Our SEND Manager not only works closely within our federation, but also visits other local primary schools during the year to build relationships with children who are likely to be moving to us in year 7. She attends review meetings for these children and begins communication with their parents from year 5 onwards. We now have a really effective working relationship with other local SENCOs and Headteachers.
Our team supports disabled (includes physical disabilities, mental health conditions and the dyslexia and autistic sepctrums) going onto university. We have on site activities for people who live close by and/or social media groups. We promote peer support activities as disabled students are the experts.
School Admissions Briefing for parents of children and young people with disabilities or special education needs.
This briefing provides information about school admissions arrangements. It is written for parents of disabled children and young people; parents of children and young people with special educational needs (SEN) and professionals advising parents including those in Information, Advice and Support Services (IASS).
Workshop materials to support local authorities in identifying priorities to improve access and inclusion for young children with SEN and disabilities.
The core workshop consists of four main parts:
Understanding the barriers
Featuring good practice
This workshop is designed to support local authorities in identifying priorities to improve access and inclusion for young children with SEN and disabilities.
It is intended for use by groups of local authorities working together with their health and social care partner agencies; and for individual local authorities working with groups of officers and professionals from different agencies within one local area. Actions following the workshop will be different depending on option adopted.
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.
At Fitzwaryn School in Oxfordshire we have been using Philosophy to promote pupils' social communication and reasoning skills. We have been running these sessions for two years and have seen really positive results in terms of pupils' abilities to express their opinions, discuss issues that are important to them and share emotions. For a number of pupils we have seen a really positive impact on previously challenging behaviour.