photographs / We work with the photographs / passport if Autism passport if required required Communication We work with Sign post parents Team to support the Autism to support groups pupils with a Communication diagnosis of ASC. Team to support Adult support pupils with a when required this diagnosis of ASC. – may be to re iterate Adult support instructions or to when required this – support individuals / may be to re iterate groups with the task instructions or to . IEP completed support individuals / with parents (if ASD groups with the task needs are impacting IEP completed on learning needs) with parents (if ASD Review meetings needs are impacting held with the class on learning needs) teacher (and SENCO Review if required) meetings held with Sign post parents the class teacher, to support groups SENCO and any relevant outside agencies An annual Review will be held with all involved agencies to review the EHC plan. Sign post parents to support groups Speech, School prioritise A Speech therapist is School follow this area of employed by the the plans left by Language and learning children school to work with Speech therapists in Communication are supported identified children. school. Teaching Needs with developing She works with assistants attend their language groups of children the sessions with skills in all areas and individuals from the child and of the curriculum. F1 and F2. therapist and then We support School follow the deliver the required children with their plans left by Speech programme. speech sounds therapists in school. IEP written to during daily Teaching assistants monitor the phonic sessions attend the sessions progress and impact Visual timetables with the child and of the therapy. are in in all therapist and then Termly reviews classrooms deliver the required held with the class programme. teacher, SENCO, IEP written to monitor Speech therapist the progress and and any other impact of the therapy. relevant agency Termly reviews held An annual Review with the class teacher will be held with all and SENCO & involved agencies to Speech therapist review the EHC plan. Cognition and Moderate Learning Support Learning Support Programme Programme – – Learning Learning Needs provided by Learning provided by Needs Support Service Learning Support Intervention provided Service _ see list below Specific Differentiation Differentiation of Differentiation of of tasks Learning Difficulties
photographs / passport if required Sign post parents to support groups . We work with the Autism Communication Team to support pupils with a diagnosis of ASC. Adult support when required – this may be to re iterate instructions or to support individuals / groups with the task IEP completed with parents (if ASD needs are impacting on learning needs) Review meetings held with the class teacher (and SENCO if required) Sign post parents to support groups photographs / passport if required We work with the Autism Communication Team to support pupils with a diagnosis of ASC. Adult support when required – this may be to re iterate instructions or to support individuals / groups with the task IEP completed with parents (if ASD needs are impacting on learning needs) Review meetings held with the class teacher, SENCO and any relevant outside agencies An annual Review will be held with all involved agencies to review the EHC plan. Sign post parents to support groups Speech, Language and Communication Needs School prioritise this area of learning children are supported with developing their language skills in all areas of the curriculum. We support children with their speech sounds during daily phonic sessions Visual timetables are in in all classrooms A Speech therapist is employed by the school to work with identified children. She works with groups of children and individuals from F1 and F2. School follow the plans left by Speech therapists in school. Teaching assistants attend the sessions with the child and therapist and then deliver the required programme. IEP written to monitor the progress and impact of the therapy. Termly reviews held with the class teacher and SENCO & Speech therapist School follow the plans left by Speech therapists in school. Teaching assistants attend the sessions with the child and therapist and then deliver the required programme. IEP written to monitor the progress and impact of the therapy. Termly reviews held with the class teacher, SENCO, Speech therapist and any other relevant agency An annual Review will be held with all involved agencies to review the EHC plan. Cognition and Learning Needs Moderate Learning Needs Learning Support Programme – provided by Learning Support Service Intervention provided _ see list below Learning Support Programme – provided by Learning Support Service Specific Learning Difficulties Differentiation of Differentiation of Differentiation of tasks
Thurcroft-Infant-School-SEND-Offer.docx