SEND, EAL and More Able Provision
Staff within the Department:
Head of Inclusion
Second in SEN/Maths Teacher
Learning Support Assistants:
- Ann Morris
- Suraj Chadha
- Caroline Fuller
- Pierre Michaud
- Virinder Nanda
- Yasmin Nti
- Louise O’Sullivan
The EWS SEN team is dedicated to making learning accessible to students of all abilities. We have a range of clubs, activities and even residential trips to support our work with students in the classroom.
The provision we provide is in line with the SEND Code of Practice 2014 and is part of the borough of Ealing's local offer.
Support for Pupils
Support is offered to all key stages and is tailored to meet the needs of the individual. In-class support ensures all pupils can access the curriculum and learning support assistants are used effectively in our classrooms to improve learning outcomes. In Year 7 we run the one-to-one Literacy Catch Up Programme which focuses on improving literacy levels of targetted pupils. In Year 8 pupils can choose Option Support, instead of a second language, to benefit from working in a small group and focus on improving their core skills. From Year 9-11, they can choose Option Support as one of their options. This includes studying for ASDAN, a life-skills qualification recognised by employers, with bronze, silver and gold awards.
Extra Support for SEN Students
|Year 8:||1 Lesson per Week|
|Year 9 / 10 / 11:||2 Lessons per Week|
The SEND Department runs a range of twenty-minute interventions that take place twice a week during morning registration. Targeted pupils are offered short courses to meet individual needs that have been pinpointed by teachers or assessments. Different reading groups focus either on reading fluency or comprehension, or offer extra support with studying set texts. Further interventions include maths, spelling, handwriting, team building, touch typing and study skills.
- Handwriting Club is for pupils who would like to improve and develop good cursive writing. This involves holding the pen correctly, developing good letter formation through a range of tasks and gaining good writing habits.
- Paired Reading is for Year 7 pupils to help develop their reading skills further. Trained sixth formers deliver this one-to-one structured programme.
- Lunchtime drop in: The Learning Support Area is open during lunchtime every day for pupils to drop in and benefit from help with class work or homework. All pupils are welcome.
- SEN Book Club is for reluctant or struggling readers to develop an interest in reading and to promote reading fluency.
- Spelling club is for targeted Year 7 and 8 pupils to improve their spellings of high frequency words to more complex words with several syllables.
- Tapestry Club is for pupils from all year groups to relax, learn a new skill and chat.
- Touch typing software is available to targetted pupils, who follow a 12 week course to reach a typing speed of at least 20 words per minute.
All pupils are invited to attend homework club. This takes place after school on Wednesday and Thursdays and is well-staffed by the librarian and TAs.
Pupils will have an opportunity to catch up on outstanding homework and coursework and will also be able to ask for help from teachers in an environment where they feel relaxed and comfortable. The clubs are held in the schools' Learning Resource Centre so that the girls are able to type up work and use the internet for research
Medical Care Plans
Please provide the school with sufficient and up-to-date information if your child has any medical needs that we do not already know about. We will contact you directly regarding the development or review of their individual healthcare plan if one is needed. Please contact Ms Wood the school SENCO if you have any queries.
Speech and Language
The EWS SEN Department has entered into the Ealing Borough Speech and Language Therapy (SALT) Scheme. This means that a therapist will be in school for 15 days during the year and will deliver training to all stagg. There will also be a group and one-to-one sessions available to selected students.
Interested parents can contact the SALT therapist, Hannah Howell-Day, on tel: 020 8825 8831
English as an Additional Language
The Ellen Wilkinson School for Girls celebrates its linguistic diversity. Over 50 languages are used by pupils in the school. After English, Arabic is most commonly used.
About 65% of our school population are bilingual.
We define bilingualism as when a pupil uses a language other than English to communicate with others.
The vast majority of our pupils experience the positive effects of bilingualism which aids their English and academic studies. Some are relatively new arrivals to England and are still in the process of learning English.
We use the Department of Education’s English proficiency levels to define the English achievement of our pupils. These are:
A New to English
B Early Acquisition
C Developing competence
Pupils new to English and in the early stages of acquisition of English benefit from additional help in mainstream or study support lessons at least once a day.
Pupils still developing their competence are given differentiated support to scaffold their literacy as appropriate.
It can take a further five years to become fluent in English which is challenging for pupils joining the school in keystage 4 or 5. These pupils benefit from study support and additional support in English and Science and some other lessons, including Religious Education, Geography and History lessons as they prepare for external examinations.
The EAL team also offers interventions in morning registration times and extra-curricular support through lunchtime and after school tutorials and clubs.
Here’s what’s on offer :
Wed and Thurs lunchtime
Invited EAL pupils
Y11 EAL pupils only
Invited EAL pupils only
SF3 and library
More Able Students
At the Ellen Wilkinson School, we know that our more able pupils have a variety of skills and a lot to offer. With this in mind we create learning environments to suit all learners.
How do we do this?
Simple… we ask them. Every year, they take part in a questionnaire that tells us what they want more of.
Last year they asked for more:
- Exam questions and practising exam techniques.
- Less lectures.
- Teaching bits of the lessons!
- Range of learning techniques.
- Powerpoint/handouts, so we can work on them, discuss them and use them as a starting point for our notes.
- ‘Just to keep you busy packs’
- Lessons with high expectations for behaviour and learning.
- More ‘hands on’ learning experiences
We looked at this and added more so we do:
- Motivation through ‘aspirational’ targets
- Use of exam packs.
- Pupils teaching parts of lessons – because they best way to learn is to teach others.
- Project Work with Real life scenarios.
- Group tasks / Peer Marking
- Individual tasks.
- Using External Links: Go4set, Imperial, Glaxo, Salters, Olympiads. Bovis
- Thinking outside the box – Trips that stretch and not lecture – Using Adventure weekends to embed thinking skills, teamwork and motivation. Pupils push themselves past their own limits and use these skills in lessons
- Contract Stickers
- Mini Lessons in lessons
- LEARNING ZONES – pupils choose which resources they use in the lesson to achieve the objectives.
Does this work?
Yes it does, our students are strong, independent workers who can use a variety of skills to solve a range of problems. They can volunteer to support each other and participate in lessons for other year groups. They also present to a range of people who visit the school.
Do they love it?
Below are some of the statements our girls’ have made about the strategies we use here:
- ‘We love the projects’
- ‘I like the discussions and arguments we have’
- ‘I like it when we get the responsibility of preparing and presenting a bit of the lesson’
- ‘We all learn in different ways and we all get stuff to help us learn as individuals.’
- ‘We get to control our learning, its fast pace when we get it and slower when we need it’
- ‘Use loads of different ways to help get good grades’
- ‘Going to Kingswood helped me to gain more confidence. Trying new things and passing my own limits have made me realise that anything is possible!!!’