SEN School Report

 

Date compiled:       September 2017

Date Review:          September 2018

 

About SEN at our school:

 

Stony Dean School is an outstanding school for pupils with communication and/or interaction difficulties.  Most pupils have difficulty understanding or using language which affects their learning and confidence.  Many pupils have other difficulties such as writing or organising themselves or their learning. Some pupils show a higher than average ability in particular areas of the curriculum but the level and/or complexity of their difficulties impacts on their overall level of attainment or functioning in school.  Some pupils have medical conditions or physical limitations.

 

The school creates a “language-rich” environment, in which therapeutic strategies supporting Speech, Language and Communication Needs (SLCN) and Literacy development are fully integrated into the whole school day.

 

Our school is a calm and productive learning environment where the staff team seeks to maximise the potential of every student and to take advantage of every learning opportunity to enable and encourage life-long learning and a worthwhile place within school, their community and the workplace.

 

The school currently has 180 pupils aged 11-19, and follows a secondary mainstream school model, with pupils following courses taught by subject specialist staff in subject specialist rooms.

 

All pupils at Stony Dean have an Education, Health and Care Plan and a history of speech and language difficulties: 72% have complex and severe speech and language difficulties, as assessed on the Clinical Evaluation of Language Fundamentals assessment and 30% have a diagnosis of Autistic Spectrum Disorder. The school was awarded the status of “Specialist SEN College for Communication and Interaction” in 2009 and OFSTED assessed it as outstanding in November 2014.

 

The school employs and has access to a range of professionals to support the learning in the classroom who all have had, and continue to have, access to an extensive CPD package. We employ ASD Specialists, behavior specialists, Speech and Language therapists. We also have access to CAMHS, OT (provided by the NHS) specialist teaching service (including support for children, with visual impairment hearing impairment, and ASD) educational consultants and educational psychologists. Teachers have a variety of different backgrounds and experiences. All of our main teachers have relevant under graduate degree and QTS.

 

              Partnership with Parents

 

The school takes a holistic approach to supporting the pupils, and the partnership between home and school is seen as essential to enable the pupils to develop fully.     Parents know their child best and provide information and approaches that are most effective for their child.  We aspire to working together to ensure consistency of approach at home and at school – sharing knowledge and information to achieve the best outcomes for the pupils.  Parents informed us that they wanted information and support on areas such as managing anxiety, encouraging social situations and challenges through adolescence and in response we are running a series of information sessions involving other professionals to provide this support.  Many pupils find school a challenging place and the support and partnerships with parents is crucial in overcoming these barriers.

 

Curriculum

The core areas of learning and the school’s focus are

 

  • Communication and Interaction
  • Independence
  • Employability.

 

The school follows the national curriculum based on a mainstream model which is differentiated to an appropriate level to meet the needs of the young people.

 

Pupils follow a secondary school model with 6 lessons a day.  Students will have access to English, Maths, Science, ICT, Humanities, Art, D&T Resistant material and D&T Food technology, Art, RE, PE, Enterprise education & the Social Use of Language Programme (SULP) delivered in therapy groups as part of the timetable.  In these subject areas students have access to a host of qualifications that vary in level to meet the needs of the classes. These qualifications include, BTEC, GCSE & Entry level awards.

 

Teaching and learning is within class groups generally, but some areas stream by ability.  The class teacher is responsible for the delivery of all curriculum content that is appropriate for that class.

 

In the 6th form we offer a vocational curriculum to support students aspirations towards work or further study at college. This includes, travel training, volunteering etc as well as functional English and Maths.   The Speech and Language Therapist specializing in working with the 6th form supports the vocational curriculum including work placements and delivers groups to facilitate good communication skills for work.

 

An integrated element of all learning is an emphasis on life skills, working towards what pupils need to function successfully in everyday life

 

All pupils have an EHCP (or conversion from statement is taking place) which outlines all areas of need, outcomes and interventions for each individual. Class teachers work on these with support from an extended team of professionals that include 4 Clinical Speech and Language therapists and 1 Manager who is part of the Senior Leadership Team of the school, Occupational Therapy (Provided by the NHS), Social and Emotional support team, Safeguarding team & Pastoral support team who have a close working relationship with the CAMHS NHS team.

 

Small group teaching

Small teaching groups are established for pupils with similar learning styles and abilities.  This enables curriculum delivery to be tailored to needs.  Staff support pupils using “whole class” teaching and then monitor each pupil’s use of the specialist strategies to maximise their independence. This model offers the pupils discreet support coupled with timely intervention to maximise independent learning and minimise reliance on prompting and cueing. Small tutor-group based therapy groups support communication development within a “naturalistic” setting and provide the “real-life” context for developing social communication skills and friendships with peers.

