Medium Term Objective Actions Required Timescale Responsibilities Success Criteria To ensure that all children have the best possible ‘skills for life’ by the time they leave Springwood. Write Life Skills programme for children at the full range of developmental stages (represented in school). Resource programme and introduce it into school, ensuring that all staff are confident to deliver this. Summer/Autumn 2018 L. Waugh Life Skills programme written which is linked to the children’s developmental stages. Life Skills programme is in use and being delivered by well-trained staff. Significant elements of the programme are delivered via the classroom curriculum. To ensure that the wider needs of pupils with communication & interaction needs are fully met. Key staff to become familiar with the AET Progression Framework, accessing training as required. All children with identified communication & interaction needs to be baselined on AET Framework. Information from completion of framework assessment to be used to inform teaching and learning activities and interventions for the child. Information to be shared with parents and ways that skills can be developed at home to be considered. Summer/Autumn 2018 L. Waugh K. Clark Staff are aware of areas for development for children with identified communication & interaction needs and these are planned for. Parents are aware of their child’s needs and how they can support their development at home and in the wider community. There is clear progression for all identified children in their wider skills.
sessions to be delivered with ease. welcoming space for staff and children. Objective Actions Required Timescale Responsibilities Success Criteria Visitors with a range of needs (particularly wheelchair users and those with reduced strength) to be able to access the school site with increased ease. Look into whether the spring from the pedestrian gate can be removed or eased to make this gate less ‘heavy’ and difficult to keep open. Spring 2018 K. Clark K. Charnock P.Hall The pedestrian gate will be more accessible for visitors with a range of needs. Medium Term Objective Actions Required Timescale Responsibilities Success Criteria Children who need changing in EYFS/KS1 to be able to access changing facilities located closer to their classroom. Development of toilet/changing area within FS2/Y1 classroom Spring/ Summer 2018 K. Clark T.Marsh P.Hall Nappy changing facilities will be located within the FS2/Y1 classroom toilet area. Children to be able to access increased sensory room provision. Identify funding stream and acquire funding for further development of, and equipment for, the sensory room. Summer 2018 K. Clark L. Waugh K. Charnock T.Marsh Children will have access to a wider range of sensory facilities. Children to have access to outdoor provision to meet sensory needs. Identify funding stream and acquire funding for further development of, and equipment for, a sensory trail within the school grounds. Summer 2018 K. Clark L. Waugh K. Charnock T.Marsh Children will have access to a wider range of sensory facilities.
To ensure that parents of children with SEND (particularly those who do not have regular access to the school) have opportunities to visit school and network with professionals and other parents. Termly coffee mornings to be run, specifically for parents of children with additional needs. Spring 2018 and ongoing L. Waugh Parents of children with additional needs will feel that they have greater peer and specialist support. Short Term Objective Actions Required Timescale Responsibilities Success Criteria To ensure that children with additional needs, and their parents, have access to timely and relevant information in relation to puberty and sex & relationships education. Liaise with health & other professionals to identify suitable resources to signpost parents to and to also buy for use in school and to loan to parents. Hold a parent information session (preferably supported by professionals) to share information re: best practice in communicating information about puberty and SRE to children with a range of needs (particularly ASD). Spring/ Summer 2018 L. Waugh K. Clark Parents of children with additional needs will feel more confident speaking to their children about puberty & SRE. Children will have greater awareness and understanding, leading to a more positive experience. Objective Actions Required Timescale Responsibilities Success Criteria