Lyndhurst School Offer

Lyndhurst School Offer
Lyndhurst Primary School is an inclusive school and may offer the following range of provision to children with additional needs.
Facilities for vulnerable pupils, those with AEN or who are disabled
·  The upper floor of the school is accessible by lift.
·  Accessible toilets are in place on all floors.
·  Emergency telephone call point facilities are provided in the toilets and on stairs.
·  The school benefits from dedicated AEN rooms and medical rooms with hoist, bed and shower facilities and washroom disposal unit for nappies with removal services, as well as adequate space for the storage of larger items used by specific pupils.
·  Personal emergency evacuation plans (PEEPs) are in place for vulnerable pupils.
·  An evacuation chair is available to facilitate the safe exit of people with disabilities in case of fire or emergency.
·  Wheelchair users can gain access to the building via the main entrance without the need for a ramp.
·  The school has access to a magnifier for pupils with visual impairments.
·  A dedicated sensory room is available for the use of pupils with AEN.
·  Yellow contrast strips on the stairs indicate the end of steps.
·  We adopt a policy of walking on the left to organise the flow of pupils around school and minimise accidents.
·  The lift panel has Braille instructions.
·  Classroom sound field systems are in place to ensure that teachers can be heard clearly by hearing impaired children.
·  Staff members can use a radio transmitter to communicate effectively with hearing impaired children who have access to a receiver.
·  Classrooms and corridors are sizeable and accessible.
·  Signage is appropriately sized and positioned.
·  Lyndhurst employs the services of an educational psychologist who is able to provide specialist assessments and advice.
·  Lyndhurst employs the services of the Quality, Effectiveness and Support Team (QEST) who are able to provide specialist assessments and advice.
·  Lyndhurst employs teaching assistants who are trained to work with pupils with additional needs.
·  Lyndhurst employs mid-day supervisors to support pupils with additional needs.
·  Lyndhurst employs a Learning Mentor who is trained to work with pupils with additional needs.
·  Lyndhurst accesses support from outside agencies and charities such as the school health advisor, All Age Disability Service, Specialist community nurses, Speech and Language Therapy Service, Occupational Therapy Service, Jigsaw, Childhood and Adult Mental Health Service (CAMHs), Child Development Service, Positive Steps, Sports Development, Unity Partnerships, Parent Support Advisors and the Pupil Intervention Project team (PIP)
The range of strategies available for pupils with additional needs is outlined in the table below.
Area of Need / All pupils / Catch up (Wave 2)
Small groups / AEN (Wave 3)
Individual / paired support
Cognition and Learning / Differentiated curriculum planning, activities, delivery and outcome
Increased visual aids / modelling / repetition of instructions / gaining attention / simplifying and shortening sentences / rephrasing etc
Visual timetables
Illustrated dictionaries
Use of writing frames
Access to a word processor
In class support from TA
Focused group work with CT e.g. guided reading/numeracy
Dyslexia friendly classroom
High quality teaching of synthetic phonics throughout school
Use of Numicon beginning in Nursery.
Whole school handwriting scheme
Multi-sensory spelling strategies taught and practiced
Positive marking policy
Seating plans
Reduction of background noise/distractions.
Clearly defined and labelled classroom areas and resources
Flexible teaching arrangements
Alternative methods for recording
Resources are up‐dated regularly e.g. Ipads.
The environment (inside & outside) is set out to provide opportunities for early literacy / ELS , ALS, FLS
Springboard
Inference Training
Booster groups
In class support from TA
Additional keyboard skills group
Individual reading with TA / CT
Access to writing slopes
Pre tutoring of concepts/ key vocabulary
Use of photocopies or transcripts rather than copying from board.
Use of key word mats / rings
Use of alphabet arcs
Structured small group interventions (either published or devised by school) to develop skills e.g. literacy, Numeracy, motor skills, memory, organisational skills, self esteem, receptive and expressive language etc.
High interest low readability books.
Opportunities for overlearning
Use of talking cans, digital cameras
Use of ICT e.g. Wordshark / Intense literacy or numeracy support e.g. Toe by Toe/ Power of 2, Direct Phonics, STERN, 5 Minute Box, Number Box, Write from the Start
Manchester Motor Skills Programme
Adapted catch up programmes
Additional phonics training
Additional individual reading
Paired reading
Memory skills training
Peer tutoring
Structured interventions (either published or devised by school) to develop skills e.g. literacy, Numeracy, motor skills, memory, organisational skills, self esteem, receptive and expressive language etc.
