For many years Harrington nursery school has been recognised by the local authority as an outstanding provider for children with additional needs. We are a mainstream nursery that puts the children at the heart of everything we do.
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.
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.
This resource outlines the impact of restorative justice within The Iffley Academy, an SEND day provision. . We are currently on a journey to further improve our practice and sharing this resource will hopefully be helpful to schools considering working in a different way and an opportunity for us to reflect on current practice.
This communication profile is used to inform all staff and volunteers who enter the classroom and work with individual pupils with additional needs. It is developed in collaboration with all adults who are key to the pupil and with the pupil themselves. The outcome for the pupil is that their needs are met in all areas which allows them to have better access to the curriculum and make more progress.This is then reviewed on a regular basis to ensure all information is accurate and up to date.
This single-side document, written by a pupil, explains how he feels teachers should work most effectively with a student with PDA. It was created as part of a piece of work on pupil voice and has had a powerful impact on teacher understanding.