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Abbey Hulton Primary School

• Nurture Group

Acorn Wood Nurture Group at Abbey Hulton Primary School is a focused small group intervention of approximately 8 children. These are children who may need more small group support in a nurturing environment. Our children attend our group for part of the day, but remain an active part of their main class group. The intervention lasts between 2 and 4 terms and has long term benefits.

Children have the opportunity to develop relationships with staff and other children in a consistent, predictable environment, where they can build self-esteem, confidence and independence. Nurture groups give children the opportunity to revisit early missed nurturing experiences, giving them the social and emotional skills to do well at school and get on well with their peers. Children develop their resilience and their capacity to deal with everyday events. Prior to entering the nurture group, staff use the Boxall Profile and a Social and Emotional Assessment to assess children. The results of these assessments are used to set targets for children. These targets are shared with parents and class teachers. Progress towards targets is assessed termly.

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Etruscan Primary School

Etruscan Primary School strives to provide an inclusive education for all children. Etruscan is a mainstream school which also provides education for children with special education needs and disabilities. We strive to raise the aspirations and expectations for all pupils including those with special educational needs and disabilities. The school aims to provide all children with a broad and balanced curriculum. All teachers are able to identify and provide for pupils with SEN. Interventions are carefully planned and pre and post tests are used to monitor the impact on learning. The progress and attainment of pupils is monitored at pupil progress meetings and in SEN Review meetings each term.

The SENCo has gained the statutory qualification, ‘National Award for Special Educational Needs Co-ordination’ and leads the Inclusion Team. The Inclusion team have had a variety of training and are experienced in working with children with ASD, physical difficulties, ADHD, social and emotional needs, communication and language disorders and dyslexia among others. A number of staff have been trained in Supporting Children with Mental Health difficulties, Supporting Pupils with Behaviour that Challenges and in counselling skills.

A nurture group has been established which supports children with ASD and SEMH. Boxall profiles are used to set targets and plan how to support the children and fill in the vital gaps they are missing in their development. Read write Inc phonics is used to teach phonics and reading in EYFS and KS1. Children in KS2 with SEN (if applicable) will also continue to use this method until they catch up. Children are assessed every 6 weeks and put into targeted groups. Children who are behind or who are not progressing are given daily 1:1 tuition.

Forest Park Primary School

At Forest Park, we pride ourselves on our inclusive family community, where we welcome all children regardless of need. We have staff trained in a variety of SEN areas, maximising our skill base. We have close working partnerships with external agencies, such as speech and language and occupational therapy. Our children thrive, making progress at the rate best suited to them. Where children have difficulties, we call on our close relationships with parents and carers to reach the quickest and most appropriate solution. We engage with the local authority to support our children through specialist teachers at SEND services and the educational psychology team. Our children with additional needs are happy, they achieve and engage in a fulfilling and meaningful curriculum.

Kemball School

• Sensory Diet

Sensory Diet is an individually designed plan of varying activities which can reduce the impact of people who struggle with processing their senses. Sensory Circuit is a carefully selected series of sensory activities (stimulating or calming) which can better prepare a person to cope with sensory processing challenges.

• Who Needs Sensory Support?

Typically, a pupil who requires sensory support is often struggling to function in a typical classroom or school environment. They might have particular dislikes of textures or tastes and struggle to complete simple activities if it requires exploring the unfamiliar. Their stimulation levels might be effected by noise or light and concentration levels become poor. A pupil might struggle to sit for long periods of time or feel the need walk around the classroom or swing on their chair. They might have extremely low energy levels and find the basic activities difficult to complete. A pupil might have a preference for heavy or light pressure and prefer enclosed or wide open spaces. A lot of these actions could be deemed as ‘poor behaviour’ however, for pupils who have a sensory need, these actions are requirements and not choices.

• What Support is Available?

We can offer support with identifying sensory requirements and to support in developing staff awareness around Sensory Processing Disorders and sensory needs for all types of children.

