If you have any questions or queries regarding Special Educational Needs, please see link below to the Staffordshire Local Offer which contains details of help and answers to your questions.
The SEND Team at River View Primary and Nursery School consists of Mrs Gemma Simpson & Mrs Fran Ariss. We have an extensive range of qualifications and experience in both mainstream and specialist educational settings. Mrs Melanie Hutchinson the school's Home School Link Support Worker, also works alongside the SEND team in order to offer a very holistic approach towards meeting the individual needs of children and their families.
Mrs Fran Ariss
Responsibility for Key Stage 1
Specialism - SEND Behaviour Management
Mrs M Hutchinson
Family School Link Worker
Mrs Jan Barker
Inclusion Support Assistant
Miss Geraldine Skelhorn
Inclusion Support Assistant
Mr Joe Green
Inclusion Support Assistant
SEND Governor is Ms Debbie Dickinson
At River View Primary and Nursery School both Staff and Governors place Special Needs at the centre of its whole philosophy.
The staff in school work closely with parents and other agencies to ensure that the needs of all our children are met within school.
At River View we define special educational needs as:
"A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.....Health care provision and social care provision which educates or trains a child or young person is to be treated as special educational provision." SEND Code of Practice 2014
The SEND Code of Practice (2014) identifies four broad areas of Special Educational Need:
All children have access to a differentiated curriculum, and our primary focus is on all children receiving high quality teaching within their classes. The SEND team offers support and advice to class teachers in regard to strategies, prompts and scaffolds to support children within the classroom.
Early identification of Special Educational Needs and prompt intervention is a focus of the SEND team, while also taking into account and following the "Assess-Plan-Do-Review" cycle promoted within the SEND Code of Practice (2014). There is a clear process and procedure in place within school to facilitate this and all children's academic progress is closely monitored and tracked.
We work with a range of professionals in order to support all children in our care, these professionals include: Educational Psychologists, Hearing Impaired Service, Physical Disability Support Services, Behaviour Support, Specialist Educational Support Services, Local Assessment Team, Single Point of Access, School Nurses, Diabetic Nurses, Community Paediatricians, Midland Psychology, Community Speech and Language Therapists, WMISLT Ltd, Specialist Key Learning Centre, Autism Outreach, CAMHS, Local Support Team, Social Services and others.
During the afternoons, following core learning time, some children may receive interventions by the SEND team or other trained staff and professionals. We offer a range of evidence-based researched interventions to support children with their needs and learning.
LEGO-based therapy is a social development program to improve effective social communication development. The skills developed during weekly therapy sessions generalise well into the classroom. The children work in groups of 3, supported by an adult facilitator, and take on defined roles as Engineer, Supplier and Builder. The children rotate through these roles.
(Further information is available at https://www.youtube.com/watch?v=1SVqfOSSzjs)
Through their participation in LEGO therapy children develop skills in:
and much, much more!
River View has identified quite a challenge with Speech, Language and Communication Needs (SLCNs). As a result, the head teacher has provided budget for us to directly employ a Speech and Language Therapist to support teachers and children. We have employed Miss Ellie Newman through West Midlands Independent Speech and Language Therapy Services Ltd (WMISLT Ltd) for 1 day a week.
The Listening Program (TLP) is a music listening method, personalised to improve brain fitness at any age or level of ability.
It is based on the work of Alfred Tomatis in the 1950s. Children listen for 30 minutes a day to psycho-acoustically modified classical music which works on the premise of the neuroplasticity of the brain.
(Further information can be found at https://www.youtube.com/watch?v=iXMJIyN3f-0)
TLP has global effects on the brain, and is commonly used to support changes in a wide range of brain performance areas:
Children experiencing a range of difficulties and needs ranging from specified special educational needs to social and emotional challenges attend these groups.
Children have individual targets, and during the 1 hour weekly session, are provided with play opportunities to facilitate children achieving these targets without them realising they are doing so.
Mrs Ariss plans and leads the Key Stage 1 weekly session.
Targeted Play offers a relaxed opportunity for skill acquisition and ends with a drink and a snack.
Children requiring intensive support surrounding various difficulties or circumstances, including social, emotional and mental health needs, participate in these 1:1 highly focused and structured play sessions. Children are able to play, explore their feelings and discuss their needs. Mrs Matkin conducts these 30 minute play therapy sessions with individual children.
Their progress is tracked using Boxall Profiles and qualitative reports.
Attention Autism is a therapy developed by Gina Davis. The purpose of these 30 minute sessions is to build children’s attention and interaction levels. These sessions occur in Early Years Foundation Stage three times weekly, with the purpose to build specific children's attention to 20 minutes of sustained listening and interaction.
Attention Autism is a highly motivating and creative approach to building attention and early communication skills. The approach utilises highly visual and engaging objects and fosters a kinaesthetic, hands-on approach to learning.
Colourful Semantics is a highly visual method of supporting children to write more complex and meaningful sentences that make sense and extend their vocabulary use. It starts by breaking sentences down so that children can understand the different parts of sentences, before putting them back together again.
Following extensive research and testing, the speech and language charity, ICAN, have developed robust interventions for children who have mildly delayed speech, language and communication.
We screen all children entering Reception and offer them access to Early Talk Boost, Talk Boost or access to a Speech and Language Therapist, as necessary. Children in Key Stage 1 who have delayed language (as identified through completion of "Progression Tools") also have access to Talk Boost.
Children identified as having delayed SLCN development receive 3 weekly sessions of 45 minutes in a ratio of 1:6 for Talk Boost or 1:8 for Early Talk Boost.
Evidence has proved that children make 12 to 18 months progress after participating in 10 weeks of Talk Boost or at least 6 months progress after participating in Early Talk Boost for 9 weeks.
Children will bring home workbooks (for Talk Boost) or "Jake and Tizzy" reading books (for Early Talk Boost) to share with you. Please help the children complete the tasks with you, and ensure the books are returned to school daily.
Children receive short 10/20 minute 1:1 sessions around specific targets in English or Maths with Lunchtime Supervisors, Teaching Assistants or a member of the SEND team. These sessions may be on-going or very short term around a specific difficulty or learning objective.
Children receive small group teaching around specific Maths concepts or aspects of English. They are taught strategies they can utilise to then take this learning back into the classroom environment.
Assess-Plan-Do-Review (APDR) Individual Educational Plans (IEP)
All children on the school's SEND record have a termly APDR IEP with specific targets. These documents will be shared with you termly, and the children's progress also discussed with parents. There will be an expectation within the APDR IEP that parents and carers will support children by helping them at home as appropriate. All children on the school's record at SEND 2 will either have weekly small group or an individual session focusing on their targets. All children on the school's record at SEND 3 or above, or with a speech and language target, will receive 3 weekly 1:1 sessions with a teaching assistant to work on their APDR IEP targets.
Parents of children with SEND can receive free and impartial advice and support from Staffordshire SEND Family Partnership. Please use the following website address to access their site: https://www.staffordshire.gov.uk/education/welfareservice/SpecialEducationalNeeds/spps/home.aspx