Our Y5/6 pupils who have been assessed as cognitively below the 3rd percentile are taught as a group focusing on developing life skills, self esteem and aspirations as learners. They are fully engaged and enthused about learning and more confident about their next steps in life, be that the next year group or secondary transition.
Simple set of posters to support children who have the desire to be in control all the time which may sometimes cause challenging behaviour in the classroom and towards others.
These 3 posters give a clear message which children can talk about and relate to.
Over the past 6 months RTMAT have been working to develop our students Literacy levels. This has been identified as a barrier to their progression both academically and in their broader life skills.
We have set up a Literacy Focus Group involving key staff and together are developing a whole school strategy.
We have a child, now in Year 1 child that is non-verbal, oxygen dependent with a tracheotomy and tube fed. He also has joint hypermobility.
2x key staff (who are with him all the time) were fully trained by Health to be able to act as 'first' in case of medical emergency (and see to all daily medical needs) and 3x staff trained to support in an emergency.
New development this year (2017-18) to link behavioural issues with barriers to learning and QFT. Move away from a single room 'isolation' model to a 4-area space which students access in a bespoke way. Each is supervised by combination of behaviour support workers and experiences teachers, where students move, at worst, 'Challenge' ( which is a single booth area) through 'Respect', 'Care' to 'Achieve' - where we seek to engage them with learning and make progress as they should be.
Aim: To focus on and improve quality and effectiveness of our SEN provision especially in terms of outcomes and behaviour related incidents directly traceable to quality of learning and teaching.
To provide for each student on our Learning Support Register a mini 'plan' in terms of brief context outline of need and specific recommendations/guidelines around what teachers and other staff should be doing to meet the needs of each child.
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).
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.
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.