• Tour of our school and facilities including sensory light rooms, sensory diet/circuit room • Guidance on sensory equipment and resources • Observation of Sensory Diet in practice • Observation in a classroom environment • Development of awareness for staff of differing sensory needs • Sensory strategies • Professional guidance from qualified

OT’s whom we would recommend

• Light Rooms

We have 2 specialist light room environments within the school, come and observe how we incorporate them into the teaching day. Inclusion sessions are available.

• Soft Play

We have a soft play environment within the school, come and observe how we use incorporate them into the teaching day. Inclusion sessions are available.

• Theraplay

Work based Theraplay activities guide practitioners/parents and children through playful, fun games, developmentally challenging activities and tender, nurturing activities. The very acts of engaging with each other in this way helps practitioners/parents to regulate their child’s behaviour and communicate love, joy and safety to the child. It helps children feel secure, cared for, connected and worthy. Theraplay will be delivered as a 6 week programme with each session lasting an hour. Come and observe Theraplay being initially carried out at Kemball and chat to staff about the package. (Costings will apply).

• Hydrotherapy Pool

We are able to offer hydrotherapy swim sessions individually or by joining a class with their weekly swim as part of an inclusion package.

• Behaviour

As a Special School, we are aware of the challenges that pupils with SLD face each day and understand the difficulties of managing these behaviours. We do not identify these challenges as ‘bad behaviours’ and always strive to support in finding steps towards a solution. As you will be aware from the other Outreach opportunities which Kemball offers, there are lots of strategies that can be successfully put in place such as TEACCH stations and sensory support which can

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have a huge impact on the outcomes of behaviour of our pupils. These strategies might include a clear Behaviour in place for the staff and then a support plan for the pupil in the class to identify possible triggers or issues. This means a process to deal with initial triggers can be put in place before they develop. We can offer advice on challenging physical behaviour to noncompliance.

• How can we support?

We can offer support on a range of different behaviour management strategies and identify areas in practise or environment which might have contributing factors.

• SMART targets towards behaviour goals • Creating a Behaviour Plan • Observation of behaviour practise in a Special School • Observation of practise in school • Report and strategies to put in place • Advice on resources, strategies • Positive behaviour management practises • Guidance on appropriate CPD for safe handling

Oakhill Primary School

• SEN Data and Assessment in Mainstream

Our tracking system incorporates data that provides a profile of need at any given point and tracks progress in specific areas of need such as SEMH and Communication and Interaction. This data provides information about small steps progress to complement overall assessment.

• SEMH

With a dedicated Family and Pupil Support Team working closely with the SENCo, pupils with SEMH needs have holistic provision which covers every aspect of school life. Teachers and support staff are experienced in Emotion Coaching and providing a nurturing environment. SEMH needs are tracked through the use of the Boxall Profile yearly or at a point of change in presentation.

• Record Keeping

Record keeping for pupils is robust and the use of CPOMS for tracking safeguarding low level needs and SEND needs ensures that when required, a full history is available. This supports the application of the graduated response and effective working with outside agencies.

• Family and Pupil Support Team

The Family and Pupil Support Team work with families and pupils to improve access to school, overall well-beings and keeping children safe. The team works extensively with outside agencies and develops strong working relationships with parents, including offering Sparkles and Family Links programmes. The team works closely with the SENCo where appropriate to ensure that where SEN is a factor, support is designed accordingly.

• Behaviour

Matt Coupe is an SLE across the city for Behaviour and is one of 4 MAPA trainers. We offer behaviour support via the Outreach Brochure.

• Sensory Profiles

Should you wish to seek advice around sensory processing difficulties, you are welcome to speak to our Sensory Lead about classroom assessments and profiles to support you with identifying triggers and strategies to support in your setting.

Watermill School

• Facilities

We have purpose built soft play and sensory integration rooms, hydrotherapy pool and a physiotherapy gym where Rebound is delivered by specially trained Rebound Coaches, alongside physical management programmes and PE. We will soon have a ‘4D System’ built into our performance room, that will provide immersive experiences to all pupils at a range of abilities. Should you wish to visit or discuss access to any of these facilities, please get in touch.