[senco-forum] Y7 non reader

I agree that it seems terrible that someone has had 7 years of teaching

Do you have a good Pupil Support Service?  We get advice from the
Specialist Teachers in ours when we have a difficulty we have not met
before, which is usually very good, and they're willing to come and visit
the school, as well as talk over the phone.

Regards

Jean

S Wales

 Hello
>   I agree that it seems terrible that someone has had 7 years of teaching
> and still cannot read - but I've got a pupil who has just that problem.
>   The primary school did an excellent job in improving his receptive
> lanaguage skills.  Backtracking, we estimate he came to school at 5
> working at P4 or below.  He has now got receptive language skills in
> Level 1.  But most of what he was taught about literacy was beyond him
> when he was exposed to it.  We are actually using PiPs with him.
>   Where do other people get advice about for a pupil like this?
>
>   Amanda
>   Secondary SENCO
>   Cornwall
>
> lucy grimme <lucy.grimme at btinternet.com> wrote:
>   This is becoming increasingly frequent. students who cannot read
> cannot access the national curriculum at KS3. We have to take into
> account that these students have had 7 years primary education trying
> to teach them to read and the child will be fed up with basic literacy
> training and this will have affected the student's self esteem and
> confidence. what you provide depends upon what you can afford to
> provide. some subject teachers are better than others at including
> non readers in their lessons; find out which teachers are sympathetic
> and do not withdraw from there. one of my non readers copies from
> the board and takes part in lively discussions in one subject area but
> he can independently read and write nothing. LSA support in this
> lesson has actually proved disruptive and has been withdrawn. Your
> child will have some strengths, find out what they are and build on
> them. We are in the very fortunate position of having an on site
> working farm, this suits many children but not all and is a very
> expensive resource as students still may require 1:1 adult supervision
> for health and safety reasons.
> Consider creating a vertically grouped class of similar students who
> do not attend some mainstream lessons but who follow 'project' work
> which is cross curricular and develops communication skills (consider
> ASDAN model even though this is for older students).
> Statements that say '15 hours support' usually imply that LSA support
> in mainstream lessons is adequate. we should all be fighting for a
> completely different/alternative curriculum for such students so that
> they can achieve, succeed and enjoy school instead of facing failure
> every day because somebody is telling them that the National
> Curriculum is good enough for them. It isn't.
>
> ----- Original Message -----
> From: "Bill Graham"
> To: "senco-forum"
> Sent: Sunday, March 04, 2007 3:44 PM
> Subject: [senco-forum] Y7 non reader
>
>
>
> ----- Original Message -----
> From: Bill Graham
> To: senco-forum
> Sent: Saturday, March 03, 2007 12:29 PM
> Subject: Y7 non-reader
>
>
> Dear All
>
> We have in our Y7 a lad whose RA is virtually non existant.
> Conseqently he's struggling in the majority of curriculum areas. He
> has a TA and his statement says he needs 15 hrs of support and he
> doesn't do French, going to our SEN tutor instead for 3 lessons.
>
> His mum was quite upset (naturally) after parents evening due to the
> comments mainly about his behaviour. I have a review coming up next
> week. What do other secondary schools to do help similar pupils?
>
> Lorraine
>
>
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>
> Amanda
> Secondary SENCO
> Cornwall
>
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