photographs / passport if required Sign post parents to support groups . We work with the Autism Communication Team to support pupils with a diagnosis of ASC. Adult support when required – this may be to re iterate instructions or to support individuals / groups with the task IEP completed with parents (if ASD needs are impacting on learning needs) Review meetings held with the class teacher (and SENCO if required) Sign post parents to support groups photographs / passport if required We work with the Autism Communication Team to support pupils with a diagnosis of ASC. Adult support when required – this may be to re iterate instructions or to support individuals / groups with the task IEP completed with parents (if ASD needs are impacting on learning needs) Review meetings held with the class teacher, SENCO and any relevant outside agencies An annual Review will be held with all involved agencies to review the EHC plan. Sign post parents to support groups Speech, Language and Communication Needs School prioritise this area of learning children are supported with developing their language skills in all areas of the curriculum. We support children with their speech sounds during daily phonic sessions Visual timetables are in in all classrooms A Speech therapist is employed by the school to work with identified children. She works with groups of children and individuals from F1 and F2. School follow the plans left by Speech therapists in school. Teaching assistants attend the sessions with the child and therapist and then deliver the required programme. IEP written to monitor the progress and impact of the therapy. Termly reviews held with the class teacher and SENCO & Speech therapist School follow the plans left by Speech therapists in school. Teaching assistants attend the sessions with the child and therapist and then deliver the required programme. IEP written to monitor the progress and impact of the therapy. Termly reviews held with the class teacher, SENCO, Speech therapist and any other relevant agency An annual Review will be held with all involved agencies to review the EHC plan. Cognition and Learning Needs Moderate Learning Needs Learning Support Programme – provided by Learning Support Service Intervention provided _ see list below Learning Support Programme – provided by Learning Support Service Specific Learning Difficulties Differentiation of Differentiation of Differentiation of tasks
Referrals made to the appropriate services are made An annual Review will be held with all involved agencies to review the EHC plan. Mental Health Needs PSHE and circle time activities used Sessions with the Learning Mentor We work with families and complete family CAFs if required PSHE and circle time activities used Sessions with the Learning Mentor Bonding through Play sessions We work with families and complete family CAFs if required Children are referred to appropriate mental health practitioners e.g. CDC or CAMHS PSHE and circle time activities used Sessions with the Learning Mentor Bonding through Play sessions We work with families and complete family CAFs if required Children are referred to appropriate mental health practitioners e.g. CDC or CAMHS An annual Review will be held with all involved agencies to review the EHC plan. Sensory and Physical Needs Hearing Impairment Needs Children to sit nearer the teacher / further away from distractions during teacher input sessions Children to sit nearer the teacher / further away from distractions during teacher input sessions Work with staff from the Hearing Impaired team and implement recommendations Children referred to agencies for support if required Children to sit nearer the teacher / further away from distractions during teacher input sessions Work with staff from the Hearing Impaired team and implement recommendations Children referred to agencies for support if required Visual Impairment Needs Children to sit nearer the board during teacher input / away from distractions Children to sit nearer the board during teacher input Access support and implement their recommendations. E.g. if a child needs font to be a specific size Operate equipment if needed Children to sit nearer the board during teacher input / away from distractions Access support and implement their recommendations Operate equipment if needed An annual Review will be held with all involved agencies to review the EHC plan. Multi-Sensory Impairment Needs Physical and Medical Needs Physical Needs The school site is managed and safe for children The school site is managed and safe for children We work with physiotherapists, who The school site is managed and safe for children We work with physiotherapists
Foundation children have access to outdoor learning continuously train staff who then implement their programmes Risk assessments are made for the children who need them. Modifications to the school building if required – e.g. alarms fitted on doors Review meetings held with agencies if required to monitor the progress and impact of their programmes. and implement their programmes Risk assessments are made for the children who need them. Modifications to the school building if required – e.g. alarms fitted on doors An annual Review will be held with all involved agencies to review the EHC plan Medical Needs Children are included on the inclusion register and class profiles so staff are aware. Pictures of the children and details of their medical needs are in the staff room so the children are known to staff in case of an emergency Each class has a medical bag which is taken onto the playground at each break time so all children know where their inhalers are. This is monitored in school by support staff Work with specialist nurses to ensure training is up to date Medication plans in school Children are included on the inclusion register and class profiles so staff are aware. Pictures of the children and details of their medical needs are in the staff room so the children are known to staff in case of an emergency Each class has a medical bag which is taken onto the playground at each break time so all children know where their inhalers are. This is monitored in school by support staff Work with specialist nurses to ensure training is up to date Medication plans in school and a designated place to take medication Children have to keep their medication in the office or in their class teachers store room in the case of diabetes and epi pens (other than inhalers) Children are included on the inclusion register and profiles so staff are aware. Pictures of the children and details of their medical needs are in the staff room so the children are known to staff in case of an emergency Each class has a medical bag which is taken onto the playground at each break time so all children know where their inhalers are. This is monitored in school by support staff Work with specialist nurses to ensure training is up to date Medication plans in school and a designated place to take medication Children have to keep medication in the office or in their class teachers store room in the case of diabetes and epi pens (other than inhalers) Type of Support Details