[senco-forum] stickers

This isn't an excuse for teachers 'getting it wrong' but sometimes we do forget that someone has a particular problem.  For example, a pupil 'blew up' in a lesson which seemed to him to be very unstructured because the class had been given back seven English GCSE assignments and told to re-arrange them in the order the Board wants and not chronological order.  He had been working extremely well in the usual, structured English classes, partly becuause he knew what to expect.  Yes, the teacher had forgotten - that was because he had been coping well.
  Similarly, a pupil can sometimes write pages of relatively neat handwriting in class when he has TA support to remind him to write slowly and clearly but then go home and produce much more rushed work.
  As I said, no real excuse and it shouldn't happen but we do forget, especially in Secondary Schools when you can't re-read the detail of an IEP between classes and you may not have written all the info in your mark book.
  Amanda
  Secondary SENCO
  Cornwall
  Cornwall

lk s <lks1985 at hotmail.com> wrote:

Thank you for your thoughts on this everyone. I am an L.S.A. in a large secondary school and I have been asked to look into this for the pupils I support. In an ideal world of course the teachers would differentiate the work and make allowances for disabilities when needed but I'm afraid this isn't always the case. The pupils I am talking about have I.E.Ps and pupil profiles. The SEnco meets with all staff concerned before school starts in Septemeber. Despite the paperwork on the child I have still witnessed comments in books from teachers (usually the same ones) about presentation. handwriting and the quality of work not being acceptable. The Senco will then politely talk to the teacher and present them with another copy of the pupil profile. Everything will run smoothly for a while and then there will be another comment! At one annual review I attended when a parent brought this up, the HOY, form tutor and E.P. all said how hard it was for teachers to 'remember' each
 pupil that has difficulties! It was the E.P. who first suggested the stickers. I was not very keen as I think it takes the responsibility away from the teacher. The stickers would not be used without the pupils consent. The 2 I have spoken to so far have both agreed and think it is less likely to cause them embarrassment than the comments written in red biro scrawled across a piece of work they have tried their best with! I have a 14 year old son with Dyspraxia and he said the stickers wouldn't bother him. Of course there is also the problem with peer marking but thats another story.> From: barbht at saqnet.co.uk> To: sheridan.sharp1 at btinternet.com; lks1985 at hotmail.com; senco-forum at lists.becta.org.uk> Subject: RE: [senco-forum] stickers> Date: Tue, 22 Jan 2008 19:52:48 +0000> > I agree with sheridan totally - a sticker drawing attention to your problem> is very undesireable for the majority of kids I teach -just the odd one who> sometimes tries to use 'dyslexia' as passport
 to 'no work' > If all teachers have (in our case via intranet) a copy of sen reigster> (ours are supposed to note in their mark book -which may well be electronic> or may be hard copy the stage on register and 'category' ) there shouldn't> be a need for stickers which may be fun in primary but for sensitive> adolescents who have been failing at school since they were 4 or 5 isn't it> just rubbing it in.> Marking and making allowances should come naturally if teacher knows the> pupils properly but in any event as they go to record the mark there is the> reminder > My feeling is that you should think very carefully before going down this> road of stickers Barbara ht > > -----Original Message-----> From: senco-forum-bounces at lists.becta.org.uk> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Sheridan> Sent: 22 January 2008 16:52> To: 'lk s'; senco-forum at lists.becta.org.uk> Subject: RE: [senco-forum] stickers> > Where are the stickers going to be put? The children
 I know are sensitive> enough to their difficulties and don't like their IEP's being pasted to the> back of their personal planners. I don't think they'd be happy with brightly> coloured stickers being placed anywhere highlighting their difficulties. > > Doesn't the school's SEN register alert the teachers to this? > My main school has the following procedures and it seemed to please the> recent inspection.> > All teachers are given a copy of the SEN register. Teachers are required to> mark their class register and mark book to any child's disabilities.> Teachers are also required to fill in a section on their lesson plans> stating how many SEN pupils (also difficulty) are in that lesson. > Their lesson is then expected to be differentiated to clearly reflect the> pupils in any specific class.> > Some children (aspergers) have been issued with "Passports" (credit card> sized card that describes their difficulties that they can hand to the> teacher if they need to leave the
 class or become over whelmed.> > On the dyslexia side I have been known to have meetings with every member> of staff teaching a particular pupil to discuss how they are differentiating> their work for this pupil and offer advice on the matter. (Requirement> from a Tribunal finding)> > > No virus found in this outgoing message.> Checked by AVG Free Edition. > Version: 7.5.516 / Virus Database: 269.19.9/1237 - Release Date: 22/01/2008> 11:04> > > > > --> This message has been scanned for viruses and dangerous content by SAQNET> SpamAlizer www.saq.co.uk, and is believed to be clean.> > > No virus found in this incoming message.> Checked by AVG Free Edition. > Version: 7.5.516 / Virus Database: 269.19.9/1237 - Release Date: 22/01/2008> 11:04> > > No virus found in this outgoing message.> Checked by AVG Free Edition. > Version: 7.5.516 / Virus Database: 269.19.9/1237 - Release Date: 22/01/2008> 11:04> > 
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Amanda
Secondary SENCO
Cornwall