Speech and Language Therapy at Grafham Grange School

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Speech and Language Therapy at Grafham Grange School"

Transcription

1 Introduction Speech and Language Therapy at Grafham Grange School Research literature over the last years indicates that children and young people with social, emotional and behavioural difficulties are also very likely to have speech, language and communication problems (Burgess and Bransby, 1990; Giddan et al, 1996; Bone, Parker and Robinson, 2002; Warr-Leeper, 2002, Ripley and Yuill, 2005). The incidence of speech, language and communication problems is estimated at around 6-10% of the general population of children and young people. The prevalence of language and communication difficulties for children with social, emotional and behavioural problems varied across studies, depending on factors such as how the language deficits and behaviour problems were defined and measured. However, the prevalence was always much higher than the incidence for the overall childhood population; in some cases 10 times higher (Warr-Leeper, 2002), with many findings suggesting a prevalence of 60-90%. In addition, research has found that these communication difficulties frequently go undetected (Cohen et al, 1998). Other studies have found that children with communication problems are likely to develop social, emotional and behavioural difficulties, and sometimes mental health disorders (Lindsay, Dockrell and Strand, 2007). Grafham Grange School offers provision for students whose primary needs are in the area of social, emotional and mental health (SEMH). Many students have additional difficulties and diagnoses, such as Autistic Spectrum Disorder (ASD). Given the research literature and the fact that in order to fit a diagnosis of ASD, a child has to have difficulties in the domain of interaction and communication, it is reasonable to expect that students at Grafham Grange School: are very likely to have speech language and communication needs (SLCN). may have SLCN which have not previously been identified. A student with speech, language and communication needs could present with difficulties in one or more of the following areas: attention and listening. remembering and understanding spoken information, e.g. following long instructions, comprehending complex words, understanding figurative language such as idioms. expressive spoken language, e.g. joining sentences together, using appropriate grammar and vocabulary. verbal reasoning, e.g. making inferences from spoken information.

2 social interaction skills, e.g. understanding and appropriately using social interaction and conversation skills such as eye contact, facial expressions, turn-taking, staying on the subject. use of language: understanding how language is being used and using language appropriately for the situation, e.g. comprehending when someone is teasing, telling a coherent story, effectively ordering a snack in a café, saying how they feel. speech: using sounds in words accurately, speaking fluently, having an appropriate quality of voice. phonological awareness: awareness of the sounds in words and aspects such as rhyme and number of syllables. Language and communication skills are key to the development of literacy and for enabling children to access learning. They are also important in the development of emotional literacy and well-being, social interaction skills, self-esteem and the ability to manage one s own behaviour (Cantwell and Baker, 1987; Warr-Leeper, 2002). Communication difficulties, particularly receptive language disorders, are high risk indicators for psychiatric difficulties (Toppleberg, 2000). Therefore, given the potential impact of SLCN on the social, academic and vocational success of young people, it is important that we are able to identify the language and communication difficulties of the students at Grafham Grange and meet their SLCN. A qualified speech and language therapist (SALT) is an essential part of the provision for identifying and meeting the SLCN of students, being able to provide assessment and monitoring, training, liaison, advice and interventions as appropriate. (See below for more detail on what the SALT does/can do at Grafham Grange School.) As of the end of September 2015, 100% of students on roll at Grafham Grange have some speech, language and communication needs. For some students, some, if not all, of these SLCN have been identified since they started at Grafham Grange School, particularly in the areas of understanding spoken language and expressive spoken language. Interestingly, speech and language therapy was only specified on the Statements of Special Educational Needs for just over 25% of students. Speech and language therapy provision at Grafham Grange School The delivery of SALT at Grafham Grange School aims to fit in with a Trust Wide Strategy of Therapy Provision across the three schools in the Radius Trust. This Strategy outlines the need to develop Therapy Provision which is integrated and multidisciplinary, working around a wave approach with provision at a universal, targeted or specialist level, depending on an assessment of an individual student s need. One of the main recommendations of The Better Communication Research Programme (BCRP) (2012) was that support for developing children s speech, language and communication should be conceptualised at these three levels. At Grafham Grange School, we are using this approach, adapted within the context of the school, in our provision of a range of student support, including SALT. The SALT works very much as part of the team of professionals providing this support, i.e. SENCo, Literacy Co-ordinator and Occupational Therapist.

3 Levels of support: Universal provision for all students, e.g. developing/maintaining a communication-friendly environment for all students in school and residence Targeted provision for students requiring additional support, particularly within class and residential settings, guided by specialists, e.g. a language programme delivered by a member of teaching staff, in-class support modelled by the SALT, social communication group Specialist provision for students requiring a high level of direct intervention from a specialist (e.g. 1:1 SALT). The need for a particular level of support can vary for an individual student over time.

