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How Does St Thomas’ Help My Child With…

Wave One

Universal

All Pupils

  • Quality first teaching and graduated approach throughout school
  • Differentiated curriculum planning, activities, delivery & outcomes
  • Individual target setting for numeracy, reading and writing
  • Working walls
  • Learning objectives & success criteria clearly communicated
  • In-class targeted Teacher support
  • In-class Teaching Assistant support within class teaching (small group or individual)
  • Group guided reading with class Teacher or Teaching Assistant
  • Read, Write Inc. structured Phonics Programme (one hour daily)
  • Online personalised Bug Club reading scheme
  • Peer and self-assessment
  • Learning style awareness – visual, auditory, kinaesthetic approach
  • Language For Literacy Programme
  • Termly Pupil Progress monitoring
  • Reporting to Parents (November & March)
  • Written report (July)
  • Use of ICT, whiteboards. I pads, laptops, PC’s
  • Improved provision of outdoor learning environment
  • Access to lunchtime clubs
  • Access to extra curricula activities
  • WOW events e.g. visiting theatre
  • Whole school policies:
    • Teaching & learning
    • SEND Policy

Wave Two

Interventions

(In addition to universal provision)

  • Concerns noted by class teacher & progress carefully monitored
  • In-class additional targeted Teacher support
  • In-class additional Teaching Assistant support within class teaching (small group or individual)
  • Pre teaching of vocabulary and concepts
  • Opportunities for over learning
  • Additional intervention(s) discussed at Pupil Progress Meeting to address lack of progress/barriers to learning
  • Numicon/Numeracy/Year 6 Numeracy Booster Groups, 1:1 Numeracy Support/Fresh Start Phonics Programme/Key Stage One Phonics Catch Up/Y2 SATS Literacy Support/After school Numeracy & Writing Clubs
  • Consultation with Numeracy Coordinator, Read Write Inc. Coordinator, Literacy Coordinator & Pupil Premium Coordinator to determine intervention/level needed
  • Parents informed of intervention agreed on progress and outcomes
  • Initial assessments for interventions
  • Targets and outcomes agreed with coordinator, class teacher, Teacher/Teaching Assistant providing intervention, parents, child
  • Timed interventions
  • Additional use of visual and practical resources
  • Impact of intervention measured
  • Access to laptops

Wave Three

Special Educational Needs

(In addition to universal provision & following interventions)

  • Additional Special Needs provision mapping by Special Needs Coordinator for all pupils on the Special Needs register
  • Parents informed of continuing needs and next steps for Special Needs support
  • Advice & support from Special Needs Coordinator/other agencies
  • Specialist teacher (Specific Learning Difficulties) interventions (one to one & small group support) for reading, reading comprehension & spelling
  • Numeracy Teacher interventions
  • Individual provision/Education Plan and desired outcomes agreed at least termly
  • Initial assessments for interventions
  • Targets and outcomes agreed with SENCo, class Teacher, specialist Teacher, Parents/Carers & child
  • Timed interventions
  • Additional use of visual and practical resources
  • Impact of intervention measured
  • Review of provision with Parents/Carers, class Teacher, specialist Teacher & involved agencies at least termly
  • Access to laptops
  • Additional use of special needs visual and practical resources
  • Involvement of outside agencies:
  • Ladywood Outreach Service advise & deliver 1:1 intervention programmes
  • Educational Psychologist – assessment, advice & recommendations
  • One to one provision by Special Needs Assistants for pupils with statement of Special Educational Need
  • Annual review for pupils with a statement of SEN/ Education Health & Care Plan
  • Views of families and child/ young person reflected

How Does St Thomas’ Halliwell Help My Child If They Have Difficulties With Communication and Interaction?

