SEND News for Parents

Dear Parents,

We hope that you and your families are all safe and well. As a school, we are very aware that during these very strange times the importance of every child’s emotional health and well-being is the most important focus for us all. We have been busy providing lots of learning opportunities for all the children to help them maintain a focus and routine during school closures. However, we know and appreciate that some children won’t be able to do everything on their learning plans all of the time and that is absolutely fine. I hope the information and links included on this page will be useful to you. If you have any further questions or concerns please do not hesitate to contact the school. For any SEND related questions or concerns please email lgray@stmarysswanage.dorset.sch.uk.

EHCP –Annual ReviewsIf your child has an EHCP (Education Health care plan) , we have to review your child’s plan at least once a year. If your child is due to have an annual review this term, please don’t worry –it will happen! I have received guidance about this and it is possible to do the annual review virtually. I will be in touch by telephone and email to talk through how this process will work. I will give all attendees plenty of notice, support and guidance.

School Transitions

Please be assured that all the preschool, primary school and Secondary school SENCOs continue to be in communication with one another whilst schools are closed. We are already in discussion about how best to support children with SEND as they move into their new settings in September. Resources such as a question and answer sheet, virtual school tours and transition books are being prepared. I will be contacting parents directly when I have more information regarding this. In the meantime if you have any questions regarding transition arrangements then please do email me. (lgray@stmarysswanage.dorset.sch.uk)

Ways you can support your child at home:

ELSA resources and support from our school Educational Psychologist:

14 day ELSA challenge

calm zone tool box

supporting children with ASD or ADHD

Reassuring Myself

https://camhsdorset.org

Support from Children and Mental Health Services (CAMHS)

https://camhsdorset.org/covid-19-camhs-dorset-support

Podcast - 'Autism - a parents guide'

cornavirus-autism-a-parents-guide/

Explaining Coronavirus to children

Explaining Coronavirus to my child

Well being

mind.org.uk

Social stories explaining Coronavirus to children

These stories explain the changes due to Coronavirus in a clear and pictorial way that children can understand. It is important you read these stories

before sharing them with your child so you can be prepared to answer any questions they may have.

https://www.autismsociety-nc.org/coronavirus-disease-2019/

Social story on Coroana virus for young children

Social story for older children

Useful Resources to support your child’s specific needs.

Speech, Language and Communication needs

Supporting children with the development of vocabulary and communication skills.

The communication trust

Visual TimetablesWhat do visual timetables do for children?

provide children with the structure or routine for the session or the dayhelp children to become more independent increase a child’s confidence and can also help reduce stress and anxiety as the child knows what is happening next allow a child to predict and be organised, giving him or her some control help a child manage a change to his or her routine help those children who are visual learners and prefer to see rather than hear help those children with memory problems and who are unable to recall what they have been told; they allow them to revisit pictorially what is going to happen next help children to understand the concept of time — now, next, this morning, this afternoon, etc.

help to motivate children as they can see that they will be moving on to another task shortly or they can see the end goal of a routine or activity.

How are they used?

Visual timetables are used in classrooms so that every child knows what is going to happen in a day. Some children may have individual visual timetables that they keep with them. Sometimes they are used to break one task into chunks so that a child is very clear about how to complete a task and can do successfully. They can also be used to help children remember the sequence of a routine (for example bed time, going to the toilet, having a bath, getting dressed etc.) so that things are done in the right order. Whatever they are used for, they need to be displayed so that the children using them can see them easily at all times and can refer to them if they forget what is next. The pictures or symbols need to be easily recognisable to the children and explained so that they become familiar with them. The pictures can run from left to right (the same as reading a book) or from top to bottom. The children can remove the picture from the timetable once the activity has been completed so they are then able to see what activities remain. The timetable can be agreed with the children at the start of the day or session. They can help decide when they are going to do some activities and then help to find the right images and order them correctly on the timetable. This will help them with decision-making and negotiating skills. You must ensure that there are lots of opportunities within the timetable for free-choosing of activities by the children.

Making a visual timetable

Consider if the timetable is for a learning session, a morning and afternoon or a whole day. Visual timetables can be made to fit in with the child’s interests to maintain the interest and use of the timetable. You can download images from sites such as Twinkl or the National Autistic Society, or you can design your own, using images or photographs. You may wish to use just an image or to add the word or brief description of the activity underneath. This will help children to link words to pictures and writing. You can use a piece of cardboard and use blu-tac (or Velcro) to stick images onto the visual timetable. Images need to be displayed vertically or horizontally.

Don’t forget to have and ‘oops’ card for any surprises or changes to your usual routine.

You don’t need to assign times to activities. Older children might like times. Not putting times allows for more flexibility.

Remove cards as tasks are done. This provides a sense of accomplishment. The child then knows that a task is over and can move onto the next.

Always have some cards of ‘fun things’/ ‘free choice’ tasks. It gives a child something to work towards.

Developing Fine motor skillsThe links below have practical ideas on how to help your child develop their fine motor skills.

Fine motor skill activities NHS advice

Fine motor skill activities

NHS handouts for parents to support fine motor skills

General SEND support for families– including Covid 19 information

http://www.dorsetparentcarercouncil.co.uk

https://www.dorsetcouncil.gov.uk/children-families/sen-and-disability-local-offer/education-and-learning/services-to-help-support-your-child/dorset-special-educational-needs-information-advice-and-support-service-sendiass.aspx