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Special Educational Needs

Supporting your child’s needs at home

 

Dear All,

 

Whilst we find ourselves adjusting to a different routine I thought it might be helpful if I compiled a list of websites, tips and resources to help you support your children with their additional needs, learning and self-esteem.

 

Children have varying needs so please select the following resources, from the word document below, that meet the needs of your child, without worrying too much about the label or category they fall under.

 

Everyone has strengths and weaknesses and these strategies may be beneficial to your other children (and significant others!).

 

Until we see each other again, stay safe and well.

 

 

Best of wishes to you all,

 

Ms C Gower

 

Attachment, Connection and Home-schooling

The Easter Holidays has passed and I am sure that everyone has had many varied experiences… from the child with constant questions, to the adolescent who feels cut off, to refusals, to the enthusiast, to the fall outs etc. So here is  a little something… more of a reminder/ tips/ permissions list for parents and carers:

 

  1. Although it doesn’t feel like it, we HAVE been handed a great opportunity- an opportunity to connect and spend some time (I realise that something this presents as a huge challenge… however with in the theory of attachment and therapeutic parenting this is good).
  2. Find a routine- that works in the week, including breaks and snacks at regular times to generate predictability: if your young person needs to repeat the same things as the day before because that made them feel safe or it felt predictable then go with the flow.
  3. Be creative- remember PLAY is the closest thing to love with a child or young person who is struggling with relating.  So find fun ways to bring learning to life- children learn through play anyway as we know… join them in it.  Introduce games to promote eye contact and safe touch whether it be singing with younger children or man hunt with older children.
  4. Movement breaks or learning through movement- Our Class Teachers have provided on their class pages daily home learning tasks. Its important that this doesn’t become a battle ground.  Perhaps you can introduce a lap of the house or garden every couple of mins or for every section complete- it can be timed (make it fun). Hide questions around the house so the children have to find it before they complete. 
  5. Choose Peace to be alongside, the children and Young people are going to need reassurance and presence, they will need you alongside.  Be mindful about pushing children to do school work that is static or do this is small chunks (if that is what works best), think about the other developmental milestones that they have missed and perhaps focus on these (through play) They will potentially benefit more from this. Don’t become the one who nags. Bake, read, sing, dance, create, we can do all these and most of them fit beautifully into the home school situation without feeling like learning and they can feel far more enjoyable
  6. Daily exercise for all- an important thing for our mental health, some fresh air, a walk, a run, a bike ride, some gardening… make sure you grab that daily opportunity with both hands for you and the children. Take the opportunity to have a mindful moment- perhaps a rainbow walk (noticing things and looking for things that are each colour in the rainbow), grounding games (finding 5 things you can see, 4 things you can touch, 3 things you can hear, 2 things you can smell and 1 thing you can taste).  
  7. Look after yourself, find a moment in each day to take yourself away whether its after bedtime or earlier in the day.  Find a corner of peace to rejuvenate, little and often is useful it helps us ground ourselves. It is good to model this to the children and young people so they know that you also value yourself.
  8. Grateful-Encourage gratefulness, this can be by popping things you are grateful for on a piece of paper and into a jar… there could also be a jar for things that you’d like to do when the restrictions are lifted like a little bucket list.

 

Our SENCO (special educational need co-ordinator) is Ms C Gower and she can be contacted by e-mail: office@sheldwich.kent.sch.uk or by telephone: 01795 532779

SEN Provision at Sheldwich Primary and Little Hedgehogs Pre-School

At Sheldwich Primary School and Little Hedgehogs Pre-School, we believe that all children are unique, valued, respected and welcomed whatever their educational need. We work hard to ensure that every member of our school community - pupils, parents, staff - feel supported and included. Sheldwich is an inclusive school and every child, whatever their individual abilities or needs , is equally valued and welcomed here.

 

We recognise the importance of helping all children achieve their full potential; emotionally, socially, physically and academically. We ensure they are fully included in all school activities, seeking external support and facilities when needed.

If you have any concerns regarding your child's learning, emotional, medical or physical needs, then please speak to either your class teacher or Ms Gower ( Assistant Headteacher and SENCo) to discuss your concerns

For further information please see our SEND policy (attached above).

