SEND & Inclusion

Storycises

The aim of the project was to find a fun way for five year olds to have the skills they need to be able to be physically fit for school that was easy to fit into a busy school day.

http://www.storycises.com/

Multi Sensory Learning

A multisensory approach is one that integrates sensory activities. The students see, hear, and touch.... In essence, a multisensory approach incorporates the learning styles for visual, auditory, kinaesthetic, and tactile learners.  This would be through the use of song, manipulatives, actions and rhymes. 

This is used through daily planned subjects but also planned in x 3 days a week to support more specific needs.

Differentiation

Differentiated teaching occurs when a teacher plans a lesson that adjusts either the content being discussed, the process used to learn or the product expected from students to ensure that learners at different starting points can receive the instruction they need to grow and succeed. Differentiation in the classroom is an important skill for teachers to give pupils the best chance at learning, regardless of their abilities, strengths and weaknesses. Pupil engagement is key to fostering motivation and confidence in the classroom.

Scaffolding

Scaffolding refers to a method in which teachers offer a particular kind of support to pupils as they learn and develop a new concept or skill. In the scaffolding model, a teacher may share new information or demonstrate how to solve a problem.  This is a temporary support which would reduce in time to encourage independence.

Metacognition

Metacognition is, put simply, “thinking about one's thinking.” Talking through the learning journey and modelling your thoughts to children as you go.  We use the anchor chart to record this.

Anchor Charts

An anchor chart is a tool used to support instruction (i.e., “anchor” the learning for pupils). As you teach a lesson, you create a chart, together with your students, that captures the most important content and relevant strategies.  This can then be sued as a prompt throughout a lesson or to reflect on prior learning.

The Graduated Response

 is a way of helping to identify the needs of children and young people with Special Educational Needs and Disabilities (SEND).  It provides the most effective support to help them learn and progress. This is a ‘staged’ approach and follows a four part cycle (assess, plan, do and review), known as the Graduated  Response.

Plan Do Review Cycle

This cycle will involve meeting class teacher to plan a series of targets which could be met through Universal Quality First Teaching.  If there is a question in regards to the barriers preventing progress it may be that either Miss Sadler or Mrs Elliott will attend the meeting and support planning around cognition and learning.

Pre Teaching

Pre-teaching is a strategy that involves teaching pupils concepts, skills, or vocabulary prior to a lesson so they can hit the ground running. It can provide pupils with more knowledge and confidence when approaching a new topic. This can help to increase engagement and reduce frustration.

Pupil Progress meetings

Individual children are discussed within a small team to ensure that we understand their needs and plan for early intervention.

Worry monster/ok not ok

All children use an emotional check in board and have access to the Worry Monster.  This is used to safeguard children, regulate emotions and also form positive and trusting relationships with class teachers/Teaching assistants.

Bayley the Brilliant Dog

Bayley can come into school with the aim of providing a calming or harmonious influence that children (and perhaps sometimes the staff) can focus on to reduce classroom anxiety and stress levels.  She is a Spring Spaniel aged 2 years, she loves to play ball with the children but mostly loves to hear the children read.  On some occasions, whilst learning her own Brilliant Behaviour has been used to promote positive choices.

Meet the SENDCo

At this stage you would be invited in to discuss the concerns with Mrs Elliot, Miss Sadler and class teacher so that we can work together to support pupils.  We would plan a cycle of early intervention which may include some of the targeted approaches listed below in Stage 3.

Precision teaching

Precision Teaching is a method of planning a teaching programme to meet the needs of an individual child or young person who is experiencing difficulty with acquiring or maintaining some skills. It is one of the most effective teaching strategies for ensuring high levels of fluency and accuracy.  We plan ours through ‘An Out of this World Scheme’- children are aware of their targets and see daily progress through their own record sheets.

Learn 2 Move

This is a practical movement programme which meets the needs of children with motor co-ordination difficulties. We support pupils with their gross and fine motor develop, identify needs and most importantly make sure that their needs can be supported within the classroom.

Catch up Read Write Inc

This intervention teaches struggling readers to read accurately and fluently with a focus on blending at speed.  It can slos be used to close the gap within sets of sounds when unknown.

ELSA- happiness club. 

ELSA stands for Emotional Literacy Support Assistant. ELSA support in schools is a project designed to help schools support the emotional needs of their pupils. ELSA acknowledges that children and young people learn best when they feel happier and their emotional needs are being addressed. We jave rebranded this as ‘Happiness Club’ within our school.

