Building a Pupil Profile

Speaking to pupils about their strengths and difficulties is a good way to start building up an understanding of a pupil's profile. At Yes @ Areté Learning Trust we can offer advice and training on effective ways to elicit appropriate pupil feedback.

If a pupil is finding learning difficult we recommend that an analysis and assessment of learning environments and teaching strategies should run alongside any child focused assessments.

'If a child does not learn in the way in which we teach, then we must teach him in the way in which he learns.' (Dr. Harry Chasty International Consultant in Learning Difficulties)

The Driver Trist Drive For Literacy Toolkit is a useful resource for developing inclusive classrooms.

Dyslexia Friendly School Practice Guide

Council for the Curriculum, Examinations and Assessment

Whole School SEND Resources

Specialist teachers working within NYCC's Cognition and Learning team have launched a 'Progression Pyramid' aimed at supporting school staff in developing pupil profiles and, if required, a route to requesting specialist involement. The 'Progression Pyramid' provides schools with links to key resources for assessment and intervemtion and is based on the SEN Code of Practice ' Assess, Plan, Do, Review' approach.

The 'Progression Pyramid' can also be accessed via the CYPS website http://cyps.northyorks.gov.uk/cognition-and-learning

Funded by the DfE the ‘Neurodiversity Training’ provides tools to help identify and build pupil profiles and an overview of a pupil’s strengths and difficulties.

Follow the link below to download PowerPoint Presentations and resources to support cascading the Neurodiversity Training throughout your setting. There are a range of resources targeted at those working with Primary, Secondary, and Post-16 learners.

http://www.thedyslexia-spldtrust.org.uk

https://www.bdadyslexia.org.uk/educator/additional-resources-for-educators

Teaching for Neurodiversity - A Guide for Specific Learning Difficulties

Access Arrangements are adjustments for students based on evidence of need and normal way of working.

We recommend that schools staff use the following to compile evidence of normal way of working.

Yes @ Areté Learning Trust can provide schools with specialist assessors who will complete assessments to provide the evidence of need.

• JCQ Guidelines
• Checklist - Normal Way of Working

Executive Function is broadly understood as an individual's mental capacity for planning, organisation, efficient decision making and action. Most definitions of Executive Function include planning, working memory, attention and inhibition within them.

1. Attention

Children with attention difficulties are easily distracted by other stimuli. Carroll et al (2017) explain that there are two key elements; selective attention which is the ability to focus on relevant information , and suistained attention, which is the ability to concentrate over time.

2. Short Term Memory

The ability to hold information for short periods of time.

3. Working Memory

The ability to process or manage information.

4. Planning

The ability to sequence activities in order to complete a task.

Yes @ Areté Learning Trust offers advice on strategies to support these areas of learning.

Memory & Cognition Workshop

Understanding Working Memory - A Classroom Guide

Supporting Students with Working Memory Difficulties

Getting Started with Metacognition

Working Memory Advice and Activities

Coming to Our Senses - Teach to remember

Metacognition and Self-Regulation

Cognitive Load Theory in Practice

Thinking Skills Levels

Good mental health is characterised by a person’s ability to fulfil a number of key functions and activities, including:

• the ability to learn
• the ability to feel, express and manage a range of positive and negative emotions
• the ability to form and maintain good relationships with others
• the ability to cope with and manage change and uncertainty.

www.mentalhealth.org.uk highlight the importance of:

• Talking about your feelings
• Regular exercise
• A good diet
• Keeping in touch with friends
• Asking for help
• Taking a break
• Do something you are good at
• Accept who you are
• Care for others

Child Friendly Sensory Checklist