Intervention
|
|
|
Social Skills programmes/support including strategies to enhance self-esteem
- Regular circle time
- Support from the Learning Mentor
- Occasional use of Circle of Friends
- Intervention from the Child and Adolescent Mental Health Service (CAMHS) for children and parents on referral.
|
|
Access to a supportive environment – IT facilities/equipment/resources (inc. preparation)
- Use of interactive whiteboards.
- Regular access to computers and I pads
- Touch typing club before school for targeted children.
- Provision of resources to enhance independent learning where appropriate e.g. easy grip pens and pencils, dyslexia friendly exercise books
|
|
Strategies/programmes to support speech and language
- Assessment by the Speech and Language Service on referral.
- Sometimes we run listening skills groups.
|
|
Mentoring activities:
- Use of peer modelling and mentoring.
- Peer mediators for support during lunchtimes and playtimes.
- School Council
- Circle Time
- Occasional use of Circle of Friends where appropriate
- Referral to the Learning Mentor where appropriate
|
|
Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs:
- Assessment by and intervention from an Occupational Therapist/Physiotherapist, on referral
- Where appropriate, implementation of individual OT/Physiotherapy support and intervention programmes by school staff for those children in receipt of these services.
- Provision of support resources where required.
- We have 2 disabled toilets and where agreed by parents and external professionals, pupils may have access to them.
- Where agreed parents or health professionals may accompany a child to the disabled toilet.
- Where we are able we will store mobility equipment on site during the school day – e.g. wheelchair.
|
|
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
- All staff trained in Safeguarding Children and young people.
- Referral to the Learning Mentor where appropriate
- Referral to CAMHS through CAF or GP where appropriate
- Collaboration and communication with all external professionals involved with children, as appropriate.
- Meetings between School Staff and the school nurse where concerns can be shared and then followed up as appropriate.
- Occasionally individuals have support at times of high anxiety where agreed with an external professional and the parents.
|
|
Strategies to support/develop literacy inc. reading:
- Group support in class through guided reading.
- Use of specific intervention programmes e.g. ‘Quest’, Sounds~Write, RML, Writers workshop.
- Sometimes we run booster Literacy classes
- Touch typing club before school for targeted pupils.
- All staff trained in using dyslexia friendly strategies in the classroom.
- Referral to the Specific Learning Difficulties team (SpLD) as appropriate.
|
|
Strategies to support/modify behaviour:
- Consistent implementation of the school’s behaviour policy.
- A restorative and rights respecting approach to sorting out any conflicts.
- Close collaboration with parents/carers
- Occasional Restorative Justice Conferences where appropriate
- Referral to an appropriate agency such as Targeted Family Support, CAMHS, New Woodlands School.
|
|
Strategies to support/develop numeracy:
- Small group support in class through Guided maths.
- Using ‘Maths Makes Sense’ as part of our maths curriculum
- Use of the ICT ‘Mathletics’ programme
- Some year groups are grouped by ability for maths, with additional staff available.
- Sometimes we run booster classes in maths.
- Occasionally individuals are given extra support in maths.
|
|
Provision to facilitate/support access to the curriculum:
- Appropriate differentiation of tasks and activities.
- Small group support in class from class teacher and Teaching Assistant where required.
- 1:1 support from an allocated Learning Support Assistant for children with Statements of Educational Needs.
|
|
Strategies/support to develop independent learning:
- Implementation of specifically tailored support strategies and programmes
- Pre- teaching of new concepts and vocabulary for specific groups
- We teach thinking skills e.g. De Bono’s thinking hats.
|
|
Support/supervision at unstructured times of the day including personal care:
- Play leaders initiating and supporting activities during lunch break.
- Peer mediators for support during lunchtimes and playtimes
- Teaching Assistants supporting in the lunch hall.
- Sports Coaches offer additional activities at Lunchtime.
|
|
Planning and assessment:
- Differentiated learning activities.
- Referrals and CAF referrals to external agencies/social care as required.
- Incorporation into planning of recommendations and advice provided by external agencies.
- Underlying ability assessments and other appropriate assessments undertaken by the SENCo as required.
|
|
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports:
- Liaison with wide range of professionals.
- Target and progress meetings with parents.
- Sharing of professional reports with parents.
- Identification of needs requiring referral to external agencies.
|
|
Access to Medical Interventions:
- Some Members of staff trained in First Aid.
- Referral to and liaison with medical professionals as appropriate and as required.
- Individual care plans for children with medical needs and allergies.
- We will store medication for life threatening conditions on site once a care plan has been agreed with medical staff and parents/carers
- Some staff have training in Resuscitation and Epipen use.
|
|