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.
The school have developed a programme throughout the school to encourage pupils to behave as they would during lesson times at all times throughout the day, including lunch times and movement times around the school. Posters are placed around the school to remind pupils that even though they are not with a teacher their behaviour is still monitored.
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.
An A3 sheet of paper which includes the classroom name, all 4 areas of need and the resources the school offers for each wave. Teachers are encouraged to make note of a child on a sheet (working document). Teachers each have a sheet attached to the back of a clipboard door. This process has helped teachers support the children moving along the waves.
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.
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.
On transfer from primary to secondary, the parents felt that the boy should go to a Special School but the LA insisted that he be given a chance in Mainstream.
Following a number of meetings it was agreed that his LSA from primary would follow him to secondary for a short period of time (8 weeks) to help the pupil settle and to train the LSA's at the secondary to meet his needs. This proved successful; pupil is now in year 9 and has settled into Mainstream Secondary School.
Task management boards can be adapted for all age groups and abilities. They can be used with words, pictures or a combination of the two. The task is broken down into smaller, more manageable steps which students can then remove or tick off. List of equipment can be included plus explanation of what a finished piece of work looks like. Task boards can be used in many ways - for whole class on paper or displayed on the board, placed on tables or given to individuals.
Design individualised small prompt cards to put on classroom tables to prompt pupils to follow routines. This works well for pupils who wait for adult verbal prompts to initiate regular routines such as coat off, book open, pencil case out of bag, look at teacher. Add visuals to the written prompt, laminate and make several copies. TA/teacher can simply place on desk.