Legadel Fundraising Campaign

EARLY INTERVENTION

DISRUPTIVE SLOW

FRIENDLESS TIRED FORGETFUL

DISORGANISED BEHIND

At Legadel: Not naughty. Not stupid.

We manage and support early intervention and avoid being caught up in bureaucracy.

We help children achieve their maximum potential and enjoy their years at school.

We support parents who are aware their child has a problem and can spend many years trying to find the appropriate help. We understand that even where help is available, the system is extremely complex, lengthy and frustrating.

Early intervention is the key to success.

Just me.

Early Intervention

Effective early intervention works to prevent smaller challenges becoming bigger problems. Legadel tackles them head-on in a sensitive and professional manner to avoid them getting worse.

easier to build strong children than to fix broken men”

- Frederick Douglass

The Importance of Early Intervention

Early intervention can help children and young people to develop the skills they need to live happy, healthy and successful lives. It can improve the quality of children’s home lives and family relationships, increase educational attainment and support good mental health.

Failing to intervene at an early stage can lead to a multitude of negative consequences later in life. By then, it may be too late: these problems may be more serious, more damaging and more difficult to address once a person reaches adolescence or adulthood. Knowing this, we cannot stand by and wait for problems to get worse before we intervene.

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What is Speech Therapy?

Some children don’t seem to understand what their parents or teachers are telling them, and this may be because their understanding of vocabulary or grammar is delayed.

S0me children have difficulty expressing their ideas and thoughts. They can say simple things but when they need to say something more complicated, they seem not to be able to find the right words. This can be very frustrating for the child as well as for the parents and teachers.

Other children can find the words but their speech is difficult to understand; it may be mumbled or too fast, or their speech

A Speech Therapist might:

Work with the child in a quiet place, to find out what is preventing the child from developing age-appropriate communication skills.

Design games and talking exercises to help the child develop their area of difficulty.

Liaise with the child’s teacher to ensure the difficulties are understood by the teacher, so that the teacher can be provided with strategies to help the child learn effectively in the classroom.

The aim is to help the child reach their full communication potential, to listen and understand their family, friends and teachers, to speak clearly and to learn well.

An Occupational Therapist might: Overcoming obstacles.

Help the child work on fine motor skills so they can grasp a pencil and other good handwriting skills such as posture, paper positioning and hand strengthening.

Teach the child the coordination skills needed to feed themselves, use a computer, or increase the speed and legibility of their handwriting.

Address hand-eye coordination to improve kids’ play skills (hitting a target, batting a ball, copying from a blackboard, etc.)

Work with children who have sensory and attentional issues to improve the attention needed for learning and social skills.

Literacy Intervention

We use a multi-sensory language program that uses all the senses to ensure that a child’s weaker areas are supported by those which are stronger.

Children use all their senses (see, say, hear and write) simultaneously during the integrated lessons.

Specialist Literacy Teachers

Individual needs. Individually met.

Unlike other literacy programs, reading is taught as a natural progression through writing.

Children do not copy work create letters, words and sentences by using the skills they have been taught during the lessons. This encourages higher analytical thinkers and lifelong

Numeracy Intervention

They may also experience difficulties with sequences and patterns and transferring from the concrete to the abstract.

A child who finds mathematics a challenge may develop a lack of confidence and self-

Specialist Numeracy Teachers

Our aim is to help children build up a sound mathematical understanding of numbers and their relationships.

We constantly review and revisit topics, and encourage the children to reflect on how they can apply the knowledge they have gained to their lives and experiences.

We endeavour to provide children with the mathematical skills and knowledge they will need to move through life.

Hebrew Reading

child that can’t read Hebrew fluently and/or accurately will struggle in a big part of his/her daily life in school, shul and later on in life. Besides davening, most of the Kodesh curriculum is Hebrew text based which intensifies with age.

Self-esteem is harmed tremendously when a child is unable to

A child who spends too much effort on decoding the words has no energy left to comprehend what he is reading especially as it’s a second language for him/her.

Specialist

Hebrew Teachers

Early intervention is highly recommended as it eases the process of remediation. Kriah specialist teachers will use various methods and approaches to build a personal program for the child.

All the sessions are on a 1:1 basis or in very small groups. The sessions are short and interesting with games and incentives.

Children enjoy the sessions as there are achievable targets for them to master. Continuous assessment is used to track the child’s program and to adjust where necessary.

Training & Awareness

Legadel aims to not only support children and schools, we also work with parents and the wider community to be able to understand and help children in the most effective way.

How we spread awareness: Understanding our children: A community commitment.

Legadel facilitates a wide range of training sessions for parents, teachers, professionals and schools. We run workshops that are delivered by Occupational Therapists and Speech and Language Therapists. They cover a variety of subjects including social interaction, emotional development and developmental milestones in children.

LegadelXtra

LegadelXtra has been created to support schools with all areas of the EHCP application process.

We are aware that schools in our community are experiencing significant challenges in the request for an EHCP assessment and some schools have expressed a need for support in and around this process. In spite of the low threshold, it is all too common for a request to be turned down which has a major impact on the offer of support to that child and on their future development and outcomes.

The process to request an assessment is a significant amount of work and can feel insurmountable.

EHCP Support

Includes:

Initial case review

Identifying evidence needed for the assessment

Email/Telephone support

Reviewing documentation

With Hashem’s help, Legadel was founded 10 years ago.

May we continue to help children thrive and grow in their learning environment and beyond.

21 Western Avenue

London, NW11 9HE

T: 0208 209 0526

E: info@legadel.org.uk

www.legadel.org.uk

Chairman: Mr A Melinek

Committee: Rabbi A Denderowicz | Mr S Gross | Mr R Gutwirth | Mr Y Lerner | Mrs S Lisser | Mr Y Schwartz

Service manager: Mrs Sharonie Melavsky Office manager: Mrs Nadia Morris

Accounts manager: Mrs Pessi Silbiger Development manager: Mrs Leanne Orkin

Registered Charity No 1154487