4 Below is a table summarising what provision is and can be offered at Grafham Grange School in order to meet the SLCN of the students, indicating how the SALT is involved in this provision. At the time of writing, Grafham Grange employs one full-time speech and language therapist. UNIVERSAL TARGETED SPECIALIST 1. Staff training from SALT: formal and informal. 2. SALT input to analysis of needs, planning (curriculum, lessons, Personalised Learning Plans) provision-mapping, differentiation and Annual Reviews. 3. SALT assessment/screen as part of admissions procedure. 4. School and residence- based approach to support for social interaction, communication and emotional literacy skills, e.g. emotional check-ins, key messages (e.g. it is ok to check ), modelling and positive reinforcement of appropriate social communication skills across the waking curriculum. Focus during Tutor times. SALT to support staff in implementing this approach. This could include a social communication group for each pod run jointly by SALT and/or PALS. Groups could be run for each pod every week, or as a block for one pod at a time. 5. Adult language at appropriate level for teaching group: modified interaction and language of instruction, including SALT liaison with Nisai (online learning) about differentiation in this area. 6. Integration of strategies to develop receptive and expressive language across the waking Further SALT assessment where this is indicated from initial screen/observation. In-class support for a student from SALT. Groups planned jointly with staff: delivered by staff and/or SALT, e.g. social communication, emotional literacy, self-esteem, auditory memory. More specific advice and guidance for targeted students, given /modelled to staff by SALT. This could include ideas and activities to be delivered by staff (e.g. like a programme). Support for students in residence. In-class support for students could include team-teaching with staff, e.g. jointly planning and delivering a Science lessons, with SALT leading activities to build subject-specific vocabulary. Jointly planned/delivered activities, e.g. mountain-biking (integrating language and communication strategies and activities). 1:1 /paired sessions with SALT (could be delivered in blocks).

5 UNIVERSAL TARGETED SPECIALIST curriculum. 7. Listening and attention support. 8. Multisensory support, e.g. visual timetables, feeling scales, visual support for key words. 9. Advice and support for parents For points 5) 8): advice, modelling, training and support available from SALT as required to enable staff to implement this provision. Note: some interventions could be universal or targeted, depending on student need and how we choose to deliver, e.g. social communication groups The integrated, multidisciplinary and needs-led approach to SALT provision at Grafham Grange School reflects the Vision for the school, as described in the school s Statement of Purpose, September In particular the work of the SALT can contribute to developing staff skills, collaboration and the sharing of good practice within school, across the Trust and beyond. SALT can also contribute to developing the comprehensive and integrated approach to learning which is at the heart of the Vision, all towards enabling students to become more effective learners and providing them with life chances and opportunities. In order to provide effective support to students and their families and to improve outcomes for students, speech and language therapy at Grafham Grange School strives to offer provision which is evidence-based and innovative, with a strong emphasis on developing reflective practice. Innovation, sharing successful practices and supporting professionals to become highly reflective practitioners are also components of the school s Vision. There is a requirement for the SALT to receive regular effective clinical supervision and opportunities for continuing professional development (CPD) in order for the SALT to meet professional and regulatory standards (from the Royal College of Speech and Language Therapists [RCSLT] and the Health and Care Professions Council). This will also ensure that the school has an effective and safe SALT service and is employing a SALT who is fit to practice. Currently the SALT at Grafham Grange School receives termly peer clinical supervision with the Head of SALT at St Dominic s and provides that SALT with clinical supervision. There are also termly meetings of all the Therapists within the Radius Trust offering support and opportunities for sharing information and good practice. This links in well with the Grafham Grange School s Vision. Similarly there is also attendance at a termly Therapy Strategy Forum for the

6 Radius Trust, which supports the development of effective Therapy provision across the three schools. Additionally, opportunities to network with SALTs and other practitioners working within the field of SEMH are essential for the SALT s CPD and so the Grafham Grange SALT attends a termly RCSLT regional Clinical Excellence Network for SEMH (of which she is currently the Chair). Information about the current speech and language therapist at Grafham Grange School She has worked as a qualified speech and language therapist for 29 years, primarily within the paediatric field. Over the last 19 years she has been developing an interest and specialism for working as a SALT with children and young people who have social, emotional and behavioural problems, as well as communication difficulties. Work in this area has included: o 7 years working with Children In Care in Kent, within their education and home settings o 4 years on a youth crime prevention project (8-13 year olds) in Brighton and Hove across education, home and the community o 7 years working for an NHS Trust, providing a SALT service to school-aged children and young people in mainstream and Special Schools. The majority of this work was with pupils presenting with social, emotional and behavioural difficulties within Pupil Referral Units, Schools for Pupils Statemented for BESD (SEMH) and Schools for Pupils with Complex Needs (including those with ASD). o Clinical supervision of SALT students and other SALTs. o Taking a lead role for developing services in the area of SEMH and secondary education. Angela Sloan Clinical Lead Speech and Language Therapist 30 September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015 St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the

