Headteacher: Ms H Colbert
Teacher with responsibility for the provision: Operational from summer term 2011
Designation: Behavioural, emotional and social development (BESD)
Age range: 7 to 11
The aims and purpose of the provision are to:
All the children attached to the provision have BESD difficulties and a statement of special educational needs. They follow the National Curriculum, modified to give the opportunity to achieve. The complex needs of the children are paramount and individual education plans (IEPs) are central to the provision offered.
The provision, which has its own purpose built accommodation, has places for a maximum of three Key Stage 2 pupils. It needs to be stressed, however, that children are expected to spend the majority of their time in mainstream lessons, supported as necessary. When a child joins the school, an initial assessment will be made and an appropriate level of initial and increasing mainstream integration will be planned.
The school is funded for three learning support assistants and 0.3 full-time equivalent specialist teacher. These staff are deployed flexibly to meet individual children’s needs.
All children must be between the ages of 7 and 11. They must have a statement of special educational needs for BESD. Occasionally pupils may be placed on an assessment basis in accordance with the Special Educational Needs Code of Practice. The school will not normally be expected to admit more than one child to the provision in any one year group.
All children have equal access to resources available within the school and provision. Depending on individual need, some additional resources are available for supporting inclusion opportunities.
The children’s needs are initially identified through the formal statutory assessment procedure and are recorded in each child’s statement. Over the first few weeks the children are observed and assessed in a variety of formal and informal ways. An individual education plan is then drawn up incorporating behavioural and learning targets appropriate to each child. These targets are shared with all relevant staff, the parents and the child. Whenever possible, the child is involved in identifying their own targets. New targets are set once old ones have been achieved.
An annual review is held and everyone involved with the child is invited to attend. They are also invited to contribute a report for the review. Reviews can be brought forward if it is considered necessary, particularly if it is felt that the placement is at risk of breaking down.
The children follow a broad curriculum which meets the requirements of the Key Stage 2 national curriculum at an appropriate level. The curriculum is flexible and is adapted to meet the needs of individual children.
There is intensive work to develop:
The school has in place systems which control or censure negative or difficult behaviour and encourages positive behaviour.
The teacher responsible for the specialist provision works closely with parents. Good home-school relationships are seen as a major priority and vital for the progress of each child. The teacher keeps parents updated on a termly and daily basis in a number of different ways.
A home-school book is written in daily to tell the parents how their child has been at school that day. The parents, in return, are asked to inform the school of any information from home that may affect their child’s behaviour at school.
Newsletters are sent home regularly. A school newsletter tells the parents about whole school news and forthcoming events. Class Curriculum Bulletins distributed each half term provide details of the curriculum to be covered that half term and any important dates for the class.
Staff liaise with a range of services and other professionals as necessary for individual children. These may include educational psychologists, speech and language therapists, social care and community mental health services (CAHMS).
For the majority of the time the school’s aim is that the children are taught in mainstream classes and are fully included in the life and activities of the school. Subject to satisfactory behaviour they take part in all school events and activities such as concerts, sports and educational visits. They have the same access to the school’s facilities and resources as other children. Playtimes, lunchtimes and assembly times are normally spent alongside mainstream peers.
Pupils may be removed temporarily from mainstream classes when it is deemed best for their security and development or for that of their peers. On these occasions the child will return to the designated Enhanced Specialist Teaching environment. [The Phoenix Suite]
Each child’s learning and behaviour is closely monitored. Children must transfer out of the provision at the end of year 6 but they may move on to different placements at other times if it is felt necessary or appropriate. The year 6 annual review is always brought forward to the autumn term to allow time for decision making and planning.
Upper Richmond Road West
Telephone: 020 8876 7484
Fax: 020 878 8451
Updated: 9 November 2011