 

SEND = Special Educational Need and Disability

 

How the curriculum is matched to meet children's needs

We believe that all pupils will be able to access the curriculum at a level appropriate for their individual needs. Class teachers plan carefully to ensure that lessons are differentiated appropriately to suit the learning needs of all pupils, to enable success. The 'Class Provision Map' outlines more specific support for children, either on an individual or group basis and is reviewed and adapted during pupil progress meetings. A few children that have needs which are more complex will receive personalised 1:1 teaching, that is often monitored or directed by external services. Children with the most complex needs, will have been awarded an Education and Health Care Plan (EHCP) by the Local Education Authority and will have their own Provision Plan. This plan is a legal document and specific targets must be implemented and monitored to ensure that progress is made, and the child’s needs are met. All support is assessed and adapted accordingly using the ‘Plan, Do, Review’ cycle.

 

 

Sheldwich is a  very friendly and open school and pre-school. We value the importance of building positive relationships with parents, families and our local community. If your child is identified as having SEN-D, meetings take place on a formal and informal basis, as our door is always open to the concerns of parents. We formally hold two parents evenings a year alongside with two formal reports being written to communicate successes and next step targets; children and parents are encouraged to take an active part in the delivery and planning of support, and training/advice can be offered or sourced as necessary.

We believe all children are entitled to the same access to extra-curricular activities, and are committed to making reasonable adjustments to ensure participation for all.

Little Hedgehogs Pre-school and Sheldwich Primary School are fully compliant with DDA (Disability Discrimination Act) requirements. All buildings and outside areas have easy access. There is one disabled toilet and we ensure that wherever possible equipment used is accessible to all children regardless of their need.

 

Specialist services or expertise that are available at or accessed by Sheldwich Primary School and Little Hedgehogs Pre-school

At Little Hedgehogs Pre-School and Sheldwich Primary School we are able to approach Specialist Teaching Services for advice and support with children who have a variety of Special Educational Needs, through a referral to LIFT (Local Inclusion Forum Team). Children in Little Hedgehogs, Class R  and children with an EHCP have access to Speech and Language Therapy Service (SALT).  Through referral, we also access Occupational Therapy, the School Nursing Team, Early Help, Paediatricians, CHYPMHS (Children and Young Person Mental Health Service). We can also help with private referrals for assessment of Dyslexia/Dyscalculia. We are able to fund support from a Well-being Support Worker and assessments by an Educational Psychologist for the children with most need, in order to understand what support is needed for an individual child.

Details of KCC SEND Provision (Local Offer) can be found here: https://www.kent.gov.uk/education-and-children/special-educational-needs

 

Staff training to  support children with SEND

Autistic and Dyslexia friendly classroom practices are reflected throughout the whole school. Staff are supported to ensure they are meeting the needs of dyslexic and autistic children and we seek advice from a specialist teacher where appropriate.The skills and knowledge of  Class Teachers and Learning Support Assistants are updated during staff meetings with the SENCO/Subject Leaders. Training to date has covered: Autistic Spectrum Disorders, Attention Deficit (Hyperactivity) Disorder, Language for Learning, Dyslexia, Dyscalculia, Dyspraxia (difficulties with fine and gross motor skills), Lego Therapy, Sensory Processing, Auditory Memory, Selective Mutism, Well-being and SALT.

 

 

Preparing for transition

Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that transition can be an unsettling time for all children, but especially so for a child with SEN. Consequently, we work closely with parents, pupils and staff to ensure these transitions run as smoothly as possible.

Little Hedgehogs  and Class R  staff  carry out home visits and visits to nursery settings, prior to children starting our setting or school. Concerns about particular needs are brought to the attention of the SENCO. Where necessary the SENCO arranges a further meeting with parents, previous setting etc.

Class teachers of children joining from other schools will receive information from the previous school; if required the SENCO will telephone previous school to discuss individual pupil’s needs.

Planning for transitions within the school will take place in the Summer Term; arrangements for transition to Secondary School for pupil with SEN will be planned according to individual need and the receiving school.

 

Useful SEN Support Websites

 

Specific Learning Needs

Dyslexia

 http://www.bdadyslexia.org.uk/

 https://www.kent.gov.uk/__data/assets/pdf_file/0003/63579/Dyslexia-Policy.pdf

 http://www.medwaydys.org/

 

Dyspraxia

http://dyspraxiafoundation.org.uk

 

Irlen Syndrome information

 https://irlen.com/what-is-irlen-syndrome/

 

Social Communication Needs

The National Autistic Society

 http://www.autism.org.uk

 

Kent Autistic Trust

 http://www.kentautistic.com

 

Social, Emotional and Mental Health

 https://youngminds.org.uk/

 

Language Needs

 http://www.talkingpoint.org.uk/

 

Physical Disabilities

https://www.scope.org.uk/

 

 

 

 

CEOP
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