Wave One

Universal

All Pupils

  • Differentiated curriculum planning, activities, delivery & outcomes e.g. simplified language, key words
  • Structured school & class routines
  • Use of visuals/ICT
  • Talking partners

Wave Two

Interventions

(In addition to universal provision)

  • Visual timetables
  • Early Years Speech & language Programme for Reception & Nursery
  • ICT Programmes for vocabulary & grammar
  • Additional language skills interventions for pupils with English as an additional language
  • Dual language intervention for international new arrivals
  • Individual working station
  • Advice & resources from ELKLAN trained Teaching Assistant, Mrs Murphy

Wave Three

Special Educational Needs

(In addition to universal provision & following interventions)

  • Intervention Groups by ELKLAN trained Teaching Assistant
  • WELCOMME Intervention
  • Talkabout Programmes

Involvement of outside agencies:

  • Speech & Language therapy (SALT) clinic based intervention
  • School based programme delivered by Special Needs Assistant
  • Ladywood Outreach Service advise & deliver 1:1 intervention

How Does St Thomas’ Halliwell Help My Child If They Have Difficulties With Behaviour?

Wave One

Universal

All Pupils

  • Consistent, positive discipline policy based on rights, rules, responsibilities and encouraging good choices
  • Whole school rules, rewards & consequences
  • Yellow & red card system
  • Clear, consistent whole school expectations and aspirations
  • Star and house awards systems
  • Class snake and ladder point reward system
  • Golden Time
  • Loss of Golden Time – (Time out with Learning Mentor to reflect on incidents)
  • Playtime Intervention
  • Conflict resolution
  • Calming Room
  • Social & Emotional Aspects of Learning (SEAL)
  • Playground Pals
  • Lunchtime Peer Mediators
  • Learning Mentor Support
  • Policies: Discipline, Anti Bullying, Child Protection & E Safety
  • Bereavement support

Wave Two

Interventions

(In addition to universal provision)

  • Individual reward charts
  • Monitoring by Learning Mentor
  • Prompt and reminder cards
  • Home/school diary
  • Time out
  • Individual working station
  • Social Skills Programme
  • Self-Esteem Programme
  • Anger Management Programme

Wave Three

Special Educational Needs

(In addition to universal provision & following interventions)

  • Behaviour interventions led by Pastoral Lead
  • Buddy support
  • Behaviour Support Service – advice, recommendations, work with Parents/Carers
  • One to none programme of support
  • Parenting Courses
  • Educational Psychologist – Assessment, advice & recommendations
  • Child and Mental Health Service (CAMHS) – Assessment, advice & recommendations
  • Children’s opportunity group

How Does St Thomas’ Halliwell Help My Child If They Have Difficulties With Physical/Medical Needs?

Wave One

Universal

All Pupils

  • Register of sensory/physical/medical needs
  • Staff made aware of needs/impairment/disability/medication or emergency treatment or procedures
  • Whole staff training for emergency treatment e.g. Epipen use
  • Appropriately trained staff e.g. Paediatric First Aider, First Aider at work
  • Administration of medicines procedures e.g. Consent Form

Wave Two

Interventions

(In addition to universal provision)

  • Involvement of Sensory Support Service
  • Advice/recommendations from School Nursing Team/Medical Team/Sensory Support Team
  • Health Care Plan /Risk Assessment in place
  • Training for named staff for administration of medication (Insulin)
  • Staff follow recommendations from medical team
  • Specialist pencils, pencil grips

Wave Three

Special Educational Needs

(In addition to universal provision & following interventions)

Involvement of outside services:

  • Health professional visits, advice, and recommendations – school nurse, GP, Paediatrician, occupational therapist etc…

How Does St Thomas’ Halliwell Help My Child If They Have Difficulties With Going To Secondary School?

Wave One

Universal

All Pupils

  • Transition visits at the end of term for all pupils
  • Visits from staff from feeder secondary schools
  • Visits to local secondary schools to participate in activities and intake days
  • Head of Year/Form Teacher to attend meetings with class teacher
  • Exchange of data
  • Open Evenings

Wave Two

Interventions

(In addition to universal provision)

  • Additional visits to secondary school accompanied by Learning Mentor
  • Support to Parents/Careres in liaising with secondary school to discuss concerns and provision

Wave Three

Special Educational Needs

(In addition to universal provision & following interventions)

  • Transition Booklets/programme at the end of each term for pupils with Statement of Needs/Education, Health & Care Plan, additional visits to secondary school arranged by Special Needs Coordinator
  • Specific transitional activities & teaching to be prepared by Ladywood Outreach service
  • Support to Parents/Carers in liaising with secondary school to discuss concerns and provision