SEND
(Special Educational Needs
and Disabilities)
Page 9
Newsletter 4 - February 2025
Three common mistakes pupils make with revision – and
how to fix them!
Whether preparing for an end of unit test or putting together a
study timetable in the run-up to summer GCSEs, all pupils need
to know how to revise. Many will spend time revising, but not find
it as useful as they could because of some common mistakes
made in revision methods. Here are three of those common
mistakes, and some more productive alternatives!
1. Passive Revision
Mistake: Many pupils believe reading their notes or highlighting
text is sufÏcient for exam preparation. While it feels productive,
these method don’t actively engage the brain.
Fix: Encourage active revision techniques such as using
flashcards, mind maps, or cheat sheets. Pupils can use these
methods to test their memory and create visual representations
of their learning, improving their recall ability.
2. Remembering Without Understanding
Mistake: The whole purpose of exams is to demonstrate that
information has not only been remembered, but has been
understood. Unfortunately, students often focus purely on rote
memorisation.
Fix: Encourage deeper understanding by using techniques such
as explaining topics to others (the “Feynman Technique”), using
diagrams, and connecting new information to what they already
know.
3. Forgetting Wellbeing
Mistake: Many pupils experience burnout when preparing for their
exams by overworking themselves and neglecting their wellbeing.
Not only does this have a negative effect on exam performance,
it affects all areas of their lives.
Fix: Reinforce the importance of self-care and stress
management. Make it clear that it's perfectly okay to take breaks,
see their friends, or give themselves a reward when a goal is
achieved or a target is met.
What’s coming up this term?
•
Monday 10th and Tuesday 11th February: All pupils
in Year 8 will be assessed using the screening tool
Lucid Exact over two days: 8FLOU pupils on Mon
10th February, and 8RISH pupils on Tues 11th
February. This assessment gives information about
a range of skills and abilities, and helps inform us
on where pupils would benefit from intervention,
exam access arrangements or further individual
support. Please contact Mr Smith or Mrs Tadros if
you have any queries about this.
•
Friday, 14th February: Our staff INSET has a
whole-school SEND focus – while pupils enjoy
a well-earned day off at the end of term, we look
forward to spending the day planning ahead to
meet all our pupils’ needs at school. There will be
an update in the next newsletter!
•
Wednesday, 5th March: SENCo Drop-in for
parents/carers, 3:30pm – 4:30pm in the school
library – Mr Smith will send an invitation to parents/
carers; please advise him if you would like to
attend.
•
Thursday, 13th March: Year 8 Parent/Carer
Consultation Evening, 4pm – 7pm. Mr Smith will
again send an invitation to parents/carers for them
to make appointments for this evening.
Further reading
•
SecEd report ‘Why we can’t wait for SEN
diagnosis’, advising a needs-led approach, or
providing for pupils in advance of receiving a
diagnosis. (Register for free to read.)
•
Another SecEd report into the state of SEND
nationally, including funding. Not a cheerful read
but one that gives hope for positive change in the
future.
•
The most recent issue of the free SEN Magazine
includes features on ADHD and Autism in girls,
hidden sensory sensitivity and AI/adaptive learning.
Mr Smith, SENCO
Ski Trip
In December, we travelled to Austria for the annual Year
11 ski trip. The group’s skiing experience was limited
and the 39 beginners went up the mountain on the first
day with a few nerves and then in awe of the mountains
they would need to conquer! I was absolutely delighted
with the progress they all made and by the end of the
week - we no longer had any beginners. The pupils
created a real sense of unity amongst themselves,
looking after one another when things got tough,
checking in when someone fell over and making sure
everyone had the best possible time. In the evening
we went kegeling (Austrian bowling), swimming and
sledging.
It was commented upon by the ski instructors, ski reps,
hotel staff, bus drivers, and even St Richard’s staff, what
a wonderful group of pupils they were. I was, of course,
very proud of them all! Mr Bligh