More information

Special Educational Needs Information

Special Educational Needs Information Special Educational Needs Information At Staplehurst School we aim to support ALL children to enable them to achieve in school. Quality First Teaching is the key to this, however some children at some

More information

Communication & Interaction Team (Autism/SLCN)

Communication & Interaction Team (Autism/SLCN) Communication & Interaction Team (Autism/SLCN) Service Design 2012/2013 Contents Introduction to the Communication & Interaction (C&I) Team 3 What Does the C&I Team Do? 4 What Do We Mean By Communication

More information

PRESCHOOL PLACEMENT CATEGORIES

PRESCHOOL PLACEMENT CATEGORIES PRESCHOOL PLACEMENT CATEGORIES CASEMIS 20 EARLY CHILDHOOD SPECIAL EDUCATION SETTING Early Childhood Special Education Setting: This is a placement setting where children receive all of their special education

More information

Ellis Guilford School and Sports College. Special Education Needs Policy. Reviewed: January 2015

Ellis Guilford School and Sports College. Special Education Needs Policy. Reviewed: January 2015 Ellis Guilford School and Sports College Special Education Needs Policy Reviewed: January 2015 Next Review: January 2016 Contents 1. National Context 2 2. Local Offer 2-3 3. Definition of SEN(D) 3 4. Links

More information

The Alderbrook School Offer 2015/16

The Alderbrook School Offer 2015/16 The Alderbrook School Offer 2015/16 Introduction Alderbrook is an inclusive mainstream secondary school which welcomes pupils with a range of special educational needs and disabilities (SEND). At present,

More information

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Ethos and Policy points Dulwich College Seoul (DCSL) believes that every student attending DCSL has the right

More information

January 2015 Special Educational Needs Report/ Local Offer

January 2015 Special Educational Needs Report/ Local Offer January 2015 Special Educational Needs Report/ Local Offer How will school / college staff support my child? Peacehaven Community School (PCS) is an inclusive school with a strong commitment to meeting

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support

More information

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim

SEND Policy. Principles of SEN at Charlton School, criteria for identification and processes for action. Aim SEND Policy Sponsorship & Review 1 Sponsor Curriculum Leader Inclusion D Walker 2 Reviewed January 2015 3 Revised January 2015 References Disability Discrimination Act Introduction Principles of SEN at

More information

SEND Information Report

SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL: AN EXCEPTIONAL LEARNING EXPERIENCE. SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL IS COMMITTED TO: High quality teaching that engages and challenges all students to become

More information

Unsted Park School Local Offer

Unsted Park School Local Offer Unsted Park School Local Offer Name of site Address Contact names Unsted Park School Munstead Heath, Godalming, Surrey, GU7 1UW Richard Johnson (School Principal) Telephone number 0845 277 4679 Email address

More information

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY

CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY CITY OF LONDON SCHOOL FOR GIRLS SPECIAL EDUCATIONAL NEEDS POLICY INDEX 1. Overview 2. Definition of Special Educational Needs 3. Assessment and Identification of Students during the Admissions Process

More information

LONDON BOROUGH OF HAVERING CHILDREN S SERVICES POLICY FOR SPECIAL EDUCATIONAL NEEDS

LONDON BOROUGH OF HAVERING CHILDREN S SERVICES POLICY FOR SPECIAL EDUCATIONAL NEEDS LONDON BOROUGH OF HAVERING CHILDREN S SERVICES POLICY FOR SPECIAL EDUCATIONAL NEEDS PART 2: ARRANGEMENTS FOR CHILDREN AND YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS 1. INTRODUCTION 1.1 The arrangements

More information

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Academic and financial year 2012-13 Children with special

More information

Local Offer for Tudor House Montessori Group

Local Offer for Tudor House Montessori Group Local Offer for Tudor House Montessori Group 1. How does the early years setting know if children need extra help and what should I do if I think my child may have special educational needs or disabilities

