Social, Emotional and Mental Health Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, reward charts, timers, clear rules and routines, etc. A personalised approach to their learning may be required such as, exploring feelings, anger management, SMART Thinking. Some may also be on their own personalised behaviour management plan. The school runs a programme” and there is one trained LSA who is used to act as mentor for the support of “Mentoring children with social, communication, interaction and emotional difficulties. For children who need additional mentoring, a qualified, external counsellor is employed by the school to work with children as guided by the SENCO and Class Teachers. These children may have family problems, social and emotional difficulties, and communication and interaction difficulties. Autism and Social Communication Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, visual timetables, visual organisation prompts, first and then boards, tasks broken down into manageable steps, clear and precise language used, a variety of options for recording work, work stations, sensory analysis, weighted cushions, fiddle objects, etc. Some may attend individual, paired or small group out-of-class sessions to develop their social communication skills. A specialist teacher for Autism and social communication difficulties also supports and advises for children with significant needs in this area. Speech, Language and Communication Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may be pre-taught topic vocabulary, have tasks broken down into pictorial format, use mind mapping techniques, etc. Some may attend group or individual out-of-class sessions to develop their speech, language and communication skills. A speech and language therapist visits at least once termly to assess and review cases. A specialist teacher for speech, language and communication difficulties can also be accessed to advise staff on how to support children with significant language needs.
Social, Emotional and Mental Health Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, reward charts, timers, clear rules and routines, etc. A personalised approach to their learning may be required such as, exploring feelings, anger management, SMART Thinking. Some may also be on their own personalised behaviour management plan. The school runs a “Mentoring programme” and there is one trained LSA who is used to act as mentor for the support of children with social, communication, interaction and emotional difficulties. For children who need additional mentoring, a qualified, external counsellor is employed by the school to work with children as guided by the SENCO and Class Teachers. These children may have family problems, social and emotional difficulties, and communication and interaction difficulties. Autism and Social Communication Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may have additional resources to support them in the classroom such as, visual timetables, visual organisation prompts, first and then boards, tasks broken down into manageable steps, clear and precise language used, a variety of options for recording work, work stations, sensory analysis, weighted cushions, fiddle objects, etc. Some may attend individual, paired or small group out-of-class sessions to develop their social communication skills. A specialist teacher for Autism and social communication difficulties also supports and advises for children with significant needs in this area. Speech, Language and Communication Difficulties Children remain the responsibility of the class teacher and will receive a differentiated approach to their school life depending on their need. For example they may be pre-taught topic vocabulary, have tasks broken down into pictorial format, use mind mapping techniques, etc. Some may attend group or individual out-of-class sessions to develop their speech, language and communication skills. A speech and language therapist visits at least once termly to assess and review cases. A specialist teacher for speech, language and communication difficulties can also be accessed to advise staff on how to support children with significant language needs.
perryfields-send-information-report.docx