 

Teaching groups are usually 8 – 11 pupils with one teacher and one LSA. In addition to this staffing, a therapist may attend a session to deliver or monitor the embedded therapy provision.

 

Specialist Teaching Strategies employed in the classroom to support learning and language development

 

The specialist teaching approach is based on Structured Teaching (TEACCH) and Language Development Therapy approaches. This ensures the whole day is highly structured and predictable with a consistent routine.  Visual support is provided throughout the day and in all lessons to support understanding and reduce anxiety.  Language strategies, such as visual based word-webs, pre-teaching of keywords/concepts and a colour coding approach to understanding exam questions are embedded within the delivery of the curriculum.  This “universal” approach to highly specialist strategies enables all pupils to maximise their learning and language development. The model of service design and delivery is based on the evidence in the Position Paper from the Royal College of Speech and Language Therapists (Gascoigne, 2006: Supporting children with Speech, Language and Communication needs within integrated services) and is effective and efficient.

 

All teaching and support staff receive continuous training from the Speech and Language Therapy (SaLT) team to enable specialist strategies, usually employed with individual pupils in a withdrawal model of service provision, to be applied generally to lesson delivery and to pastoral care. Therapy is targeted at maximising language development and reducing barriers to learning across the school.  Therapists are available immediately should any functional difficulties arise.  This results in a holistic, integrated approach to the management of communication, interaction and learning difficulties.

 

The Speech and Language Therapists are employed by the school directly and therefore have a good understanding of Curriculum requirements, teaching and learning strategies and barriers to learning.  They run and attend the in-house training programme with the teaching and support staff which further creates a collaborative approach.

 

Occupational Therapy (OT) provision is commissioned from the NHS and a specialist OT is based in school one day per week.  The model of service provision mirrors that of Speech and Language Therapy.  The OT delivers sessions in the staff training program and strategies to support sensory and motor processing difficulties are integrated into the school day.  The OT is also available to respond to functional difficulties that arise in school, and advises on the development of the environment to make it supportive for pupils with sensory processing difficulties.

 

Taking a “whole child”, “whole school” approach with a focus on collaborative practice between a range of professionals working within the classroom or pastoral situation removes the frequently reported problem of generalising skills learnt in a separate situation across to another. This “universal” approach to specialist level provision across the whole school enables us to raise expectations and standards for pupils with complex educational needs.

 

The direct impact of this model of service delivery means that all staff have a deeper knowledge of the speech and language, sensory and motor difficulties experienced by the pupils, and the approaches needed both to differentiate the curriculum and to remediate/reduce barriers to learning, so that pupils can participate fully and confidently in school activities and school life.

 

This model results in improved/better functional speech, communication, interaction, emotional regulation, sensory regulation, motor skills in the classroom  than is the case when therapeutic staff work in isolation with individuals.  It also places the therapy in the context where the difficulties arise, and eliminates a professionally recognised difficulty that many individuals have in generalising skills learnt in the “therapy room” into real-life contexts.

 

The Physical environment of the school:

  • Countryside environment
  • Access to a range of different types of technology
  • Strong rewards system to motivate pupils
  • Low distraction environment: calm and highly structured
  • Small classrooms: some have been adapted to have acoustic damping
  • Space for each pupil to have their own work area within the group setting, if required
  • The limited small quiet work spaces attempt to provide “break out” workspaces these are outside 5 classrooms which enable paired/very small group working whilst remaining “in touch with the lesson” in the classroom
  • Consistent routines: daily timetables with minimal changes, and pupils prepared for changes in advance
  • Sensory room and one Teacch work room.
  • Structured activities outside timetabled lesson time with a choice of small group activities at lunch and break times in KS3 and some limited choice of  “free time” in KS4 and post-16 provision

 

The environment provides:

  • Structured teaching strategies (TEACCH work schedules and visual timetables)
  • Concise, clear, step-by step instructions
  • Keyword vocabulary pre-teaching (semantic word web approach)
  • Objects/pictures/keyword symbol (visual) support across the curriculum
  • Visual support for sentence and narrative structure
  • Visual support for language comprehension
  • Social skills groups delivered by Speech and Language Therapists as part of the curriculum
  • Small group teaching, with socially compatible peers and opportunities for experiential and independent learning
  • Specialist strategies to support social understanding and behaviour management
  • Structured activities during breaks and lunchtimes
  • Augmentative and alternative communication (AAC) approaches to self-advocacy and decision making (Talking Mats)
  • Support strategies to assist with identifying and managing stress and anxiety

 

 

Specialist strategies to support Pastoral Care and Emotional Regulation

The “Hub” is a centre for supporting pastoral care and emotional regulation where highly trained, specialist staff are available to pupils.

