Done from the child’s prospective they are in control of the information included on their profiling. This profiling document is then used to inform the teachers on what support they need to offer the child to develop their learning. This has helped all staff including supply teachers to understand the needs of each child and has provided consistency for the childs needs.
We have a dedicated Transition SENCo who works hard to provide personalised provision, and works with the children on activities such as ‘how to catch the tram’, ‘crossing the road’ and how to use a maths book. All of which prepares them for their transition into secondary school. She also has a very good relationship with the secondary school and visits twice a year for any relevant CPD.
The autism support worker focuses on SEMH support, and helps with transition between school day. Having this post within the school has significantly helped with attendance and behaviour of pupils within the lessons.
These are a selection of social stories that have been used in supporting our children, particularly children with ASD, GDD and other needs. These include issues such as toilet, sharing and making mistakes.
The score of a musical and lyrics developed with special schools to deal with issues around Bullying and emotional well being. The musical is designed for a whole school production. There are also links to video resources and downloadable backing tracks within the book. This is a piece of musical theatre well worth looking at. Its a magical experience to produce.
Extending effective practice seen in KS1 nurture (Rocket Room) to KS2. Positive outcomes seen for the 12 children taught in the mornings in Star Room in terms of academic achievements, accelerated progress, positive outcomes in terms of learning behaviours (baselined using Boxall for Rocket Room and ELSA documents for Star Room). High ratios of staff:children.
Hopefully, this will extend to cater for a further range of needs focusing on KS2.
Children with behavioural and attention needs attend a weekly session with a sports mentor - kick boxing, team games etc. Then a they will attend a follow-up 1:1 session with the sports mentor to discuss home/school book and positive behaviours etc.
Pupils receiving school support have been invited to a lunch club where a range of fun listening games are led by the SENCo to encourage pupils to master listening skills to become better independent learners. They learn the rules of sitting still, staying quiet, listening to all of the words and looking at the person talking.
This is a transition social story for children to count down to returning to school over the long Summer holiday. They were given out to children with ASD, Global developmental delay, and other SEN needs. The feedback we had from parents was that these were extremely useful and caused less anxiety for the children as it neared the return to school.