This document summarizes Foxfield Primary School's support for students with special educational needs and disabilities (SEND). It outlines the school's inclusive philosophy and its offerings in areas like communication/interaction, learning difficulties, sensory/physical needs, and social/emotional/mental health needs. Support includes quality teaching, visual aids, intervention groups, assistive technology, and access to specialists. The school works to identify needs, track progress, ease transitions, and train teachers/staff to meet all students' requirements.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
National Fostering Agency Group annual conference 2017Ofsted
Lisa Pascoe, Deputy Director, Social Care at the National Fostering Agency Group annual conference 2017, Coventry 11 May 2017.
The subject is 'Foster care: valuing what matters'.
“It is during the middle grades that students either launch toward achievement and attainment, or slide off track toward a direction of frustration, failure, and ultimately early exit from the only secure path to adult success.” (Balfanz, R. 2007)
Schools that pay attention to transition and have an intentional transition plan see more success in increasing achievement and reducing retentions. Having an effective transition program contributes to developing a positive learning environment. Both sending and receiving schools need to work collaboratively with each other, and with families to provide ongoing support for students as they experience the transition to the middle grades.
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
UAS is partnering with The Developing Child Centre to offer Occupational Therapy after school. Please preview the information in this powerpoint for further information about TDCC and their involvement at UAS
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
National Fostering Agency Group annual conference 2017Ofsted
Lisa Pascoe, Deputy Director, Social Care at the National Fostering Agency Group annual conference 2017, Coventry 11 May 2017.
The subject is 'Foster care: valuing what matters'.
“It is during the middle grades that students either launch toward achievement and attainment, or slide off track toward a direction of frustration, failure, and ultimately early exit from the only secure path to adult success.” (Balfanz, R. 2007)
Schools that pay attention to transition and have an intentional transition plan see more success in increasing achievement and reducing retentions. Having an effective transition program contributes to developing a positive learning environment. Both sending and receiving schools need to work collaboratively with each other, and with families to provide ongoing support for students as they experience the transition to the middle grades.
Overview of the approach to communication in the reformed EYFS, including: EAL, assessment and workload, curriculum planning and working with parents – Julian Grenier – Sheringham Nursery School & Children’s Centre, London
UAS is partnering with The Developing Child Centre to offer Occupational Therapy after school. Please preview the information in this powerpoint for further information about TDCC and their involvement at UAS
ESE SOS is a special education advocacy organization devoted to improving the education of children with disabilities through informing and empowering parents.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. What do we believe?
At Foxfield Primary School, we welcome everybody into
our community. The staff, Governors, pupils and parents
work together to make school a happy, welcoming place
where children can achieve their full potential and develop
as confident individuals. We provide a learning
environment that enables all pupils to make the greatest
possible progress and achieve their full potential in a
caring, supportive and fully inclusive environment.
At Foxfield, we believe that every pupil should be
supported to fulfill their potential in their academic,
emotional, social and physical development.
5. My child has difficulties with
communication and interaction
This can include:
Understanding language
Using language
Understanding how to communicate socially with
other people
Conditions include: Specific Language Disorder,
ASD/ASC (Autism), Asperger Syndrome, speech
sound disorders/delay
Stammering
6. What do we offer?
Quality First Teaching, with appropriate differentiation
Visual aids to support instructions, key vocabulary,
concepts and themes
Social skills groups
Language groups
Access to a speech and language therapist for
assessment and advice
Support for ASD children from the Harbour (our ASD
provision) including sensory circuits and soft play, light
room and trampolining time as well as external support
from ASD Outreach
7. “Highly skilled staff make full use of specialist resources to
develop pupils’ communication, personal and social skills.”
Ofsted, 2015
8. My child has specific difficulties with
their learning
This can include difficulties with:
Reading and spelling
Learning new information and concepts
Working with numbers
Working memory
Concentration
Students may have conditions such as a
Specific Learning Difficulties, including dyslexia
Students may present with difficulties that do not
have a specific title
9. What do we offer?
Quality First Teaching, with appropriate differentiation
Visual aids to support instructions, key vocabulary,
concepts and themes
Focused group work in the classroom
Access to specialist assessments and advice, including
an Educational Psychologist or STEPS
Interventions outside of class to support specific reading,
spelling or number difficulties
Individual Education Plan (IEP) targets, to effectively
break down learning into smaller steps, with additional
support to work on these
10. “The behaviour of pupils is outstanding. Behaviour for
learning within lessons and around the school is excellent.”
Ofsted, 2015
11. My child has sensory and/or physical
needs
This can include additional needs related to:
Vision
Hearing
Gross motor co-ordination
Fine motor co-ordination
Self-organisation for daily living
This can include conditions such as cerebral palsy,
physical injury and dyspraxia.