More information

TRUMPS GREEN INFANT SCHOOL SEN Information report

TRUMPS GREEN INFANT SCHOOL SEN Information report Questions Which kinds of special educational needs are provided for and what are the school s admission arrangements for pupils with SEN or disabilities? TRUMPS GREEN INFANT SCHOOL SEN Information report

More information

Easier to read summary version

Easier to read summary version Easier to read summary version Contents Introduction... 3 What we are doing well... 4 What we need to do better... 4 What young people and students have told us... 7 Our vision... 9 The aim of this strategy...10

More information

What is a SEND Local Offer? SEND Offer Statement Communication and Interaction (including ASD across the spectrum)

What is a SEND Local Offer? SEND Offer Statement Communication and Interaction (including ASD across the spectrum) What is a SEND Local Offer? A SEND Local Offer is information for parents/carers of children who have Special Educational Needs (SEN). The offer outlines the support and provision that they can expect

More information

The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton,

The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, Professional Advisor, The Communication Trust Our vision......is

More information

Mark College Local Offer

Mark College Local Offer Mark College Local Offer Name of site Address Contact names Mark College Blackford Road, Mark, Somerset, TA9 4NP Chris Sweeney (Principal) / Polly Adams (Vice Principal) Telephone number 0845 277 4679

More information

Sasha Bemrose Independent Speech & Language Therapist October 2013

Sasha Bemrose Independent Speech & Language Therapist October 2013 Sasha Bemrose Independent Speech & Language Therapist October 2013 Research tells us that there is a strong link between communication problems and Behavioural Emotional and Social Difficulties (BESD).(Heneker-55%-100%

More information

This document has been created to inform parents of the SEN provision in place at our school All information provided is correct at time of

This document has been created to inform parents of the SEN provision in place at our school All information provided is correct at time of This document has been created to inform parents of the SEN provision in place at our school All information provided is correct at time of publishing. is a Voluntary Aided Catholic Secondary School It

More information

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from?

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? The Children and Families Act became law in March 2014. The Act aims to improve

More information

1. Basic information about the school s special educational provision

1. Basic information about the school s special educational provision KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable

More information

Communication and Interaction

Communication and Interaction Communication and Interaction Area of Need: Language Impairment/Speech Disorder Some children and young people will have longer term difficulties with articulation and/or language development. These maybe

More information

GUIDANCE ON QUALITY STANDARDS FOR LOCAL AUTHORITIES AND SCHOOLS AS COMMISSIONERS OF SPEECH AND LANGUAGE THERAPY SERVICES IN THE UK

GUIDANCE ON QUALITY STANDARDS FOR LOCAL AUTHORITIES AND SCHOOLS AS COMMISSIONERS OF SPEECH AND LANGUAGE THERAPY SERVICES IN THE UK GUIDANCE ON QUALITY STANDARDS FOR LOCAL AUTHORITIES AND SCHOOLS AS COMMISSIONERS OF SPEECH AND LANGUAGE THERAPY SERVICES IN THE UK The Royal College of Speech and Language Therapists 2 White Hart Yard

More information

Asset 1.6 What are speech, language and communication needs?

Asset 1.6 What are speech, language and communication needs? 1 of 5 The National Strategies Asset 1.6 What are speech, language and needs? a) Summary of key points Taken from the Primary and Secondary Inclusion Development Programme (IDP): Dyslexia and speech, language

More information

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths St Ignatius College HOW WE SUPPORT CHILDREN/YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES What is the school s vision and mission statement? At St Ignatius College, we aim to find God in

More information

St George Catholic College. SEN Information Report 2015-2016

St George Catholic College. SEN Information Report 2015-2016 St George Catholic College SEN Information Report 2015-2016 The SEN Information Report complies with section 69(2) of the Children and Family Act 2014, regulations 51 and schedule 1 of the Special Needs

More information

Local offer to Students with. Special Educational Needs. and their Parents

Local offer to Students with. Special Educational Needs. and their Parents Local offer to Students with Special Educational Needs and their Parents Local Offer to Students with Special Educational Needs and their Parents Thornleigh Salesian College School is committed to meeting

More information

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

More information

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent.

