How will the school assess my child’s progress and how will they inform me about this?
Your child’s progress will be discussed at Parent Consultation Meetings which are held in October and February. In addition to this, as part of the ‘Assess, Plan, Do, Review’ strategy, the class teacher will meet with the parent/ carer and pupil termly to review the outcomes set in the pupils Learning Plan.
Depending on the outcome, the child will either: be set new outcomes, be removed from the register or moving onto the next wave of interventions. If at any point before or after the termly review meeting, the parent/ carer or class teacher has concerns regarding the pupil then a meeting with the SENDCo will be arranged.
How will the curriculum be matched to my child’s needs?
When a pupil has been identified with SEND the class teacher will use the Individual Pupil Passport to differentiate lesson plans to meet the individual child’s needs. Strategies will be used to remove barriers to learning and enable the child to access the curriculum more easily. Specific intervention programmes such as Speech, Language and Communication, 1:1 tuition and personalised learning programmes are available to support individual needs. These interventions will be discussed with you and will be reviewed regularly to ascertain the effectiveness of the provision and to inform future planning. If appropriate, specialist equipment may be given to the pupil to support their individual need.
What support is in place for pupils with identified SEND at Drapers’ Pyrgo?
We recognise how important good language development is in our pupils. We have a full time Speech and Language Teaching Assistant who works with pupils 1:1, in pairs as well as small groups depending on their specific needs. In addition, our MAT sponsors fund a private Speech and Language Therapist to assess, support and review pupils with more complex speech or communication issues. Based on research by the Education Endowment Foundation and the Nuffield Foundation our Reception staff run the Nuffield Early Language Intervention. It is 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. We also have access to the services of an allocated Local Authority Educational Psychologist, and NHS Speech and Language Therapist.
Our MAT sponsors fund an independent Occupational Therapy Practice who specialise in working with children with sensory processing difficulties, Developmental Coordination Disorder/Dyspraxia, hypermobility, Autism, developmental delay and handwriting difficulties to work in school weekly to develop specific programmes for pupils. They work closely with the SENDCO and deliver training to school staff and parents to enable pupils to follow their programmes daily. The therapists work in a dedicated room allowing the pupils to access resources and facilities in a supportive and safe space.
‘The Forest’ is a new fully equipped sensory room to support pupils in the following ways: 'Sensory integration is the ability of the brain to organise information received from the senses so an appropriate response is made.'
Stimulate the senses
Encouraging individuals to explore and engage with their senses can heighten their ability to interact with the world around them.
Improve balance, movement and spatial orientation
Sensory rooms can help develop users’ visual processing abilities as well as their fine and gross motor skills, facilitating day-to-day living.
Enhance learning and play
Sensory stimulation can be used to engage different areas of the brain, helping children absorb and retain more information and better meeting the educational needs of each individual.
Promote emotional wellbeing
As well as helping individuals cope with physical and developmental impairments, sensory rooms can also increase relaxation and motivation, promoting greater levels of happiness and wellbeing.
Tackle behavioural difficulties
Sensory environments can be highly absorbing, providing a moment of comfort and calm for overactive and distressed individuals, and helping inactive individuals to feel better engaged. This improves focus and prevents users from getting the urge to ‘act up’.
Provide a safe and effective therapeutic environment
By tailoring the sensory environment to the individual rather than forcing them to adapt to their surroundings, you can encourage exploration and engagement within a therapeutic setting without feeling overwhelmed.
This helps them develop a sense of empowerment and increases their confidence, resilience and independence.
In addition, we have a range of sensory equipment for those pupils with sensory needs to use in their own classroom.
Interventions such as ‘Tac Pac’, The Picture Exchange Communication System (PECS) are additional resources we use with children and young people with Autism Spectrum Conditions and other communication difficulties.
The school are proud to have good links and communication with professionals within the Children and Disabilities Team (CAD) and the Attendance Behaviour and Traveller Support Service. We pay additionally for School Behaviour Mentors from the team to work closely with staff and pupils across our school. When a pupil is identified as needing support, we set up a ‘Team Around the Child’. The team consists of staff who will directly with the child, for example, class teacher, SENDCo, member of SLT. We also look to engage support for the child and family from local charities and have a good working partnership with ADD+UP. It is sometimes necessary to involve an Educational Psychologist, CAMHS or other Health Professionals. The TAC team develop the 5P approach and set up personalised behaviour for each child. The Behaviour Packs will outline, routines, strategies, timetables and approaches and parents/carers will be involved in regularly reviewing these plans.
At Drapers’ Pyrgo Priory School we have two Home School Support Workers and an Attendance Officer who are available to support parents and pupils with any aspects of the mental health and wellbeing. We can also refer pupils to our Private Counsellor who works directly in school with pupils or to CAMHS for further support if necessary. There are many supportive resources on the following websites if you are having any specific difficulties.