Great Britain

The British flag and the Welsh

flag

170 pupils in 9 classes10 teachers35 staff

Special Educational Needs at Special Educational Needs at Whitestone Primary SchoolWhitestone Primary School

Specialist Teaching Facilities

• Two STFs – Foundation Phase (3-7 years) and Key Stage 2 (7-11 years)

• ISTF – 11 children and 5 staff

• JSTF – 8 children and 4 staff

Specialist Teaching Facilities

SEN in Mainstream Education

• At Whitestone we have a number of children in mainstream education that have SEN (Special Educational Needs).

• These children have a variety of SEN including Cerebral Palsy, Autism and Diabetes.

SEN in Mainstream Education

• Some children with SEN go through a Statementing Process.

• This allows the children’s needs to be fully understood and for support to be allocated to a child.

• Hours given to each child depends on their individual needs.

SEN in Mainstream Education

• An Admission Panel is held with the appropriate members of school staff, pupil, parents/carers and outside agencies before the child starts at the school.

• Children with a statement may receive further support from Outside Agencies including Speech and Language Therapy, Physiotherapy and Occupational Therapy.

• Medical Needs – Care Plan• The amount of support given to each child

again depends on the child’s individual needs.

Levels of Support • Statement

• School Action Plus

• School Action

Individual Education Plan(IEP)

• Each child that receives support through either statementing, school action plus or school action has an IEP written for them by the class teacher.

• Depending on the child’s needs the IEP is often written after consultation with the child.

• Each IEP is shown to the child’s parents/carers and a copy is given to the parents/carers.

• A copy is kept in the child’s file so that targets can be monitored and so that class teachers and support staff are aware of what the child should be working on.

Targets on each IEP should be SMARTER targetsS – Specific – target specific area(s) for improvementM- Measurable – quantify an indicator of progressA – Attainable/Achievable – specify who will do itR – Realistic – state what results can realistically be achievedT – Time-related – specify when the result can be achievedE- Evaluate- whether targets are SMART.R- Reviewed – targets will be reviewed regularly

My I ndividual Education Plan

Name: D.O.B: Class: Nursery (N2) Class Teacher: Miss M. Griffiths

Date: March 201* Review Date: October 201* Stage: SA / SA+ / Statement

I like playing with my f riends, playing in the role play area and singing.

I need to get better at: Using my right hand more for activities, developing my self help skills and using my power chair.

My targets Strategies - Activities to help me Who will help me and when? I will know that I can do this when 1. To carry out speech exercises to extend use of speech sounds

* Getting involved with class tasks- Show and Tell/ Philosophy/Puppet Theatre * Gaining confidence through activities with f riends * Use of communication fi le to assist with expressive language *Use of Mr. Tongue Programme to extend sound knowledge

* Mrs. Allard to carry out all parts of the Talking Tools Speech Programme * Miss Griffi ths, Miss Crocker, Mrs. Allard and my f riends during class and group activities *Use of Communication File with all members of Nursery Staff (when necessary)

I have carried out speech exercises daily and I am using a wider range of speech sounds and words. I have replied ‘yma’ to the register on 10 separate occasions.

2. To use my right hand more f or activities

* Play dough – using both hands *Shaving foam – moving both hands through shaving f oam *Using cutting block with both hands *Use both hands for sticking activities *I nset J igsaws – to use right hand to place pieces into insets * Hand exercises carried out before tasks

* Mrs. Allard for enhanced and continuous activities and daily exercises to use both hands *Miss Griffi ths and Miss Crocker when carrying out f ocused tasks that require using both hands

I have carried out activities using both hands on a daily basis and can use my right hand to make marks with mark making tools on 10 separate occasions.

3. To develop control and posture when carrying out assisted standing

* Use table for support *Support of an adult *Ask a f riend / buddy to help and model good standing *Stand at table during activity time with TA support – using iPad, colouring, cutting and sticking and dough.

* Mrs. Allard during Activity time * A f riend/buddy during Activity time * Praise and encouragement f rom all members of the Nursery team

I have carried out assisted standing at the table top whilst carrying out an activity for 5 minutes on 10 separate occasions.

4. To develop control when using the power chair

* Following a simple course around cones and or objects * Praise f or completing course * Develop understanding of push, pull, f orwards, backwards, stop and go in relation to movement with the power chair

* Mrs. Allard to assist and supervise whilst carrying out activities on power chair *Mrs. Allard to assist in hall and on yard when using chair * Mrs. Allard, Miss Griffi ths and Miss Crocker when control and confi dence has been gained and when using chair near the rest of the class

I have successfully completed the course (around the outside of two cones-3 metres apart) in the power chair on 10 separate occasions.

5. To develop self help skills * Taking on and off coat and simple outfi ts in the role play area with little adult assistance * Taking on and off the apron for painting and water activities with little adult assistance * Taking on and off simple role play costumes when playing in the outdoors with little adult assistance

* Mrs. Allard to assist with items if needed *Miss Griffi ths and Miss Crocker to assist with items if needed * Friends to assist if needed

I have successfully taken off the painting apron with little adult assistance on 10 separate occasions.

Signed by pupil and parent: Date: Signed by class teacher: Date: Signed by SENCO: Date:

Inclusion and Integration• Inclusion –can be defined as attitudes, approaches and

strategies that we take to ensure that no learners are excluded or isolated from the education on offer.

• Integration – • Locational integration which means that the children share the same

school campus, i.e. their education is located in the same set of buildings

• Social integration which involves children mixing outside lesson times, i.e. in the playground at play and lunch times and possibly also on excursions out of school

• Functional integration which means full integration as a member of the school community with as much time as possible in an ordinary classroom.

How does it work at Whitestone Primary

School?• Nursery and ISTF work on same topics

so that children can integrate into topics and participate in lessons with the Nursery children.

• Throughout the rest of the Foundation Phase the ISTF children join the other classes Reception/ Year 1 and Year 1/2 for a variety of activities including Physical Education, Music, Free Play and Educational Visits.

How does it work at Whitestone Primary

School?• Key Stage 2 – Classes integrate for

P.E. sessions, Art and Music.• Christmas Concert• Leavers’ Concert• Harvest Supper• Reading Sessions• Assemblies

How does it work at Whitestone Primary School?• Children from Mainstream visit STF

• Whole school activities- Concerts, Harvest, Assemblies, Olympic Launch Event, Diamond Jubilee.