At My Online Schooling, we know the importance of getting things right for our pupils with Special Educational Needs and Disabilities (SEND). We aim to work with families to gather information and specialist reports to help us to make reasonable adjustments for pupils with SEND. We realise that learning with My Online Schooling can take away some of the challenges present in a bricks-and-mortar school, but by working together, we will do what we can to mitigate any remaining challenges.
We aim to support pupils with ‘Quality First Teaching’ (QFT). There is a shared understanding that high quality, inclusive teaching ensures that planning and implementation meets the needs of all pupils, and builds in high expectations for all pupils, including those with SEND. It is about the day-to-day interactions that take place in the classroom and the different pedagogical approaches teachers use to engage and motivate learners, which ensure good pupil progress.
My Online Schooling is an inclusive environment that enables all to feel valued and happy to ensure students thrive and succeed. We cherish diversity, advocate respect, and offer a holistic, supportive approach to individualised learning.
The more we know, the more we can understand the challenges your child faces, and discuss options for support, so any diagnostic letters or specialist reports are extremely helpful. Additionally if there is any specific information relating to your child’s needs that you are happy to share, that would be very useful. If we need more information, we will be in touch.
We strive to support children and young people with SEND through making reasonable adjustments. We look at each pupil on a case by case basis, to ensure we have had a discussion with families and colleagues on the appropriateness of our offering. Once you have enrolled we will continue to work with families to ensure we continue to be able to meet the needs of your child.
We have a central record for each pupil which their teachers can access to see the information and suggested support strategies available. If we have the information and supporting documents in good time before your child joins us, then we will alert teachers in advance of their first day.
We aim to offer Quality First Teaching in all lessons. In addition, Reading and Writing Support is available at KS3, and we have a programme of in-class support at KS2. Social Skills and one to one support lessons are also an option. We encourage discussion with families considering these additional lessons.
We have pupils with a range of challenges, but the more common are listed below. It is always worth having a conversation with us to see what we can do to support your child.
There are various national bodies in the UK and equivalents in other countries, which offer support, assessments and information.
To ensure we are able to support our pupils’ learning, we have a Special Educational Needs and Disabilities Coordinator (SENDCo), Laura Hendry. Laura works closely with our Head of Wellbeing, teachers, senior leaders, Success Coordinators, families and external agencies to ensure a joined-up approach to supporting our pupils.
In our Learning Support Team, we also have Nicola Walker, who supports pupils with a range of social, emotional and learning needs.
Special Educational Needs and Disabilities Coordinator (SENDCo)
I have a certificate in teaching pupils with specific learning difficulties, a PGCE Secondary French and German and BA Hons French and German. I trained as a French and German teacher in 1998 and taught for two years in a boarding school in Perthshire, Scotland, before moving to Bedford to work in a selective Independent School, where I gradually became involved in supporting pupils with Special Educational Needs and Disabilities. I then trained in 2006 to teach, and subsequently to assess, pupils with Specific Learning Difficulties.
In 2015 I became SENDCo, leading a department of two dyslexia support teachers, two specialist teachers and one Learning Support Assistant. Together we supported pupils with a variety of Support Needs including dyslexia, dyspraxia, ADHD and ASD. I am also a trained yoga and teen yoga teacher, which I believe helps me in supporting pupils with SEND.
Having gained some experience over the past few years supporting pupils and their families remotely, I realised how effective this form of teaching and learning can be and how it suits some pupils better to learn from home. I am passionate about making education accessible for all and hope to support our pupils to allow them to achieve their potential.
I like to spend my free time with family and friends or climbing, doing yoga, reading and going for walks by the sea.
Social Skills & Reading and Writing Support
I qualified as a primary school teacher at Lancaster University in 1999 and taught in KS2 classrooms in London and the North of England. I very quickly realised I wanted to support children with additional needs and went on to achieve a postgraduate certificate in Autistic Spectrum Disorders from Manchester Metropolitan University. I began work in a special school for pupils with MLD. After a break to start a family, I returned to work in North Yorkshire, working with and supporting students with autism and SEMH needs while also supporting their families and teachers.
My experience also includes training to deliver parenting programmes to families with a child with a diagnosis of ASC. I also recently set up and led a nurture group within a local primary school. I have taken advantage of CPD opportunities to develop my knowledge and skills over the years and have built up a bank of resources and interventions which can be used to support individuals and groups with SEND to progress not only with their learning but also with their social and emotional development.
I understand how difficult the school environment can be for some students with special educational needs and disabilities. I feel MOS provides the opportunity to support and engage individuals in an alternative way while personalising their learning experiences. I aim to achieve a learning environment where pupils feel supported and understood, where they can not only make progress with their learning but also develop socially and emotionally and have their additional needs met.
When I am not teaching I love spending time with my family and our new puppy Fynn. I love being outdoors - running, cycling and walking are my favourite activities. I also enjoy travelling and visiting new places.