12. What do we offer?
Quality First Teaching, with appropriate differentiation
Medical care plans, including support from the school
nurse
Handwriting/fine motor interventions
External referrals to Occupational Therapists or
Physiotherapists for advice
Access to assistive technology and adapted resources
and materials
Support from the Greenwich Visually Impairment team,
including braille services and mobility officers
Personalised support plans
13. “The school ensures that no child is left behind; all have
equal access to support.” Ofsted, 2015
14. My child has social, emotional and
mental health needs
This includes short-term and long-term needs, that can
be related to:
Forming and maintaining relationships, including
attachment difficulties
Bereavement or trauma
Controlling or power-seeking behaviours
Self-esteem
High levels of anxiety or stress
15. What do we offer?
Quality First Teaching, with appropriate differentiation
Access to assessment for identification of significant needs
Whole school policy for behaviour management
Anti-bullying policy
‘Friends for Life’ programme
Intervention groups, focusing on behaviour, positive thinking, social skills,
self esteem, stress and anger management
In-class support, in cases where pupils are at risk of exclusion
Counselling, mentoring and play therapy sessions
Draw and Talk interventions
Individual behaviour plans and safe handling plans
Outside agency support, including Waterside Outreach, Educational
Psychologists and CAMHS
Pastoral Support Plans, for children at high risk of exclusion
Personal Education Plans for Looked After children
18. How will you identify if my child has
additional needs?
At Foxfield Primary School, children are identified as having SEND
through a variety of ways including the following:
Liaison with the previous educational setting
Tracking information – is the child performing below age
expected levels?
School based assessments carried out initially by the class
teacher
Further school based assessments carried out by the SENCo or
an external agency
Concerns raised by you, as the parent
Concern raised by school staff
Concern raised by the pupil themself
Liaison with external agencies
Health diagnosis
19. Who should I talk to about any SEND
concerns I have?
Your first point of contact at school will always be your
child’s class teacher. They will know the interventions
your child is receiving, the additional support they have
in class and they will be able to talk to you more about
what we can offer.
If you think your child might need more specialist
support or you have additional worries,
you can speak to Miss Luttrell, the school SENCo.
20. How are the school’s resources used
to support children?
All staff are trained, (through a yearly programme of Continuing
Professional Development), in adapting lessons to increase the
use of elements known to support students who need extra help
Teachers collaborate with specialist staff to build adaptations to
activities, especially for those children with high needs
Some lessons benefit from having a teaching assistant in the
class who can spot difficulties and help to give instant support
If your child is specifically funded through their statement or
EHCP, meetings with the SENCo will include discussion and
agreement about how that funding is used and monitored
21.
22. How are teachers helped to work
with my child?
The SENCo, as part of their role, is required to support the class teacher in planning
for children with SEN
The school provides training and support to enable all staff to improve the teaching
and learning of children, including whole school training on SEN issues, such as
Specific Learning Difficulties, Autism Spectrum Disorder (ASD) and speech and
language difficulties
Individual teachers and support staff attend training courses run by outside agencies
that are relevant to the needs of specific children in their class
SEN TAs receive a range of training as part of their ongoing CPD and to respond to
the needs of the individual children they are working with, including making and using
symbolled resources, systems to encourage independent learning, social stories,
supporting transition and social skills
A few TAs are specifically trained to work with individuals who have a hearing
impairment or visual impairment and have received very specific training from
specialist teachers and outside agencies, including Braille training
All staff members are trained specifically in de-escalation strategies to promote
positive behaviour management
23. How will you check the progress my
child is making?
Termly pupil progress meetings highlight any children
needing extra support
The SENCo has SEN Update meetings every term with
teachers to share progress information
Some children have individualised targets, that are set
with you, your child and the class teacher and reviewed at
least twice a year
If your child is working well below age expected level,
their progress is tracked on an adapted SEN system by
their teacher, so that we can celebrate the small steps of
progress they make each term
24. How will you support my class
through class/school changes?
We recognise that transitions can be difficult for a child
with SEND and we take steps to ensure that any
transition is a smooth as possible, using:
Social stories
Transition visits
Meetings to share information about your child
Photo books
Focused group work around upcoming changes
25. “The management of pupils with autistic spectrum
disorders is exemplary.” Ofsted, 2015
26. What is the ‘Harbour’?
The Harbour is our specialist provision for ASD
children. It has spaces for 10 children and to apply for a
space parents need to apply through the Borough’s
DSP Panel.
The Harbour also supports children with Autism in the
main school and runs intervention groups including
cooking sessions, social skills groups, weekly offsite
learning, horse riding and communication groups.