SEND
SEND coordinator: Mrs Kate Hardy
Contact: 0115 9153780 or senco@seely.nottingham.sch.uk
Please click on the links below for SEND information and documents as described. (Documents will open in another page and can be downloaded).
LOCAL OFFER
- SEND INFORMATION REPORT
- NOTTINGHAM CITY LOCAL OFFER
- SEELY PRIMARY SEND POLICY
Explorers - Enhanced Provision at Seely Primary School
Explorers is our specialist provision for children who are identified as having a significant speech, language and communication need which is creating a barrier to them being able to learn in a mainstream classroom. Some of these children have an Autism Spectrum Condition (ASC) diagnosis and some are on the pathway, but all require a more holistic approach to their learning in order to promote both their positive wellbeing to make progress in their learning. The children are grouped by need, not age and so there are children from year 1- 6 accessing the provision at the same time. As inclusion is at the heart of everything we do at Seely, these children will also have opportunities to access activities and learning in the classrooms alongside their peers.
The Explorer’s curriculum focuses on the children’s communication and interaction skills, sensory needs, ability to regulate, gross and fine motor skills and their learning. Progress in all areas is measured using B squared assessment tools. Outcomes from these are used to create individual targets and lessons for the next week will focus on the child achieving this. Planning is also linked to the outcomes on the children’s Education Health Care Plans (EHCPs). As with all children with SEND, there are termly SEND reviews to look at progress and set new overarching targets.
Staff
Although we have a core team who work in the Clubhouse daily, we have found that it benefits the children to have a big circle of adults whom they can seek out for support. We also work closely with external agencies, in particular the ASC team to make sure we are always providing the best possible practice for our children.
Communication and Interaction
Many of the children in Explorers are known to Speech and Language Therapy and so there is dedicated time each day to practice the suggested strategies. Throughout the day, Communication boards alongside signs and symbols are used to support children’s understanding of both information and instructions. Social skills and interactions with other children are promoted and supported throughout the day. These may be incidental for example when playing outside at break times or planned for as part of an activity.
Sensory Processing and Regulation
Providing ongoing opportunities for sensory processing and regulation is key because it affects both a child’s motor skills and their ability to engage with learning and the world around them. Therefore, we have dedicated times for the children to complete sensory circuits as well as a range of equipment that is continuously available such as spinning seats and wobble stools and a sensory area that children can access whenever they need to. Staff support children to remain regulated throughout the day by ensuring that their sensory needs are met and that the children understand what is expected of them by having clear and consistent routines and approaches to behaviour.
Independence
Developing independence is crucial to a child’s ability to access the curriculum at school and meet their own needs in later life. This is done through the daily routines and expectations within the provision and also through dedicated and planned for life skills sessions throughout the week. We also use the structured teaching approach to help to develop independence, organisation and self-confidence.
Physical (Fine and Gross Motor Skills)
Throughout the day there are opportunities for the children to practice their mark making and to develop their fine motor skills so that their hand-eye co-ordination develops. They also develop their gross motor skills in PE lessons, sensory circuits and at break times.
Reading, Writing and Phonics
Every day children have a dedicated story time so that they are exposed to different vocabulary and can develop a love of books. They also share and read books 1-1 to learn basic book skills and to begin to apply their phonic knowledge. All writing is in response to a story book which the children familiarise themselves with daily over 2 or 3 weeks so that they can pick up the language patterns and begin to understand cause and consequence. When writing, colourful semantics are used to help children to build sentences and begin to understand simple punctuation. Phonics is taught either 1-1 or 1-2 once the child begins to make the link that text represents language and when they can start to link a grapheme to a particular sound.
Number, Shape and Space
This is planned for using the White Rose Maths scheme at the appropriate level for each child.The focus is on using manipulatives to promote a good understanding of the properties of numbers. All new concepts are taught in small progressive steps. To promote retention, children will revisit concepts and facts regularly.
Outdoor Learning
Research has shown that being outside promotes positive mental health alongside developing a curiosity and understanding of the world. It provides numerous hands-on learning and opportunities to risk take which help to build children’s self-confidence. Therefore, throughout every day the Explorers will go outside to complete planned activities as well as having time just to interact with the world around them.
The Curriculum
A cross curricular approach is used to provide learning opportunities in all subjects. The books chosen to promote reading and writing will be linked to the topic for the half term. Throughout the day children access a selection of activities linked to the topic through sand or water play, small world and construction as well as creative tasks.
During the week children will access a baking session, a life skills session musical interaction and sensory circuits. Once a term there is a dedicated forest school session either at Blackwoods Scout area or on site.
A Typical Day.
9:00 – 3:15 so that the playgrounds are quieter.
|
9:00 |
Settling activities, outside or in the clubhouse |
|
9:15 |
Singing and welcome Use of communication emotion board to share how children are feeling. Go through visual timetable |
|
9:45 |
Handwriting and phonics sessions. |
|
10;00 |
Maths |
|
10:30 |
Break |
|
10:45 |
Snack |
|
11:00 |
Writing |
|
12:00 |
Lunch |
|
1:00 |
Yoga |
|
1:30 |
1-1 Speech & Language sessions will also happen at this time. Specific activities linked to the topic will be in continuous provision
Monday- Understanding the World Tues – Musical Interaction Weds – Life Skills Thurs- Cooking Fri- Sensory circuits |
|
2:45 |
Story |
|
3:15 |
Home time |
Adventurers,- In class SEND provision
These are a group of children with specific SEND needs who join Explorers for some of the afternoon sessions. These children also have a significant Speech, Language and Communication need or diagnosis of ASC or Attention-Deficit Hyperactivity Disorder (ADHD) who are accessing a heavily adapted curriculum in the classroom with additional adult support. Some have EHCPs and some are at SEND support and require these sessions to ensure that they are receiving the provision that they need in order to fully meet their needs.
These children have clearly identified quiet spaces in their classrooms and they are supported by additional adults to access their learning. All learning is adapted so that they can learn alongside their peers.
