Case studies

Examples of support that we give to pupils with SEND who are on our Record of Need, with comments from the pupils and their parents

Alexandra, Year 6

Alexandra joined our school in Year 5. A determined learner with a brilliant knowledge and understanding of the world, she is a skilled footballer has a great work ethic. By the end of the year it was clear that she was having some difficulties with reading and writing and her mum requested a Dyslexia Screening Test. The test revealed some strategies that the school could put in place to support Alexandra’s learning, and some problems with Alexandra’s vision.

Following discussion with the Alexandra’s parents, the SENCO, and the class teacher, a range of provision was put in place. This included supporting her working memory to aid Literacy and build her vocabulary, joining a small group to help with spelling, and using the typing tool SEBRAN everyday (straight after lunch) to speed up keyboard skills. She was also in charge of using a blue overlay to support her decoding when reading. Alexandra soon started wearing glasses which has significantly helped her concentration and the amount of work she is produced.

Six months later, we are so impressed with the progress she has made. Her confidence in Literacy has rocketed. In class she embraces resources such as an iPad or the WOW words in the corridor, and uses what she has learnt in her spelling group to reflect on whether a spelling is correct. She receives support at the planning stage of writing, such as mapping out her ideas in her writing journal, to reassure her and check on technical aspects of writing like paragraphs. This helps her to be independent when she goes on to write texts herself. This mapping it out in her writing journal helps Alexandra be the best she can be – important for a girl who like to compete.

In her own words, Alexandra says:

“I’m starting to be able to read more difficult books than I used to with the overlay, because I can see the words better than I used to. I read Horrible Histories books which I really like and I couldn’t get into them before. I recently read the Stone Age one. I reading more books than I used to.”

“I’m starting to be more confident with spelling and trying to spell words myself. I used to ask people but now I try to spell it first and ask if it is right or wrong.”

“I feel more confident with my writing too, because I felt like I was doing everything wrong and spelling the words wrong before. Now I feel like I can do my best. I even represented the school in Youth Speaks [a regional public speaking competition] twice.”

Alexandra’s Mum, Helen Morrogh-Bernard, said:

“Her confidence has really improved, and overall we have seen such a change in her attitude towards reading, and her general outlook  towards learning. It is so nice to see her enjoying reading now, which is lovely. She has now started to read proper books, rather than just picture books, which is such a huge leap forward.  I am so pleased that the school listened to my concerns, and that you were able to put in place the necessary aids to help her. Thank you so much again for all your help!”

Oliver, Year 5


Oliver joined our school in Year 1. He was slow to acquire word-building skills necessary for reading and writing, and found it hard to focus consistently and apply his learning in his daily life. He was diagnosed with ADHD in Year 2, and was found to have a number of dyslexic tendencies.

Oliver has just completed a very successful Year 5. He has worked very hard with Mr Wild, Mrs Jones and Mrs Page and had made particular progress in Litreacy and his self-confidence. The classroom has changed because children can now choose where they sit, and have a range of types of seats such as bean bags or armchairs to work at.

Oliver said “I’m a lot better with my work now, and I am putting more into it. I give up much less and I am not so distracted. I used to sit under the table so I couldn’t be seen.”

“My handwriting is much better, as long as I am not rushing, and I read at home now. My Mum lets me have friends at my house and my Mum and Dad say it’s a big improvement on how I used to be.”

His Teaching Assistant, Mrs Pippa Jones, said “We found that Oliver had a real interest to do with the army and navy [Oliver’s father is in the Navy]. I know the books in the library well so I was able to direct him towards quick successes that he would like. Sometimes we didn’t follow our AR scheme so rigidly, and I would choose a selection of 8 or 10 books that he could look at, at his own pace. After that, we followed his interests in other directions and his reading just took off.”

Sadly, Oliver and his family have been stationed in another part of the country so he does not attend our school anymore. We thank him and his family for all they have taught us and wish him all of the very best for the future.


Ruby, Year 3

Ruby is a bubbly, fun-loving and intelligent Year 3. She loves riding her horse, learning about Roald Dahl and Japan! She has cerebral palsy and an audiology report found that she has poor hearing. She joined our school from Reception in 2013.

Ruby receives extra help with exercises from a Physiotherapist based at Royal Cornwall Hospital. Her Physio has been really impressed with the progress that she is making. Ruby discussed how much she enjoyed REAL PE, the programme that Mrs Gilbert (Deputy Head teacher and PE Subject Leader) introduced and has transformed how we teach PE in order to include, challenge and support every child.

In class, Ruby sits so that her strongest ear is facing the speakers because she has partial hearing. Tasks are explained to her by a teaching assistant to ensure that she understands what she needs to do before she begins her learning, and make the links with other learning. Teachers will also make sure that instructions are broken down, to avoid giving too many instructions at once. Precision teaching is used daily to help Ruby to recall her times tables quickly and confidently.

In her own words, Ruby said:

“They don’t tell me the answers but they tell me how to work them out. I sometimes do it my way and I get the wrong answer and then I do it their way and I get the right. Using different ways that other children do it helps me, like Maths frog. That helps me to count up by counting up the jumps and that gets you to your answer.”

“Mrs Page links my [daily] exercises with yoga. I feel calmer and stretch my body because if it is quiet and I relax it makes me feel calm.”

“Using the iPads to describe how something hears like or smells like or look like it comes up with better words on the thesaurus. Tasty is banned so you could use scrumdiddilliumtious instead! I like using them to find different words for my writing.”

Her Mum, Carly Kent, who teaches in Fal Class (Reception), says…

“Ruby thoroughly enjoys school and has a positive attitude to learning. She is a determined young lady who is becoming increasingly confident partly due to the approaches taken in class to encourage Ruby to be more independent.
The introduction of Real PE has challenged yet supported her physically with progress being observed by myself and her physiotherapist. Ruby will always have a go.

The use of Mathletics at home has encouraged Ruby to develop her maths skills and she is always motivated to receive another Mathletics certificate in assembly. Constantine Primary School are always very approachable if I have a question or in meeting Ruby’s educational or physical needs.”