DUBAI COLLEGE. A tradition of quality in education. Special Education Needs & Disability (SEND) Policy. Statement of Intent. DUBAI COLLEGE A tradition of quality in education Special Education Needs & Disability (SEND) Policy Statement of Intent Dubai College is strongly committed to inclusive education across all year groups;

More information

WYKE PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES SEN INFORMATION REPORT 2014 2015

WYKE PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES SEN INFORMATION REPORT 2014 2015 Introduction WYKE PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES SEN INFORMATION REPORT 2014 2015 Welcome to our SEND information report which is part of the Dorset Local Offer for learners

More information

Minsthorpe Community College Local Offer

Minsthorpe Community College Local Offer Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective

More information

MORTIMER COMMUNITY COLLEGE. Special Educational Needs Information Report

MORTIMER COMMUNITY COLLEGE. Special Educational Needs Information Report MORTIMER COMMUNITY COLLEGE Special Educational Needs Information Report At Mortimer Community College we strive to support all students to ensure they realise their full potential. In order to achieve

More information

OCCUPATIONAL THERAPY POLICY

OCCUPATIONAL THERAPY POLICY INTRODUCTION ST CATHERINE S SCHOOL AND SIXTH FORM CENTRE OCCUPATIONAL THERAPY POLICY St Catherine s School and Sixth Form Centre is a residential school providing intensive integrated programmes of care,

More information

Children, Families and Learning

Children, Families and Learning Children, Families and Learning Dyslexia Policy April 2009 (revised) HH/HS Dyslexia Policy 1 Introduction Middlesbrough s Dyslexia Policy has been developed through a working party of senior staff within

More information

Planning and Developing Special Educational Provision

Planning and Developing Special Educational Provision Planning and Developing Special Educational Provision A Guide for Local Authorities and Other Proposers For further information: SEN and Disability Division Department for Education Caxton House 6-12 Tothill

More information

St Nicholas Catholic Primary School

St Nicholas Catholic Primary School SEND Information report St Nicholas Catholic Primary School 1. Provision for children with special educational needs St Nicholas Catholic Primary School is a fully inclusive mainstream setting. It currently

More information

NCSE POLICY ADVICE Supporting Students with Autism Spectrum Disorder in Schools. A Guide for Parents/Guardians and Students

NCSE POLICY ADVICE Supporting Students with Autism Spectrum Disorder in Schools. A Guide for Parents/Guardians and Students NCSE POLICY ADVICE Supporting Students with Autism Spectrum Disorder in Schools A Guide for Parents/Guardians and Students NCSE 2016 The word parent in this document should be taken to include guardians

More information

Clewer Green CE Aided First School

Clewer Green CE Aided First School Clewer Green CE Aided First School Inspiring Children If my teacher believes in me I know I can do it Mia, Year 4 Hatch Lane, Windsor. SL4 3RL Tel: 01753 864544 Email: clewergreen@rbwm.org.uk Website:

More information

Broomhill Bank School

Broomhill Bank School Broomhill Bank School Broomhill Road, Rustall, Kent, TN3 0TB Inspection dates 3 4 December 2013 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Good 2 Achievement of pupils Good

More information

Queenswood School Local Offer

Queenswood School Local Offer Queenswood School Local Offer Name of site Address Contact name Queenswood School and associated children s homes Callow Hills Farm, Hereford Road, Ledbury, Herefordshire, HR8 2PZ James Imber Telephone

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines

Barnsley Educational Child and Community Psychology Service. Dyslexia Practice Guidelines 1 Barnsley Educational Child and Community Psychology Service Dyslexia Practice Guidelines Overview 2 The purpose of this paper is to provide an overview of the shared rationale for dyslexia within Barnsley

More information

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles

More information

Spelling Policy. Reviewed and Adopted: July 2013 Review by: SLT and LTS committee

Spelling Policy. Reviewed and Adopted: July 2013 Review by: SLT and LTS committee Spelling Policy Reviewed and Adopted: July 2013 Review by: SLT and LTS committee Next date of review: July 2016 1 SPELLING at Hazelwood Introduction: At Hazelwood we recognise that: We need to help pupils

More information

From the parent carer s point of view:

From the parent carer s point of view: SETTING NAME: SETTING TYPE: Uppingham Community College Include details of: 11-16 years Mainstream From the parent carer s point of view: 1. How does the setting / school / college know if children/young

More information

Special Educational Needs & Disability Policy

Special Educational Needs & Disability Policy Special Educational Needs & Disability Policy Date Review Date Special Needs Co-ordinator (SENCO) Nominated Director 23/12/15 01/12/16 Stacey White Director of Education This policy is written in line

More information

St. Mark s Church of England Primary School SEN&D Policy

St. Mark s Church of England Primary School SEN&D Policy St. Mark s Church of England Primary School SEN&D Policy Issued on 04/09/14 This policy is written in line with the requirements of:- Children and Families Act 2014 SEN Code of Practice 2014 SI 2014 1530

More information

The Michael Palin Centre for Stammering 13 15 Pine Street, London EC1R OJG 0203 316 8100. www.stammeringcentre.org