Mind-mapping
Language Experience Approach
Precision teaching
Communication and Interaction / Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language
Increased visual aids / modelling etc
Visual timetables
Use of symbols
Structured school and class routines
Seating plan
Clearly defined and labelled classroom areas and resources
Flexible teaching arrangements
Adaptations to language in the classroom (clear, direct, not open to misinterpretation) / In class support from TA with some focus on supporting speech and language
Additional use of ICT e.g. Clicker
BLAST (small group)
Narrative therapy (small group)
Provision of a quiet workstation
Environmental adjustments to meet any sensory needs
Social skills groups
Alternative provision at break / lunchtimes
Support with transition
Pre tutoring of concepts/ key vocabulary
Opportunities for revision and over-learning
Nurture group provision / Speech and Language support from SALT, followed up in school
Support for alternative forms of communication e.g. Makaton
Visual organiser/ task planner
BLAST 1:1, 1:2)
Narrative therapy (1:1)
Help using augmentative and alternative means of communication e.g. communication book, communication passport, Picture Exchange Communication System, intensive interaction, total communication
Personal care training
Use of Social Stories or Comic Strip Conversations
Opportunities for sensory and heuristic play
Precision teaching
Social, Emotional and Mental Health Difficulties / Differentiated curriculum planning, activities, delivery and outcome
Whole school behaviour policy e.g. based on Assertive Mentoring approach
Whole school / class rules
Class reward and sanctions systems
Circle Time / parachute games
SEAL lessons
Seating Plan
Brain gym exercises
Flexible teaching arrangements
Opportunities for sharing/ turn-taking games
Regular positive communication between school and home
Displays which celebrate achievement
For the children’s first week at Nursery the entry is staggered to enable them to settle more
easily into the new environment / Small group Circle Time
Group reward system and targets
Support for unstructured times
Silver SEAL early intervention
Group support from Learning Mentor
Alternative provision at break / lunchtimes
Peer mentoring/ buddying
Nurture group provision / Support from Learning Mentor
Individual rewards and targets
Peer mentoring
Social skills training
Circle of Friends
Meet and greet with adult
Precision teaching
Use of Social Stories or Comic Strip Conversations
Use of the dark den
Planned movement breaks
Fidget toys
After school support for extra-curricular activities
Transition visits for early years pupils
Transition visits for Year 6 pupils
Sensory and / or Physical Needs / Flexible teaching arrangements
Staff aware of implications of physical impairment
Medical support
Brain gym exercises
Displays which recognise difference
Low level environmental modification, eg. highlighted edges around school, steps, dangerous areas
Clear uncluttered path ways
Use of ICT to support recording and curriculum access
Accessibility features on computer, eg. slow down speed of pointer, apply sticky keys
We adopt a policy of walking on the left to organise the flow of pupils around school and minimise accidents.
Classroom sound field systems are in place to ensure that teachers can be heard clearly by hearing impaired children.
Classrooms and corridors are sizeable and accessible.
Signage is appropriately sized and positioned. / Additional keyboard skills training
Additional handwriting practice
Hand- eye co-ordination activities
Sensory motor integration activities
Fine or gross motor development
Development of spatial awareness
Skill teaching in practical subjects eg. PE, technology
Independence and life skills programmes
Modified pencils/pens/ practical equipment
Wider lined books and other equipment modified to give space
Extra time to complete tasks
Use of access devices such as roller ball, alternative mouse, larger keyboard / Motor skills programme
Individual support during PE
Physiotherapy programme
Access to ICT e.g. PC / Ipad
Specialised seating
Raised boards
Pencil grips
Personal care and personal evacuation plan
An evacuation chair.
Appropriate supervision when out of school in unfamiliar environments
Amanuensis to support recording
Time saving strategies
Copy of display and board work to reduce need to transfer information
Pre and post tutoring
Literac intervention programmes
Skill teaching – PE/practical work
Touch typing and effective use of ICT
Precision teaching
Dark den
Access to the sensory room
Opportunities for heuristic play
Upper floor is accessible by lift.
Accessible toilets are in place on all floors.
Emergency telephone call point facilities are provided in the toilets and on stairs.
Dedicated AEN room and medical rooms with hoist, bed, storage and shower facilities and washroom disposal unit for nappies with removal services
Wheelchair access throughout
Dedicated accessible parking
Yellow contrast strips on the stairs.
The lift panel has Braille instructions.