1. Williamwood High School Supporting pupils during transition and beyond.

2. 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

3. Pupil Support visits: Nov/Dec ‘14 Examination of learning file. Discussion with primary additional support needs coordinator. Observe classes. Meet with class teachers.

4. 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.

5. 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.

6. Induction days: June 17 th and 18th Talk from year head and timetable issued. Follow a full timetable for two days. Meet with pupil support teacher.

7. August 2015 onwards: How you can support your child’s learning: Buy a sensible schoolbag.schoolbag Use coloured pockets for different subjects.coloured pockets 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.

8. August 2015 onwards. How we will support your child’s learning: Share learning profiles with staff.learning profiles Provide appropriate support for assessments. Provide targeted support for pupils (Cowriter). Give additional training to staff on supporting pupils with dyslexia.

9. S1 dates of note: Information evening – 15 th /16 th June Tracking report – October 2015 Full report – April 2016 Parents night – May 2016

10. Thank you for listening. Do you have any questions?

11. An ideal school bag PE kit School books Planner/pencil case Locker key/ Lunch card

12. Coloured pockets

13. 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.