The Michael Palin Centre for Stammering 13 15 Pine Street, London EC1R OJG 0203 316 8100. www.stammeringcentre.org The Michael Palin Centre for Stammering 13 15 Pine Street, London EC1R OJG 0203 316 8100 The Michael Palin Centre has an international reputation as a centre of excellence for therapy, research and training

More information

Tadworth Primary School Wave 1, 2 and 3 Provision Map 2013-4. Waves of Intervention Model

Tadworth Primary School Wave 1, 2 and 3 Provision Map 2013-4. Waves of Intervention Model Tadworth Primary School Wave 1, 2 and 3 Provision Map 2013-4 Waves of Intervention Model It will be for the school to determine when/if a child needs Wave 2 or 3 interventions. This is often agreed in

More information

GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT

GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT Children, Schools & Families Directorate Tel 020 7974 6500 Fax 020 7974 6501 Email SEN.Enquiries@camden.gov.uk GUIDANCE CRITERIA FOR ADDITIONAL NEEDS AND STATUTORY ASSESSMENT FOR CHILDREN AND YOUNG PEOPLE

More information

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

Children & Young People s Community Speech and Language Therapy Service. Training 2015-2016

Children & Young People s Community Speech and Language Therapy Service. Training 2015-2016 Children & Young People s Community Speech and Language Therapy Service Training 2015-2016 Training is available to: Parents, Carers and Staff working with children and young people in Lambeth, Southwark

More information

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and equal

More information

Exploring interventions for children and young people with speech, language and communication needs: A study of practice

Exploring interventions for children and young people with speech, language and communication needs: A study of practice Exploring interventions for children and young people with speech, language and communication needs: A study of practice Sue Roulstone 1, Yvonne Wren 1, Ioanna Bakopoulou 2, Susan Goodlad 3, and Geoff

More information

Parents views: A survey about speech and language therapy

Parents views: A survey about speech and language therapy Parents views: A survey about speech and language therapy 1 Executive summary NDCS carried out a survey to find out what parents think about the speech and language therapy services that their children

More information

Duncombe School Special Educational Needs and Inclusion Policy

Duncombe School Special Educational Needs and Inclusion Policy Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review

More information

www.thecommunicationtrust.org.uk Speech, Language and Communication Information for Secondary Schools

www.thecommunicationtrust.org.uk Speech, Language and Communication Information for Secondary Schools www.thecommunicationtrust.org.uk Speech, Language and Communication Information for Secondary Schools The Communication Trust has developed this short guide specifically for secondary school leaders. It

More information

SEN Information Report

SEN Information Report SEN Information Report 2014-15 SENCO: Mrs Mary Hull SEN Governor: Mrs Sally Dyson Contact: mhull@tgs.kent.sch.uk (01732 365125 EXT230) Dedicated SEN time: Full Time SENCO Local Offer Contribution: http://www.kent.gov.uk/education-and-children/special-educational-needs

More information

Section 1 Becoming a Dyslexia Friendly School

Section 1 Becoming a Dyslexia Friendly School Section 1 Becoming a Dyslexia Friendly School Equalities Statement SBC welcomes and values the diversity of Swindon communities, and commits itself to ensuring that no one will receive less favourable

More information

Rainford High Technology College. Special Educational Needs and Disabilities School Offer

Rainford High Technology College. Special Educational Needs and Disabilities School Offer Rainford High Technology College Special Educational Needs and Disabilities School Offer School Name and Address Rainford High Technology College Web Address www.rainford.org.uk Telephone Number 01744

More information

Churchill School. Job Description: Occupational therapist

Churchill School. Job Description: Occupational therapist Job Description: Occupational therapist Responsible to: Headteacher Job Purpose/ Summary of Role: To provide a high quality specialist Occupational Therapy service to a caseload of children with Autism

More information

SENCo (Special Education Needs Coordinator):

SENCo (Special Education Needs Coordinator): Special Educational Needs and Disabilities (SEND) Offer At St Columba's Head Teacher: SENCo (Special Education Needs Coordinator): Mr N Fisher Mrs K Kallend The following is a summary of the changes to

More information

Northamptonshire s Special Educational Needs Descriptors

Northamptonshire s Special Educational Needs Descriptors Northamptonshire s Special Educational Needs Descriptors The Entitlement of Students in Mainstream Schools and Early Years Settings Published September 2014 SEN Descriptors September 2014 Page 1 Contents

