Additionally Resourced Provision for Students with Speech, Language and Communication Needs (SLCN) Prospectus

Transcription

1 Preston Manor Speech and Language Base Additionally Resourced Provision for Students with Speech, Language and Communication Needs (SLCN) Prospectus

2 Contents Introduction Page Provision profile 5 Admission criteria 5 Exit criteria 7 Provision Aims 8 Resources 8 Structure of a day 9 Specialised Interventions 9 Reverse Inclusion 10 Collaboration with mainstream teaching staff 10 Home/School communication 10 Individual Plans/Annual Reviews 11 Behaviour Support 11 Transition 12 Work experience 13 Outreach 13 Staffing 13 Funding 14 Visiting the Provision 14 Contact Details 14 2 P a g e

3 Introduction The Additionally Resourced Provision for children and young people with speech, language and communication needs (SLCN) upholds Preston Manor School s Aims and SEN Policy, the Special Educational Needs and Disability Code of Practice and the Department for Education Guidance: Ensuring that all pupils and staff achieve as highly as possible by being an excellent and memorable school, which values and celebrates its multicultural community and maximises potential for a happy and fulfilling life in our changing world. Preston Manor School s SEN Policy: The purpose of education for all children has the same general goals but the means by which the goals are achieved and individual targets for pupils will vary. In Preston Manor we believe that pupils with SEN need extra resources if they are to attain their potential. Preston Manor School s Aims: Individuals with SLCN should be given the skills to enable them to choose how to live within society, whether that is at the level of teaching them the skills necessary for an independent adult life or at the level of making basic choices and conveying preferences. Similar life opportunities should be available to all and strong positive relationships developed at home, in school and in the wider community. SEND Code of Practice (July 2014) Statutory Guidance: High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. 3 P a g e

4 This is special educational provision under Section 21 of the Children and Families Act DES Inclusive Schooling Guidance: Inclusion is about engendering a sense of community and belonging and encouraging mainstream schools and others to come together to support each other and pupils with special educational needs. Inclusive schools and local education authorities have: A. an inclusive ethos B. a broad and balanced curriculum for all pupils C. systems for early identification of barriers to learning and participation D. high expectations and suitable targets for all children. Provision profile The Speech and Language Base was opened in September 1999 and was designed to meet the needs of 12 students. Following the initial intake of 5 students, numbers increased year on year and the Base has been operating at full capacity since The current cohort includes students from Year 7 to Year P a g e

5 The Speech and Language Base is located on the Campus of Preston Manor Upper School in Wembley. It provides an education for students with SLCN of mainstream ability who require highly specialised and individual arrangements in order to access a mainstream school. Students are taught curriculum subjects in the wider mainstream environment but additionally they are able to access the additionally resourced provision (ARP) for personalised and small group interventions. In the provision pupils take part in additional activities designed to meet their own complex needs. Groups are run to foster a range of academic and social communication skills. Students are offered additional support to develop their problem solving and independent learning. Admission criteria The Speech and Language Base at Preston Manor School is intended for up to 12 students who experience difficulties in a range of areas relating to their SLCN including difficulties with receptive and expressive language; phonological awareness; listening and attention, social interaction and pragmatic understanding. They require appropriate specialist support to enable them to access learning activities in the classroom. There should be no evidence to suggest that the inclusion of the student within the ARP would be incompatible with the efficient education of other students at Preston Manor. In order to be considered for entry to the ARP: o Students must have a Statement of Special Educational Needs/Educational, Health and Care Plan (EHCP) and a diagnosis of a language disorder as a primary need with evidence that the students are experiencing significant barriers to their learning which may be caused in part by, for example: Difficulties in understanding spoken language in the absence of visual cues. Difficulties understanding and interpreting non-verbal language. Difficulties with phonological processing. Difficulties generating language to communicate effectively. This may include difficulties with vocabulary, syntax/grammar and morphology 5 P a g e

6 o There is evidence that the students would benefit from the Additionally Resourced Provision attached to a mainstream school. This evidence would indicate that such students would need access to: Staff experienced in working with and meeting the needs of children and young people with SLCN. SLCN specific interventions. Individualised programmes of learning in small groups with activities designed to meet individual complex needs. Programmes aimed at fostering social interaction skills, support life and organisational skills and develop emotional literacy. An adapted environment Opportunities for respite and support for problem solving. Speech and Language Therapy according to individual needs Access to other therapies as appropriate. Students admitted to the Speech and Language Base are included within the overall published admission numbers for the school, with normally no more than three students being enrolled in any one year group. Ideally priority will be given to the admission of incoming Year 7 students. The philosophy of the provision follows an expectation that students will manage the maximum time in mainstream classes according to individual needs; however the philosophy also requires flexibility in relation to teaching arrangements and time spent within the provision. The appropriateness of the provision will be considered at each Annual Review of the child s Statement of SEN/EHCP. In practice these criteria would require reference to relevant professional reports with advice and recommendations about provision for children with SLCN before the consultation process between Local Authority (LA) and school over admission in line with the SEN Code of Practice takes place. The LA decision-making process for consultation over placement with Preston Manor should include a face to face (panel) discussion with appropriate senior staff from both LA and school. In allocating places within the provision priority will be given to students from the London Borough of Brent wherever possible. Good practice indicates the need for a transition programme prior to admission once the placement had been agreed, which is best organised between the Manager of the provision and 6 P a g e

