Special Education Needs and Disability
Whole School Provision Map
Here at Anthony Bek, we are a big, happy family. Recently, we have introduced Makaton signing across school, as a way of being more inclusive so that we can communicate with our friends who don't yet have words.
In assembly, we now all learn a 'sign of the week'. The children love to learn Makaton signs and I am so pleased that I have seen them being used around school.
Below are some great resources which can help you and your children to communicate using Makaton.
https://singinghands.co.uk/
https://www.youtube.com/watch?v=p9aWjVNdykw
https://makaton.org/TMC/TMC/Membership/Membership.aspx?hkey=b759c330-f716-4b4f-82f3-60d1a7a65dc3
The Neuro Hub in Chesterfield are running a series of parent workshops in May, June and July, delivered by the Educational Psychology Service.
Please click on the links to view the details of the workshops to support your children with ADHD, school avoidance and regulating emotions.
Thank you to Mrs Badjie and Mrs Heald for our lovely Autism Awareness packs. We covered ourselves in blue stickers and wore our wrist bands with pride to recognise World Autism Awareness Day. During the day, we learnt all about Autism and the challenges some of our pupils face. The children were all very insightful and we had some really good conversations about Autism.
We all enjoyed wearing our odd socks to celebrate Grayson on World Down Syndrome Day.
The Graduated Approach
All pupils at Anthony Bek Community Primary school will be provided with high quality teaching that is differentiated to meet the diverse needs of all learners. There are 3 stages of support that outline the provision that we provide for our pupils.
Universal Support is the effective inclusion of all pupils in high-quality everyday personalised teaching. Such teaching will, for example, be based on clear objectives that are shared with the pupils and returned to at the end of the lesson; carefully explained new vocabulary; use of lively, interactive teaching styles that make maximum use of visual and kinaesthetic as well as auditory/verbal learning. Approaches like these are the best way to reduce, from the start, the number of pupils who need extra help with their learning or behaviour.
Targeted Support is a specific, additional and time limited intervention provided for some pupils who need help to accelerate their progress to enable them to work at or above age-related expectations. Universal interventions are often targeted at a group of pupils with similar needs.
Specialist Support is targeted provision for a minority of pupils where it is necessary to provide highly tailored intervention to accelerate progress or enable pupils to achieve their potential. This may include one to one or specialist interventions.
Each wave is broken down into four further categories of provision
Cognition and Learning Cognition is the umbrella term for a pupil’s learning skills. It is their ability to process information, reason, remember and relate.
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Speech and Language Communication and Interaction is the ability to communicate with others. This includes the use of speech sounds, language, gestures, facial expressions and body language.
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Sensory and Physical There is a wide range of sensory and physical difficulties that affect children and young people across the ability range. Pupils with a visual impairment (VI) or a hearing impairment (HI) may require specialist support and equipment to access their learning. Some pupils with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.
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Social, Emotional and Mental Health Pupils who have difficulties with their emotional and social development may have immature social skills and find it difficult to make and sustain healthy relationships. These difficulties may be displayed through the pupil becoming withdrawn or isolated, as well as through challenging, disruptive or disturbing behaviour. |