Wood Field Primary School Statement of Provision

Wood Field Primary School Statement of Provision

Date: June 2023

A. School/base Expertise and Capacity

Student numbers:

• Oak Field – 54

Numbers of Classes at Oak Field- 7, expanding to 8

Children are grouped based on need, not chronological age. Within a class, there is no more than a three-age gap in each class.

Time in mainstream can be supported for those pupils who are ready to engage and attend; we also access some facilities such as the library, sports hall and trim trail.

Each class has a class teacher FTE.

Aims and Outcomes:

• To have a level of social communication and understanding to be able to integrate into the community

• To have a preferred method of communication, for example, signing, AAC, PECS

• To have strategies that support the management of emotional regulation

• To have self-help skills to build independence, for example, dress and undress themselves, clean their teeth, use the toilet independently

• To complete short adult led tasks (to an average of 10 minutes)

• To use therapy outcomes within class and home environment and embed them into practice

• To interact with their peers, turn taking, sharing, understand what constitutes appropriate play

• To have developed their receptive and expressive language to express their wants and needs and to initiate communication

• To work towards and achieve basic maths and English skills

Curriculum adaptations:

The curriculum follows the EYFS curriculum, with a small number of pupils accessing the Year 1 curriculum in English and maths; pupils’ progress through the curriculum at their own pace and the implementation allows for their engagement and progress time but overall, the curriculum is designed to support an embedded approach to this area of need. The majority of children follow the Engagement model and assess using the B squared tool which uses micro-steps of progress.

The base works closely with another similar base in the LA to offer similar experiences and share best practice.

B. Provision

What is provided:

•  Reception children start in their chronological year, they then move into mixed age classes based on need.

• Highly structured low arousal environment 

• Individual risk assessments and behaviour plans where needed

• All children have a Zones of Regulation profile, sensory profile and pupil profile.

• Facilitation of a preferred communication method for example core vocabulary, picture communication systems, Pragmatic Organisation Dynamic Display (PODD), augmentative and alternative communication (AAC) tablet devices, Sign-a-long so that children have a voice.

• Highly specialised eclectic curriculum focusing on communication, participation, social and emotional development and is based on the engagement profile drawing from a wide-ranging tool box including: Attention Autism; Intensive Interaction; TEACCH; Zones of Regulation; ELSA; Colourful Semantics and AAC

• A strong focus on developing life skills, independence and adulthood

• Community integration, community walks, life skills for example dentist, hairdressers, shopping, cafes, road safety and transport

• Support for parents, including parent workshops, home visits, referrals, team around the child and family meetings as well as liaising with other professionalS

• Termly formal parent meetings for all children to support next steps as well as annual reviews

• Developing varied interests and motivators – flexibility of thought and engagement e.g. building resilience and coping strategies for change

• Making sense of environments and the world around them, routine, transitions, classroom environment, education visits and recognising the impact on the environment (Cause and effect)

• Physical development – sensory regulation, sensory diet, sensory circuits, gross motor skills and fine motor skills, OT, Zones of regulation, sports coaches, swimming

• Building on learning beyond school e.g. focus for preparation for adult life including the development of independence

• SALT and OT provided by Cognus; close working relationship with therapist ensures continued provision within the classroom

• Therapies Provision

• Every child has some degree of SaLT and OT written into their EHCP and is dependent of individual needs

• Currently therapy support is very much tied to individual EHCP outcomes as written and to the number of sessions allocated to the child in their EHCP. We have increased input into curriculum and small group work, through an embedded approach, and shared target setting/reviews (PLIM’s) to agree the next priority outcomes for individuals. 

• ‘In the moment’ support for pupils/ staff to model de-escalation techniques, use of strategies in a functional context

Preparation for Adult Life

Enrichment / social activities:

• Developing independence through self –help skills, such as toileting, dressing and general hygiene, awareness of danger relating to road safety/strangers

• Developing their receptive and expressive language to express their wants and needs and to initiate communication

• Life-skills, shopping, following a list/sequence, café visits, money exchange, keeping safe in the home and community.

• Being safe around others, socially acceptable behaviour and what to do if they feel unsafe

• Developing further increased independence through developing self-help in learning, emotional regulation and sensory environmental control

• Preparation for transfer to next setting or provision

• Coping with changes in routines and environments

• Enrichment / social activities

The focus of trips is primarily to enhance life skills and community integration and social skills and to develop social and communicative experiences. These happen at least weekly. For example:

• Swimming

• Therapy Farm

• Trampoline

• Café visits

• Supermarket shopping

• Library

• Bus journeys

• Hairdressers

• Local walks and parks

Enrichment activities are planned to practise life skills e.g. cooking a snack lunch, danger awareness and build confidence.

C. Admission Process

Criteria for Admission

All children have EHCPs with a diagnosis of ASD (identified as the prime need and all other needs identified as secondary including OCD, ARFID and ADHD)

D. Review of student provision

Every student will have an Annual review of the EHC Plan with recommendations for any changes as needed.

E. Outreach Commissioned

None commissioned.

F. Funding and moderation processes

The Council will develop and put in place governance arrangements that ensure that the different pathways and numbers within them are part of a moderation process involving specialist provision leaders so that cohort changes are recognised and there is parity across provisions in terms of judgements.

G. Funding and moderation processes

Nursery to Primary transfer process:

During the summer term school leaders will visit children in their current setting or home, talk with professionals, invite parents in for a school tour if they have not been before and host an induction morning. In September, class teams will conduct a home visit and invite parents and children in for a play and stay session. Transition is led by the child but for many will entail half days up until October half term, before going full time.

Mid-Year transfer process:

A member of staff will visit the child in their current setting if possible, parents will be invited for a tour and an individual transition timetable will be set up depending on the child’s needs. If appropriate a home visit will be conducted.

Primary to Secondary transfer process:

Oak Field works closely with Secondary school provisions in and outside of Sutton LA. During the summer term children will visit their new school, create transition books, get to know their uniform and surroundings and say goodbye to Oak Field.