instructions given often only interpreting some of the information, therefore does not produce the expected work. Child A can get defensive and upset when this is identified by staff. 1. Identify 3 strategies which would support this student 2. Identify possible IEP targets

 KS3, KS4 and KS5 ◦ Collect information from teachers about specific needs ◦ Interview student ◦ Produce an IEP for the student that includes clear targets and success criteria ◦ Learning mentors will review every 6 weeks. ◦ An interview will be held with the student half termly to identify progress in preparation for the termly review ◦ Feedback to all parties and put in place further action if required

 Following the meetings with students in the first 2 weeks back: ◦ Staff will receive information pack about students with an IEP ◦ Teachers must use the information from the IEP to inform their teaching of their students’

 KS3 students – see Karen  KS4 students – see Juliet  KS5 students – see John