Happiness Page

NELI (Nuffield Early Language Intervention)

The Nuffield Early Language Intervention is a 20-week programme proven to help young children overcome language difficulties. It is designed for children aged 4-5 years and combines small group work with one-to-one sessions delivered by trained teaching assistants, targeting vocabulary, narrative skills, active listening and phonological awareness.

Pony Therapy

We are privileged to be able to take small groups of children to a local intervention. It has proven to:

reduce stress and anxiety, improve self-esteem, confidence and trust, encourage communication and sharing. Improve mental and physical well-being, encourage empathy and build relationships.

1^st Class at Number

This intervention has a focus on number and calculation, developing children’s mathematical understanding, communication and reasoning skills.  Stimulating, enjoyable games and activities engage the children and build their confidence.

Third Space at Maths

Third Space Learning is an organisation which offers online one-to-one maths tuition for primary school pupils. It is used in our school to identify and close gaps within the maths.

Despite interventions there is a specific need which falls within the following categories. A pupil at this stage would be place upon the Special Educational and Disabilities Register as they may have

• significantly greater difficulty in learning than the majority of others of

the same age, or

• a disability which prevents or hinders him or her from making use of facilities

(CofP 2014)

Communication and Interaction

Speech, language and communication needs (SLCN) have difficulty in communicating with others, including Autism/Asperger’s.

Cognition and Learning

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.  This area also includes specific learning difficulties such as dyslexia or dyscalculia.

Physical and sensory Development

Some children and young people require special educational provision because they

have a disability which prevents or hinders them from making use of the educational

facilities generally provided.  This also included hearing and vision impairment.

Social and Emotional, Mental Health

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.

Speech and Language Therapists

We have strong links with the NHS Speech and Language therapists.  They vist our school working alongside the children, families and staff to ensure programmes of support are in place and reviewed regularly.  We also have the regular support of a highly trained Speech and Language Teaching Assistant.

Occupational Therapy/Physiotherapy

When the appropriate therapist is able to see the child, an appointment will be made to attend a clinic or the therapist will arrange to visit the school.  A programme of support will be in place.

Specialist Teachers

We have specialist teachers from both the Hamwic Education Trust and Dorset Council who provide support for children and staff to ensure that all pupils have the support needed to be safe and happy within school.  This ranges from behaviour support, attachment to dyslexia.  More Information can be found at:

https://www.dorsetnexus.org.uk/Services/817

PCPs (Pupil Centred Planning)

At Upton Infant School we have moved away for Individualised Educational Plans and have renamed them Pupil Centred Planning (PCP’s).  This is a process where we work together to gain parental and child views in relation to small step targets and long term planning. 

Team Around The Child (TAF)

St this stage it may be worth considering a Team Around the Child to include family members and all professionals.  We would look to set outcomes which improve the progress of a child within a whole family holistic approach.

Welcome to the Hive

A snapshot of the Hive in action, filmed by pupils of Upton Infant School.

t this stage you will know us all very well and support will be well established. Below is more information about the Interventions or support which could be useful to you.

SENDIAS

A free, impartial and confidential service that provides information, advice and support to:

• children and young people aged 0 to 25 with special educational needs and disability (SEND)
• parents and carers of children and young people with SEND

https://www.dorsetsendiass.co.uk/

EHCP’s link to both BCP and Dorset

An education, health and care ( EHC ) plan is for children and young people aged up to 25 who need more support than is available through special educational needs support (stages 1-3). EHC plans identify educational, health and social needs and set out the additional support to meet those needs.

Honey Bees

A mixed age group specialist provision within the HIVE to support complex and significant Communication and Interaction needs.  

Welcome from the Honey Bees

Attention Autism- 

Attention Autism is an intervention model which aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities. 

Introduction to Attention Autism

PEIC D

The PEIC-D approach revisits early interaction skills such as imitation, turn-taking and interaction. ... By working through a series of steps, using game formats, the child learns to watch others' play, join in, and then take part in turn taking sequences.

PECS

PECS is a type of Augmentative and Alternative Communication that uses visual symbols to teach the learner to communicate with parents, carers, teachers and peers. The aim is to teach intentional, functional communication and to allow users to communicate their wants and needs.

Coping In School scale

This scale is used to evaluate whether a pupil is ready to begin an integration back into a mainstream base.  It is a scheme to share common criteria across and within schools for assessing and target setting for pupils with challenging behaviours.

Skills Builder

The Skills Builder Universal Framework provides the national standard for teaching essential skills. It breaks each skill into steps, supporting progress for students of all ages and abilities - including those with special educational needs. The skills include team work, listening, communicating etc.

Signalong

Is a communication system using sign based upon British Sign Language.  It uses speech, sign, body, facial expressions and tone to communicate.

The HIVE Teaching and Learning Overview