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Green Wrythe Primary School Statement of Provision

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Green Wrythe Primary School Statement of Provision

Date: September 2022

A. School/base Expertise and Capacity

Student numbers:

  • Rainbow 59

Number of Classes:

  • Rainbow 9 classes

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

Those with challenging behaviour are distributed across classes as much as possible to help with management and support.

No time in mainstream classes however some sharing of resources including trim trail and occasional use of sports hall/ICT suite.

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 have basic maths and English skills

Curriculum adaptations:

The curriculum follows the EYFS, with a small number of pupils accessing KS1 National Curriculum. Pupils' progress through the curriculum at their own pace and the implementation allows for their engagement and progress 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 are assessed using the B squared tool which uses micro-steps of progress.

The base works closely with another similar base in LA to offer similar experiences and share best practice. And thus, giving potential choice to parents/carers e.g. on distance or other grounds.

Provision:

There is a heavy focus on acquiring the pre- requisite skills required for formal learning. Use of the engagement model including persistence, initiation, exploration, realisation and anticipation.

What is provided:

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

  • Minimum of 3 children to 1 adult with highest ratio class of 5 children and 4 adults.

  • Ideal class size is 6 but for high needs 4 to 5 .

  • Highly structured low arousal environment (all classes have been refurbished and are fit for purpose, however due to the current profile of the school access to safe spaces for breakout are limited).

  • Individual risk assessments and behaviour plans where needed

  • All children have a Zones of Regulation profile

  • Facilitation of a preferred communication method for example PECS, CORE BOARDS, AAC tablet devices, Makaton 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 to short breaks, access to Playwise, team around the child and family meetings and liaising with other professionals

  • Termly formal parent meetings or full written report 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, trampolining

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

  • Base is within the same building as mainstream and we have the following resources: 4 larger classrooms built for the original criteria of children (2006), plus 5 older mainstream classrooms. Also, separate play areas, a soft playroom and sensory area. One breakout room 2 x OT rooms and a SALT room, toilets on each floor.

  • 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 on 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. Therapists work within the classroom and run small group work, through an embedded approach. Therapists work closely with the class teachers to write PLIM outcomes and agree on next steps. The time allocated to schools through Cognus is limited and can incorporate time for:

  • Training staff

  • Attending team meetings

  • Joint planning with teachers

  • Staff modelling of approaches

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

Preparation for Adult Life:

  • 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

  • Cinema

  • Trampolining

  • 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.

Support staffing (per week per class, on average)

Rainbow (currently):

2 TAS (60 hours a week) in a class of 6 children, 3 TAs (84 hours a week) in a class of 8 children (this does not include 1 to 1s as one class of 6 has 3 TAs and a class teacher)

Some children can require 2 adults to 1 pupil, however additional funding would need to be sought for this

High levels of support needed to facilitate the above requirements for the needs of the children. Also, this is required to keep all children and staff safe.

B. 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):

  • Most children are pre-verbal and all children have severe language impairment

  • Complex sensory needs

  • Lack social awareness and interactions

  • Delayed play skills, often solitary play with emerging social awareness and interactions including parallel play

  • Minimal attention and engagement skills ranging from 0 to 5 minutes and reaching up to 30 minutes with a high level of motivation.

  • All children cannot self-regulate and the majority will need support to co-regulate

  • Challenging physical behaviour including biting, spitting, pinching, scratching and kicking

  • Strong child lead agenda

  • Children cognitively working within EYFS ranging from 0 - 11 months to 8 – 20 months for baseline entry (1 to 2-year developmental age range)

  • Self-help skills are severely delayed including person hygiene

  • Many children require intimate care and start in nappies

  • A very small percentage of our current profile will reach the pre-key stage 1 standards

  • Children who require the engagement model

  • Many of the families require additional support packages such as CAMHs, social care, respite and home visits

  • No children integrate into mainstream other than for social interactions, e.g. playtimes

  • Many children require an individual timetable and sensory diet

  • All children receive support from SaLT and OT as per section F of the EHCP

C. Review of student provision

Every student will have an Annual review of the EHC Plan with any recommendations for change. When a student is in YR they will have two annual reviews.

A student would be referred to the SEN Panel if:

  •  It is considered that he/she has needs that can no longer be met by Rainbow with the current funding and that some additional funding would enable the school to continue to meet needs. 

  •  The changing needs of the child indicate that alternative provision may be more appropriate

D. Outreach Commissioned

None commissioned.

E. 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.

F. 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 stay and play session. Transition is led by the child but for many will entail half days up until October half term, before going full time.

Primary to Secondary transfer process:

Rainbow 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 Rainbow.

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.