More information

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International

More information

DUNDEE CITY COUNCIL - EDUCATION DEPARTMENT

DUNDEE CITY COUNCIL - EDUCATION DEPARTMENT DUNDEE CITY COUNCIL - EDUCATION DEPARTMENT POLICY STATEMENT ON PROVISION FOR CHILDREN AND YOUNG PEOPLE WITH SOCIAL COMMUNICATION DIFFICULTIES INCLUDING AUTISTIC SPECTRUM DISORDER This policy statement

More information

An individual leadership review completed by a learning support assistant in a mixed nursery/primary school

An individual leadership review completed by a learning support assistant in a mixed nursery/primary school An individual leadership review completed by a learning support assistant in a mixed nursery/primary school Digital ISBN 978 1 4734 4517 8 Crown copyright August 2015 WG25976 Leadership Standards individual

More information

Section 1: Introduction (only) Downloaded from

Section 1: Introduction (only) Downloaded from Language Problems Practice Resource Section 1: Introduction (only) Downloaded from www.rch.org.au/ccch Practice Resource: Language Problems Table of Contents Overview... 2 Glossary... 6 Session 1: Introduction

More information

LETHBRIDGE PRIMARY SCHOOL DYSLEXIA FRIENDLY SCHOOLS POLICY

LETHBRIDGE PRIMARY SCHOOL DYSLEXIA FRIENDLY SCHOOLS POLICY LETHBRIDGE PRIMARY SCHOOL DYSLEXIA FRIENDLY SCHOOLS POLICY This policy should be read in conjunction with the school s SEN Policy. WHAT IS DYSLEXIA? For Dyslexia Awareness Week 2014 The British Dyslexia

More information

SEN Information Report. Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered:

SEN Information Report. Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: SEN Information Report Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: To have high expectations and celebrate achievements; To develop lifelong

More information

Haig School Literacy Policy

Haig School Literacy Policy Haig School Literacy Policy 1. AIMS We aim to develop pupils abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to develop their use,

More information

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015

More information

Talbot Primary School s Policy for the Teaching and Learning of Children with Specific Learning Difficulties

Talbot Primary School s Policy for the Teaching and Learning of Children with Specific Learning Difficulties Talbot Primary School s Policy for the Teaching and Learning of Children with Specific Learning Difficulties Inclusion Leader Mrs Sheila Lloyd-Jones Link Governor Gill Kelly Written June 2013 Talbot Primary

More information

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy Ribby with Wrea Endowed C.E. Primary School Modern Foreign Languages Policy Gill Metherell Updated: January 2011 Review Date: January 2012 Introduction Our teaching of a Modern Foreign Language (MFL) is

More information

a community where our values reflect the ideals of the life and teachings of Christ;

a community where our values reflect the ideals of the life and teachings of Christ; Welcome to St John s Catholic School for the Deaf St John s School for the Deaf, based in Boston Spa, West Yorkshire, is a non-maintained day and boarding school for hearing impaired pupils aged 3 to 19.

More information

Middleham CE (VA) School. SEND Information

Middleham CE (VA) School. SEND Information Middleham CE (VA) School SEND Information All North Yorkshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND). They are

More information

3. Name, qualifications and contact details for the Dartmoor Federation Special Educational Needs Coordinators (Senco)

3. Name, qualifications and contact details for the Dartmoor Federation Special Educational Needs Coordinators (Senco) Dartmoor Federation Special Educational Needs and Disability Report 2014-15 1. The Kinds of SEND for which provision is made within the Dartmoor Federation: Dartmoor Federation will do its best to ensure

More information

Norton CP School SEN information report

Norton CP School SEN information report Norton CP School SEN information report Code of Practice 6.79 The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish

More information

Prospectus. May 2015

Prospectus. May 2015 Prospectus May 2015 020 8560 3569 020 8568 8805 office@oaklands.hounslow.sch.uk www.oaklands.hounslow.sch.uk How do I get a place for my child at Oakland s School? Will your curriculum meet the needs of

More information

Pupil Premium 2014 2015

Pupil Premium 2014 2015 Pupil Premium 2014 2015 Pupil Premium and Narrowing Gaps in Attainment We know that Quality First Teaching can, and does, narrow gaps in attainment. At Gorse Hill Primary School, to improve outcomes for

More information

Moderate learning difficulties

Moderate learning difficulties Handout 1 Moderate learning difficulties The area of cognition and learning includes moderate learning difficulties (MLD), severe learning difficulties (SLD), profound and multiple learning difficulties

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY SPECIAL EDUCATIONAL NEEDS POLICY Basic Information about the school s special education provision The College s policy is to integrate students with Special Educational Needs, thereby giving them access

