For all our SEND children we have a close working relationship with parents & carers. Termly meetings take place as well as parents and pupils evenings but we are available to discuss concerns when required. We work with them to provide a fully inclusive working environment as well as a carefully integrated curriculum with appropriate interventions.
All SEND children are supported at transitions by writing passports and being provided with a book of photos of the next teaching staff, of classrooms and cloakrooms etc.
All our staff receive training in relevant areas of need and some have specialised training for particular diagnoses. Training is disseminated at Teaching Assistant meetings and Staff meetings.
At present the average size of our classes is 20.
|Diagnosis||Information||What we have to offer|
Autistic Spectrum Disorder
|We cater for a number of children throughout the school, who have either received a diagnosis while attending our school or have arrived with one. Each child has different needs and these are met through a variety of interventions written into their Needs Based Plan.||a)Support from the SISS ASD Team for all children with a diagnosis of ASD.
b) Support from other professionals such as Speech and Language Therapists where appropriate.
c) Staff trained to understand the needs of children on the autistic spectrum.
d) Termly review meetings with Parents, SENCo, class teachers and teaching assistants
e) Additional adult support in the classroom where necessary.
f)Adaptations to the classroom environment & timetable eg. visual timetables, task boards, work stations, fiddle objects, quiet areas and physical breaks.
g) Intervention groups targeted at individual needs.
h) ICT –laptops and suitable software provided for those children with fine motor control difficulties.
i) Home-School diaries and worry books where appropriate.
Speech & Language & Communication Difficulties
|We support children with Speech and Language and Communication Difficulties throughout the school.||a)All teaching assistants have received training from Solihull Speech and Language Department.
b) Adults provided to carry out activities set by the therapists weekly.
c) Visits by the school Speech and Language Therapist termly.
d)Teaching staff informed of strategies to use within the classroom to support the child- ensuring simplified language and appropriate modelling of language.
e) Additional adult support in the classroom where appropriate.
f) Support from the Specific Speech and Language Difficulty team as required.
|Several children with Cerebral Palsy have attended our school during the last few years and a variety of needs have been successfully catered for.||a)Support from SISS Sensory/ Physical team.
b) Staff trained to meet the needs of each individual pupil.
c) Physiotherapists and Occupational Therapists involved and school staff carry out exercises as appropriate.
d) Involvement of Community or School nurse.
e) Ongoing discussions with parents so that staff are aware of all changes to the child’s needs.
f) Appropriate ICT resources provided – i pad. laptop, software to meet the needs of each individual.
g) Risk assessments and Care Plans written to ensure safety at all times.
h) Adaptions made to the environment.
i) Appropriate resources such as writing slopes, scissors, foot rests and chairs provided.
j) Staff awareness of alternative ways of recording and fine motor control difficulties as well as adapting PE to meet individual needs.
|a)Staff training to understand the medical needs of each individual child.
b)Specialised equipment provided as appropriate for the safety of the child.
c) Adaptations to the environment.
d) Support for PE including swimming.
e) Support by the SISS Physical team to write
Individual Management Plans and advice to staff.
f) Support of the Community nurse/School nurse where appropriate.
g) Support of a teaching assistant.
h) Medication given if appropriate.
i) Work provided for long absences from school.
|Several children with a diagnosis of Down Syndrome have attended our school who successfully supported.||a)Support from SISS Sensory/Physical team.
b) Some staff trained in Makaton signing.
c) Differentiation of PE lessons.
d) Additional adult support.
e) All teaching assistants have received training from Solihull Speech and Language Department.
f) Visits from Solihull Speech and Language Therapists and staff carry out activities provided.
g) ICT resources as appropriate including I-pads, laptops and suitable software.
h) ) Appropriate resources such as writing slopes, scissors, foot rests and chairs provided.
g)Adapted curriculum as appropriate.
Attention Deficit Disorder
Attention Deficit Hyperactive Disorder (ADHD)
|We have supported a number of children with ADD or ADHD over the last few years.||a)Support from SISS CLD team and SEMHD team.
b) Robust Behaviour Policy.
c) Additional adult support where necessary.
d) Physical breaks available during the day.
e) Quiet areas available.
f) Resources such as fiddle objects, foot rests, sensory cushions, writing slopes and ICT resources available to use.
Occupational Therapy support where necessary.
Wedge cushions for correct sitting.
Steps for feet for correct sitting.
Lap top for writing when needed.
Fine motor control exercises.
||Read, Write Inc Intervention
Individual Resources for spelling eg – High Frequency word mats. Adult to scribe where necessary.
Visual, auditory and kinaesthetic learning for spelling.
Additional adult support as and when appropriate
Regular training opportunities for staff.
Moderate Learning Difficulties
|a)Interventions in small groups- Read, Write Inc
b) Teaching Assistant support where necessary.
C) SISS CLD team
|Family Support Worker undergoing training.
Close family/school relationship.
Additional adult support as and when appropriate