Additional Learner Support
PLACE Class Palm Class Juniper Class Olive Class Bay Class
SENCo and PLACE teacher - Miss Jessica Mayo - Ward
Palm Class, Juniper Class, Olive Class
Specific Needs Autism SEND Teacher - Miss Annabel Hardy
Autism +Complex Needs SEND Teacher - Mrs Sue Payne
Learning Support Base:
The Learning Support Base is a hub for specific academic, communication and social intervention.
All Learning Support Assistants are skilled in a wide range of interventions to support academic gaps and misconceptions, scaffold the development of communication skills and enable social skills to flourish.
Specific Needs Provision:
Specific Needs Provision supports those students who display a demand avoidant profile.
This provision is for students who are supported by a one to one/ high adult ratio for needs identified in their EHCP in order to build relationships, develop social skills and learning skills. The model is based on the TEACCH framework building on pupils’ strengths to support educational, communication, social and therapeutic goals.
The structured approach of the Specific Needs Provision implements:
- External organisational support to address challenges with attention and organisation.
- Visual and /or written information to supplement verbal communication.
- Structured support for social communication.
The aspiration for this provision is to equip more complex students with the skills to successfully engage in social and academic group situations working towards a ‘safe independent life’. By teaching using the TEACCH priorities, we endeavour to focus on the individual pupil’s skills, interests and needs, incorporating these into everyday learning.
High Needs is set up with individual learning pods, which pupils can personalise so that they are in an environment which enables them to access their learning. Adults working with the pupils will also develop visual structures to organise this environment and learning tasks, again making them accessible for the children.
Here are some pictures of the systems we use in High Needs and the Learning Support Base:
Jake’s individual work station. Jake knows where to find his work and resources and then where to put his completed work. Jake enjoys using this TEACCH approach.
Here is Rory’s visual schedule. Rory enjoys this system because it uses visual cues to enable his independence and organisation of learning.
Here is an example of a pod in the learning support base. This space has been personalised to meet the needs of the pupil. The student accesses some lessons in the classroom but uses the pod as a safe place. This supports the student in managing anxieties and self-regulation.
PLACE class is a provision designed for pupils who are exhibiting difficulties with social and emotional needs, and who may need a bit of extra support in building relationships and a sense of safety. Pupil’s in PLACE class learn through a personalised curriculum, which is broken into small achievable chunks so that they might gain a sense of achievement, and develop greater self-esteem. Relationships and play are an area of important in the provision in PLACE class, and pupils have many opportunities to develop social skills and co-operation through games and playful activities. Pupils also have regular opportunities to engage in sensory activities to develop self-regulation skills and understanding of self. Staff trained in Emotional Literacy (ELSAs) support our PLACE pupils.
Autism Complex Needs Provision
The Autism Complex Needs Provision is an exciting new venture at Springfields. It is an environment where students can access a bespoke package to meet their differing needs. Pupils that access this provision have a diagnosis of autism and a complex learning needs profile.
Students in Complex Needs access learning via a topic based approach based on their areas of interest, be it Thomas and Friends, Dr Who or Romans! This personalised programme allows them to feel confident, safe and motivated to engage, leading to greater independence and enjoyment in learning.
The curriculum focusses on the development of greater understanding and management of sensory needs, development of independent personal care skills, greater understanding of their own emotions and how to self-regulate effectively, as well as life skills such as preparing healthy snacks and meals. Curriculum areas such as English and maths are incorporated into every day learning in practical ways, such as through list making, money handling, weighing and measuring.
The provision is flexible in order to meet the changing needs of its students. Supporting the family is as important as working with the student, and outreach work forms part of the offer.