7 the appropriate professionals who are well-known to the students and these arrangements include parental/carer involvement. A previous placement within one ARP does not guarantee automatic transition to this provision and it must be noted that an unsuccessful application will not lead to full-time enrolment of a mainstream place. Exit Criteria The majority of students normally need to be supported by the ARP throughout KS3 and KS4. However, if success within the ARP has enabled the child or young person to develop the confidence and skills to such an extent that their SLCN can be met in a mainstream setting with less intensive support then the Annual Review process could make this recommendation to the LA on a case-by-case basis. There may also be circumstances when the child/young person expresses a view that their placement is contrary to their well-being and this is regarded as valid by parents/carers and those professionals involved. Alternative provision will also be considered when the ARP is no longer able to meet the child or young person s special educational needs or if the primary needs have changed and a full review or assessment is required. In which case the Annual Review process should indicate this and the LA can make an appropriate decision about future placement in consultation with the parents/carers. The Speech and Languague Base is a way of communicating with and helping others. I like the Speech and Languague Base because it helps me to learn new subjects. 7 P a g e

8 Provision Aims To provide individual curricula with access to mainstream education To facilitate students academic progress by addressing their learning and social, emotional and mental health needs To enable students to experience all aspects of school life To develop an ethos where each person is treated with respect To build students self-concept, confidence and self-esteem To improve students social and communication skills To encourage students independence in all areas of life To provide opportunities to develop successful social interaction To encourage personal behaviour management, thus developing a sense of responsibility To aid the transition into adulthood To provide outreach to the mainstream school and wider community Resources The Speech and Language Base is a well-resourced centre with an extensive library of materials relating to both SLCN and the school curriculum. Students have access to ICT including an interactive whiteboard and a small computer suite for independent working and research. A range of software is used to support to both teach and to consolidate learning : ipads will soon be available with appropriate apps recommended by professional bodies such as ICAN and The Communication Trust 8 P a g e

9 Structure of a day Students start the day in their tutor groups and do not come to the ARP for registration unless a specific support or intervention is required. Depending on students personal timetables, they access the majority of lessons in a mainstream environment and most receive in-class support by ARP staff or trained mainstream Learning Support Assistants (LSA) based on levels of need. Students have the possibility of coming back to the provision for unstructured times of the school day (e.g. Break and Lunch times). Each day during the lunch hour planned Lunch Clubs are held in the provision and are staffed by a teacher and/or LSA and, with a range activities such as quizzes word games, board games and relaxation. Specialised Interventions Students have access to a selection of structured, individual and group sessions in the provision. The lessons are tailored to meet our students specific needs. They include: Social Communication Skills Groups Expressive Language Strategies Groups Inference Groups Narrative Skills Vocabulary Enrichment Individual Speech and Language Therapy sessions Social Thinking Transition programmes Individual Health Care Plans Communication Passports All students have access to 1:1 lessons for a Personalised Curriculum, which follow a SOW for KS3 or KS4. In KS4 students may be included in Study Support groups which enable additional focused work on core subjects and skills. Study Support is taken as an option place of a fourth GCSE subject in addition to English, Maths and Science. 9 P a g e

10 Reverse Inclusion The philosophy of the provision follows the belief that peer support is crucial in helping students with SLCN to succeed in typical school and community activities. It is encouraged in all settings across the school. Teaching staff and our Speech and Language Therapist ( SALT ) may run social skills workshops for mainstream students to enable them to help their peers to form meaningful friendships throughout the different Key Stages as necessary. The provision recruits and trains Sixth Form students as volunteers to support students during Lunch Clubs, where they can act as role models and mentors. Collaboration with mainstream teaching staff Successful inclusion of our students depends on the existence of a strong collaborative relationship between the teachers within the mainstream school and the ARP. There is an ongoing exchange of information about the progress of our students with support given to help understand individual behaviours and identify strategies for each individual student. In consultation with the subject teacher, students may complete their work in provision if they need more intensive support in a particular topic through Personalised Curriculum. Additional and appropriate support such as reading, scribing or additional time is also offered for school based tests. Regular training is offered at key points in the year through Teaching and Learning briefings, including joining with Compass, the ARP for students with an Autism Spectrum Disorder (ASD) to train Newly Qualified Teachers. Home/School communication At the Speech and Language Base the importance of a close home/school relationship is highly regarded. Parental/Carer input and an understanding of a student s home life is an integral dimension to their learning. The extent and frequency of contact with parents/carers depends on their wishes and the needs of the student. The following are examples of the way we foster and encourage a close home/school relationship: 10 P a g e

