This project was developed to raise the aspirations of our pupils but it doesn’t tell the whole story about our collaborative approach to improving children’s lives. Over the past six years we have developed valued partnerships both within, and outside education; these show that collaboration is at the heart of everything we do.
This project focuses on the theory of attachment and how appropriate attachments and expressive language may be developed in pupils with Emotional, Social and Behavioural Difficulties through structure collaborative play in the special school environment.
The Council for Disabled Children regularly receives questions from SEND Regional Leads and delegates from the regional SEND workshops on a whole series of issues relating to the SEND reforms and joint commissioning. The joint commissioning bulletins are designed to share the learning from those discussions to a broader audience.
The bulletins have now been published and can be downloaded below.
Blank support plan that has tick boxes for speed and encourages teachers to use recommendations from reports as the overall target.
These targets are linked to what you enter in the pupil passport.
The passport is displayed where support staff know what the focus and how to approach that specific child.
We have worked closely with an experienced occupational therapist in setting up sensory diets for pupils on the autism spectrum, as well as, developing the playground in order that it can be used by autistic pupils to develop their leisure and social skills. The outcome is that our pupils who hadn't developed friendship or interest in their peers now have friends.
We have developed a tool for tracking progress in life and social skills, which has helped us focus on those skills needed by pupils in an SLD/PMLD, especially when they leave school. As a result we have seen pupils able to do more for themselves