Special Educational Needs and Disability
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We believe
All children have the right to access the same opportunities as their peers and benefit from the modelling that takes place in a mainstream setting.
What we do
We aim to include children appropriately according to their level of need. We adopt all three types of inclusion across the school day where applicable:
Locational – children with ASD are educated within regular classes with their typically
developing peers.
Social inclusion – children are included in the social aspects of the school day e.g. playtimes, assemblies and the dining area. Supported children also play alongside their classmates in the soft playroom and during co-operative games.
Functional inclusion – supported children work with their peers in their classes and are involved in the activities set out for the class.
We provide staff who are well trained to meet the exceptional needs of our children.
We provide structure to support the children with organising and making sense of their day. Clear structures reduce anxiety when the world can seem very confusing and unpredictable.
We provide a variety of learning environments to address their very specific learning needs.
We adopt a multidisciplinary approach that is informed by the principles of SCERTS.
We specifically focus on the idea that: Developing your child’s functional and spontaneous communication is the highest priority.
Learning at school and home works best when it is developmentally appropriate, meaningful, and purposeful.
The people around the child and the environment have a significant impact on the child’s communication and learning Learning and relationship building takes place best in natural routines at home, at school and in the community.
All behaviour should be seen as having a purpose. We need to try to work out the reason for the behaviour and support him or her to develop more appropriate behaviour for that purpose.
We use a variety of interventions to support our children; Colourful Semantics, Intensive Interaction, Attention Autism, Music Therapy, Sensory Integration, life skills, Rock and Roll and Fun First. We have developed our curriculum so that it is underpinned by these approaches to give all children the best possible start to their lifelong learning.
Shahin Parvez
SENCO