It provides:

  • a quiet, supported working area during lesson time
  • a “Positive Language” approach
  • Person Centred Planning to support pupils focus on positive, achievable outcomes if required
  • 1:1 interventions at the start of the day, at registration times or in transition times during the school day.
  • The use of specialist strategies e.g. social stories, social scripts, stress management techniques

 

Within the Hub all staff who work with pupils on specialist interventions are trained in understanding and remediating emotional regulation difficulties. The staff at the Hub track, monitor, analyse and implement specialist strategies to engage with the pupils and settle them back into the classroom environment.  Staff who the pupils know well and can trust are available to talk through issues and misunderstandings and suggest possible solutions/resolutions to problems. The “Hub” team deliver the in-house training programme to support and develop staff skills in utilizing positive language.

 

The school has a nominated CAMHS Link Worker who has regular planning meetings with a senior CAMHS clinical psychologist.

 

The Head of Teaching and Learning takes the lead in tracking and monitoring the use of key classroom strategies and works with the senior leadership team and middle leaders to identify staff training needs.  In collaboration with the Head of Therapy and the therapy team, the Head of Teaching and Learning will identify appropriate therapeutic approaches that can be adapted or applied to the classroom setting to further develop communication, interaction and academic skills.

 

The Deputy Head with responsibility for Safeguarding and other vulnerable pupils such as those with Pupil Premium Grant, being a Looked After Child or the child of service personnel takes the lead in tracking and monitoring the progress of those pupils and works closely with the Head of Teaching and Learning and the Head of Therapy to ensure that all the needs of these pupils are met with appropriate provision and the can make excellent progress.    The in-house training programme facilitates staff knowledge and skills in understanding how best to support pupils and to ensure they can achieve to their potential.

 

Teaching Expertise and Training The school employs and has access to a range of professionals to support the learning in the classroom. We have numerous qualified classroom teachers, who all have had and continue to have access to an extensive CPD package. We employ ASD Specialists, behavior specialists, Speech and Language therapists. We also have access to CAMHS, OT (provided by the NHS) specialist teaching service (including support for children, with visual impairment hearing impairment, and ASD) educational consultants and educational psychologists. Teachers have a variety of different backgrounds and experiences. All of our main teachers have relevant under graduate degree and QTS. Learning support assistants have a variety of qualifications that match their relevant job descriptions.

 

Consistency of approach

 

The approaches used create a very consistent routine to the school day and community.  This in turn reduces anxiety about the unknown, about what might happen, and about what is required of a pupil.  Reducing anxiety levels maximizes learning opportunities.

 

Staff approach pupils in a consistent, informed way. A consistent, supportive, positive, predictable approach to social interaction and to difficulties with social interaction reduces anxiety, and in turn defuses challenging behaviours.

 

The use of specialist strategies such as written or verbal social stories ensures events/interactions/challenging situations are explained and it provides actions/solutions in an objective manner which develops positive responses.

 

Progress

 

From September 2016 a new system of tracking progress has been implemented.  The process takes a “whole child” focus and tracks progress against:

 

  • Communication and Interaction skills
  • Employability skills
  • Independence skills
  • Education, Health and Care Plan expected outcomes

 

Outcomes are set against each area and are reviewed as follows:

 

  • Communication and Interaction – reviewed twice yearly (February and July) and reported at Annual Review
  • Employability and Independence – yearly at annual review
  • Education, Health and Care Plan expected outcomes – at the end of each Key Stage and interim progress reported at yearly annual review.

 

Form Tutors, Therapy staff, Teaching and support staff and Pastoral staff all contribute to the progress of each pupil and are passionate about ensuring each young person can meet their potential.  Regular meetings are held to facilitate assessment of the whole child.

 

Heads of Year take the lead for the annual review meetings for their year group and chair as many meetings as can be facilitated within their teaching timetables.  They work closely with the Head of Therapy and the Head of Teaching and Learning to ensure that the needs of all pupils are meet and any changing needs are identified appropriately.

 

Compiled by:

             

Manager in charge Rona Wignall, Head of Therapy.  Highly Specialist Speech and Language Therapist, BSC (Hons) Speech and Language Therapy Reg MRCSLT, MHCPC &  Rose Taunt, Deputy Head

Reviewed by:

 

Neil Strain Head Teacher

 

 

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