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.
I am a SENCo in a primary school.This is a resource that is easily available to buy on the internet, with many links to research if a search is done on the internet. This resource was recommended at an AET training session and by the County's Communication and Interaction Team. The resource helps teach social interaction and supports the pupils' emotional responses to situations.
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).
One of our girls had social communication difficulties but parents were not willing to pursue any type of paediatric assessment. She had lots of issues around friendships. We set up a circle of friends and were not only able to empower her but the other 6 children that were in the circle. They supported her and each other. One of the best things I’ve done.
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.