More information

School Annual Report 2015

School Annual Report 2015 School Annual Report 2015 COMMONWEALTH AND STATE REPORTING REQUIREMENTS FOR QUEENSLAND INDEPENDENT SCHOOLS The Education (General Provisions) Act 2006 (the Act) Section 423 (1) provides that the Minister

More information

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction

ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT. Introduction ST. NICHOLAS SCHOOL MUSIC THERAPY POLICY STATEMENT Introduction Music Therapy has been established at St Nicholas School for a number of years. A qualified Music Therapist is currently working three days

More information

DYSLEXIA FRIENDLY POLICY STATEMENT

DYSLEXIA FRIENDLY POLICY STATEMENT DYSLEXIA FRIENDLY POLICY STATEMENT At Yerbury, we are proud to be a Dyslexia Friendly school. Being a Dyslexia Friendly school not only helps us to meet the needs of dyslexic pupils, but also the needs

More information

Working together. improving outcomes. Kent Children and Young People s Joint Commissioning Board

Working together. improving outcomes. Kent Children and Young People s Joint Commissioning Board Working together improving outcomes Kent Children and Young People s Joint Commissioning Board Strategy for Children and Young People with Special Educational Needs and Disabilities 2013-2016 Kent County

More information

Teaching children on the autism spectrum in mainstream schools

Teaching children on the autism spectrum in mainstream schools Teaching children on the autism spectrum in mainstream schools Jo Galloway, Principal of the National Autistic Society s (NAS) Radlett Lodge School shares tips for teaching students on the autism spectrum:

More information

Idsall School Idsall is a co-education 11-18 comprehensive school. It is a larger than average secondary school with 1300 students.

Idsall School Idsall is a co-education 11-18 comprehensive school. It is a larger than average secondary school with 1300 students. IDSALL SEND INFORMATION REPORT 2015 The Idsall SEN Information Report should be read alongside the Idsall Local Offer and other school policies including SEN, Behaviour, Bullying and Single Equalities

More information

Educational Interpreter/Transliterator for Ages 3-21

Educational Interpreter/Transliterator for Ages 3-21 Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator

More information

GMS Special Educational Needs (Information) Regulation Annual Report

GMS Special Educational Needs (Information) Regulation Annual Report GMS Special Educational Needs (Information) Regulation Annual Report All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual

More information

Educational and Clinical Psychological Services in County Clare. An integrated approach to supporting the students in your school

Educational and Clinical Psychological Services in County Clare. An integrated approach to supporting the students in your school Useful contact and referral inmation To communicate with NEPS in relation to children s learning, social, emotional and behavioural difficulties in school, contact: Your school s NEPS Psychologist. Phone:

More information

ASD Module Script. Module 1: Autism Spectrum Disorder Characteristics

ASD Module Script. Module 1: Autism Spectrum Disorder Characteristics ASD Module Script Module 1: Autism Spectrum Disorder Characteristics ASD Characteristics: Welcome to the module on ASD characteristics. The goal of this module is to give you, the listener, a full understanding

More information

Learning Mentor (Unqualified Teacher), Curriculum Plus, Secondary Inclusion

Learning Mentor (Unqualified Teacher), Curriculum Plus, Secondary Inclusion SAP E-Recruiting External Publication of Job Posting 50050890 Job Posting Title Learning Mentor (Unqualified Teacher), Curriculum Plus, Secondary Inclusion End Date 01.04.2014 Reference Code EXT-LMLMDC-00607

More information

City of Edinburgh Community Learning and Development Plan /4/2015

City of Edinburgh Community Learning and Development Plan /4/2015 City of Edinburgh Community Learning and Development Plan 2015 2018 8/4/2015 1 City of Edinburgh Community Learning and Development Plan 2015 2018 What is our vision for CLD in Edinburgh? The vision for

More information

Idsall School. Special Educational Needs. and. Disability (SEND) Policy. Oct 2015. C. Cork

Idsall School. Special Educational Needs. and. Disability (SEND) Policy. Oct 2015. C. Cork Idsall School Special Educational Needs and Disability (SEND) Policy Oct 2015 C. Cork IDSALL SCHOOL SEND PRINCIPLES As defined in the SEND Code of Practice 2014, a pupil has SEND Where their learning or

More information

St John Bosco College is a mixed Catholic Comprehensive School in SW19.

St John Bosco College is a mixed Catholic Comprehensive School in SW19. St John Bosco College Special Educational Needs Policy Mission Statement St John Bosco College is a mixed Catholic Comprehensive School in SW19. After the example of Don Bosco we aim to enable each person

More information