11 Personal Organiser/Planner- school diary issued at the beginning of each academic year. Students use it to record all homework and any other relevant information. Teachers and parents use it for sending messages. Key worker- central figure for home-school communication. The key worker will make regular phone calls home/send correspondence to keep parents informed of progress and answer any queries. The key worker participates in termly IEP meetings and takes the lead in creating Personalised Curriculum. Parents Evenings- held for all year groups throughout the year. Students are supported beforehand to make appointments with their teachers and a member of the ARP staff is available during the event to assist parents/students and meet to discuss progress in both the National and Personalised Curricula. Coffee mornings/arp Evenings- offered in first and final term and held jointly with Compass. It gives all parents/carers the opportunity to meet each other and talk to ARP staff. Individual Plans (IPs)/Annual Reviews All students have an Annual Review which is a statutory meeting to review the Statement/EHCP, held yearly, to ensure it still reflects the student s needs. This is done using aspects of Person-Centred Planning. Each student has an Individual Plan (formerly Individual Education Plan IEP) reviewed once a term. This document sets out the short-term targets, which are a combination of academic and SLCN specific targets (those targets are likely to focus on vocabulary, expressive language, personal organisation and social communication skills). The teaching strategies, resources, success criteria and outcomes are recorded. These include students, families and school s priorities for development and general high-needs information and are shared termly. Behaviour Support Students are expected to comply with the whole school Behaviour for Learning Policy; however the Speech and Language Base has the capacity to modify behaviour sanctions to fit the complex needs and social understanding of the students. The following are some strategies the provision uses: 11 P a g e

12 House Points (Merits)- visual reminders of positive behaviour, excellent work or achieved targets. Students are in a House and they work throughout the year, both individually for certificates and merits and in competition to earn the most points collectively. Visual incident reports which support students ability to recall events in sequential order and allow time for reflection: what else could I have done said? What was the other person thinking/ feeling? Social stories to support students understanding of social conventions and to help develop empathy skills. Transition Students are supported in all stages of transition: Transition to Key Stage 3 The Speech and Language Base provides a structured programme for all incoming Year 7 students, support for parents and accommodations for the Summer Term Taster Days. Students are invited for a pre Taster Day visit. Staff will attend Year 6 annual reviews where possible and liaise closely with primary schools. Transition to Key Stage 4 Students are supported to make informed choices about what options would be most appropriate and beneficial for GCSEs. Staff help students and parents/carers begin to focus on adulthood as they answer questions about their abilities and what they want to achieve (SEND Code of Practice 8.10). Transition to Key Stage 5 High aspirations are crucial to success and therefore discussions about longer-term goals start early and continue through Year 11. The provision centres support around the young person s own interests and needs and focuses on further education, participating in society and being as healthy as possible in adult life (SEND Code of Practice 8.1). Communication Passports are developed with each student to prepare them for the change to a more independent environment and to help ensure that appropriate support is given in their new placement. 12 P a g e

13 Work Experience Along with their Year group, students take part in Work Experience during Year 10. We recognise that our students might need support in adapting to new situations and unfamiliar settings and they are provided with a high level of assistance in securing the Work Experience placement as well as preparations for interview. Outreach The Speech and Language Base aims to provide outreach to the mainstream environment at Preston Manor as well as to the wider community. We have links to the London and South East Clinical Excellence Network (CEN) and to ICAN. We offer advice and recommendations to Preston Manor colleagues on an accessible and on-going basis. The Speech and Language Base is open to talk to visitors and take part in observations by local secondary school colleagues, student teachers, prospective PGCE students, SALT students and universities. 13 P a g e

14 Staffing Currently The Speech and Language Base has a team of four, which includes a Manager who is also a teacher, an SLCN Specialist who is also a teacher, a Higher Level Teaching Assistant and a Speech and Language Therapist who is employed through the NHS and contracted to work 3 days per week at Preston Manor. ARP staff are committed to personal development and examples of good practice are regularly shared. Funding The Speech and Language Base is a Local Authority provision and it is funded by London Borough of Brent. Visiting the Provision Parents or professionals are welcome to visit. Visits can be organised by ringing/ ing the Provision Manager and arranging a mutually convenient time. Contact Details Manager of Speech and Language Base (Additionally Resourced Provision for SLCN): Joanna Wilmot Telephone: j.wilmot@preston-manor.com Preston Manor Carlton Avenue East Wembley HA9 8NA 14 P a g e

15 Main School Telephone: Fax: We hope you will find this prospectus helpful in providing you with information about the school and that it fulfils its purpose of enabling parents and professionals to gain an insight into the education and care we offer. We know that this prospectus probably cannot answer all your questions and you are therefore most welcome to contact the school for further information. Alternatively, if you feel a visit to the school would be helpful, please arrange an appointment by contacting the ARP manager. This will help us to ensure that the relevant staff and information are available for your visit. 15 P a g e