With the support of our external professionals, I have produced an inclusion staff document that contains high quality teaching general strategies for our most common needs, with the 4 areas of need (CoP).
One of our girls had social communication difficulties but parents were not willing to pursue any type of paediatric assessment. She had lots of issues around friendships. We set up a circle of friends and were not only able to empower her but the other 6 children that were in the circle. They supported her and each other. One of the best things I’ve done.
Number of pupils within the school and who have an EHCP are missing out on activities that the local special school provides. Therefore, we worked together with the school to arrange an agreement whereby we can send children from our mainstream school to the special school once or twice a week, so that they can experience these activities. The Special School also send some of their children to us who may need support with any transition into a mainstream school.
All outcomes for one child were written down on a flip chart, the meeting included: Inclusion manager, SENCo, speech and language therapist, the parent and the education psychiatrist. By writing the outcomes on a flip chart it made it easier to edit and for everyone to agree on outcomes, achievements and the wording. By running a meeting in this visual way meant that it was time efficient and all involved walked away from the meeting in agreement and happy.
Consistent strategies are used across the school for children with autism and nonverbal. The teach method. Spot, SEMH, Makaton. Spot checks are done throughout the day by the head teacher to monitor this is being done.
Based on P levels and the national curriculum, the assessment system allows the school to manage progress of each child. All pupils also have a view of their assessments in their school books so they can keep check on their progress and what they need to do to improve.
2x ½ days for vulnerable/anxious pupils that focus on self-esteem/resilience/treasure hunt. Do a “worry postcard” which his introduced to the key worker. Also, a speed dating style day meeting all primary SENCO to have overview of pupils who have been accepted into year 7. Allows to forward plan.
'Teaching Children to Listen' is a published resource developed by health professionals working with the education. Modern context children are developing within increasingly noisy environments. This intervention is effective as a whole school approach.
We identify students throughout school, ourselves and through access assessments who need/might need readers and/or scribes. We then intervene with them to teach them to touch type and use screen reading software/ Read and Write Gold.
Baseline established from a text the child is currently able to access - how many words can they read in a minute?
Timed for one minute daily and results are graphed to see progress.
Text changed when a certain word count has been achieved.