Boosting Reading at Primary 1:3 English intervention taking place approximately 3 x 30 minutes a week focusing on phonics, reading and writing.

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1 Provision for Children with Additional Educational Needs We provide a differentiated curriculum to enable all children to reach their potential which is closely monitored through regular assessment. Parents/Carers or Class Teachers can identify a child at any time who is not making expected progress and through discussions between parents/carers and the school a child will be supported initially through one or more of a number of intervention strategies which are short term, achievable, time bonded, targeted and assessed. These include: SNAP 1:2 Maths intervention taking place approximately 3 x 20 minutes a week aimed specifically at children who have gaps in the mathematical understanding. Boosting Reading at Primary 1:3 English intervention taking place approximately 3 x 30 minutes a week focusing on phonics, reading and writing. Language for Thinking 1:2 2 x 15 minutes a week. Focussing on children needing support with verbal language skills, speaking in sentences, answering simple what and who questions and working towards more complex How and Why questions through simple pictures and story-telling. Social Context groups (weekly) times as appropriate for individuals or groups. This enables support for children in order to cope with life skills such as sharing, empathy, anger management and how to compromise. Fine Motor Skills groups 1:3 pupils, 3 times a week. We are currently working with the Teodorescu Perceptuo Motor Programme which encourages fine motor pencil control skills.

2 Sensory Circuits Fine and Gross motor skills training preparing pupils to engage effectively with the day ahead and improving sensory processing and integration enabling greater interaction with the world. The Curriculum The curriculum is supported by a number of strategies to enable an individualised programme for each pupil. PECS The Picture Exchange Communication System (PECS) is used as a spontaneous system of communication. The child is encouraged to look through his/her PECS book filled with visual symbols which the child then selects to request an item or answer a question posed. The system goes on to teach discrimination of symbols and how to construct simple "sentences." Ideas for teaching commenting and other language structures such as asking and answering questions are also incorporated. For more information visit

3 TEACCH TEACCH (Treatment and Education of Autistic and Related Handicapped Children) (Schoplar & Olley 1982) a structured work system to enhance communication. The use of TEACCH is of paramount importance as it provides a calming, predictable structure enabling the pupil to practise and embed optimum learning through engagement in productive and personally meaningful activities, providing security, self-efficacy, and selfconfidence. In the Woodland Centre, each classroom has a highly structured physical environment with visual supports to enable effective transitions and predictability.

4 The Sensory Studio The sensory studio provides a safe environment which is stimulated by wonderful combinations of music, lighting effects, gentle vibrations, tactile sensations and aromas. Our aim is to create an environment which promotes a multi-sensory approach to language development, relaxation, speech therapy, hand/eye co-ordination and gross/fine motor skills. We have recognised that our SNSC children with autism need additional therapy to help them to make sense of the world and to aid the development of language skills, provide visual, tactile and auditory stimulation. Each child has an individual sensory diet programme devised by the Occupational therapist which enables the pupil to reduce anxieties and engage in lessons. The studio: Promotes relaxation when required. Encourages and develops imaginative play. Allows the development of fine/gross motor skills. Allows speech to be developed. Promotes eye contact and communication

5 The Soft Play studio Fine Motor Skills Fine Motor Skills (FMS) is run on a daily basis for all the pupils in the Woodlands Centre. FMS involve the small muscles of the body that enable such functions as writing, grasping small objects and fastening clothing. These skills are important in school activities as well as life in general. Weaknesses in FMS can affect a child's ability to eat, write, use a computer, turn pages in a book and perform personal care tasks such as dressing and grooming. We work in small groups so the children get the opportunity to do various activities to enhance their FMS and hand & eye co-ordination. This is an important part of their development as is also helps build independence and self esteem Speech and Language Therapy Speech and Language groups are run every Monday and Thursday by trained Speech and Language Therapists and trained classroom assistants. In these groups we aim to promote the following: Social understanding and particularly the child s understanding of ways in which they can affect their environment Motivation to communicate Attention and listening Development of play skills Understanding of language Means of expression Use of expressive communication (spoken word, written word, symbols and signs) Social skills

6 Horse riding All pupils attend horse riding sessions at Inadown Farm Newton Valence near Alton, Hants. These sessions are delivered by the R.D.A. and held on Fridays between am. The Children travel by mini bus generously lent to us by The Abbey School, Farnham. Horse riding activities undertaken at the riding centre are excellent for supporting the development of gross motor skills, awareness of space and skills relating to both communication and following and giving instruction. PAT (Pets as Therapy) Pets as Therapy is a national charity founded in It is a community based charity providing therapeutic visits to hospitals, hospices, nursing and care homes, special needs schools and a variety of other establishments from volunteers with their pet dogs and cats.

7 Swimming Our pupils have swimming lessons at the Farnham Sports Centre and benefit in the pool. One theory behind these findings is that the highly structured routines, or repetitive behaviours involved in swimming, may be similar to and/or distract from some of those selfstimulating, repetitive behaviours associated with autism. Besides improving fitness, motor function, and behaviour in individuals with autism, among the most important advantages of physical activity are the social implications of participating in sports and exercise. Physical activity can promote self-esteem, increase general levels of happiness, and can lead to positive social outcomes, all highly beneficial outcomes for individuals with autism Home Learning is handed out every Friday and is due in on the following Thursday. Children are also asked to read every day at home.

Autism Program Checklist for Parents

Autism Program Checklist for Parents This checklist will help guide you so that you can make an informed decision regarding your child s programing when visiting The Shafer Center for Early Intervention or any other schools and covers topic