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.
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.
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.
All outcomes for one child were written down on a flip chart, the meeting included: Inclusion manager, SENCo, speech and language therapist, the parent and the education psychiatrist. By writing the outcomes on a flip chart it made it easier to edit and for everyone to agree on outcomes, achievements and the wording. By running a meeting in this visual way meant that it was time efficient and all involved walked away from the meeting in agreement and happy.
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.
We have a dedicated Transition SENCo who works hard to provide personalised provision, and works with the children on activities such as ‘how to catch the tram’, ‘crossing the road’ and how to use a maths book. All of which prepares them for their transition into secondary school. She also has a very good relationship with the secondary school and visits twice a year for any relevant CPD.