Primary - Avenue Primary Academy Opportunity Base for pupils with ASD

Record details

Name of school
Special Opportunity ASD Base – Avenue Primary Academy
Address
Avenue Primary Academy
Avenue Road
Belmont
Sutton
Surrey
Postcode
SM2 6JE
Journey Planner
Contact
Mrs Anna Huzzey (Head of base) Ms Anna Eusden (Deputy Head of base)
Telephone
020 8642 5138
email
ahuzzey@cirrustrust.uk
website
http://www.avenue.sutton.sch.uk
twitter
https://twitter.com/avenueprimary?lang=en
Contact to discuss child needs
Who will I contact to discuss the concerns or needs of my child?
The Base Class Teacher is your first point of contact if you have concerns about your child. The Class Teacher will also contact you if they are concerned about your child’s behaviour, emotional well-being, social development, academic progress or anything else.
• The Deputy Head of the base has the responsibility for progress of the year group and addresses any concerns that cannot be addressed by the Class Teacher.
• The Head of Base takes responsibility for the operation of the SEND policy and with the Deputy Head of the base, co- ordination of the provision made for individual children, working closely with staff, parents and carers, and other agencies. They ensure that you are kept involved in supporting your child’s learning and kept informed of the support they are getting and how they are doing.
• SEND Governor, Revered Mark Williams, has oversight of the school’s arrangements and provision for meeting special educational needs.
• The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy.
Assessing children
Class Teachers and the Senior Leadership Team continuously monitor all pupils’ progress. Pupils not progressing at the expected rate are identified and additional support or provision provided. Parents and Carers will be contacted by the Class Teacher to discuss concerns about progress.
• Additional support will be provided if required. This will be carefully targeted and closely monitored to ensure impact.
Pupils have targets they work towards each term and these are identified within their learning journeys, and shared with parents.
• Class Teachers and the Head/Deputy of base hold termly review meetings to track progress towards outcomes and evaluate
interventions. This may happen more regularly if required.
• Support from external services is available for pupils continuing to experience significant difficulty as indicated on EHCP’s
Informing parents and carers
Ongoing monitoring by all teachers and SLT of rates of progress and to ensure we are identifying pupils not making expected progress.
• We hold regular review meetings to track progress towards outcomes
and evaluate interventions. You will be invited to contribute to these meetings termly.
• Additional support is provided as set in EHC plans. This determines how much outside agency support will occur and by which agencies such as SALT, OT, EP etc
•Annual review meetings with all outside agencies and class teachers, Deputy and Head of base will document changes and achievements within the EHC plan.
Updates on progress
• You will receive regular, informal feedback from your child's class teacher through the home liaison books and through conversations.
• Learning Journey targets are reviewed every term and you will be invited to contribute to these reviews.
• You will be able to attend termly consultation evenings and will
receive an annual report.
•Annual review meetings.
If a child is not making progress
At Avenue Special Opportunity Base all of our pupils receive excellent, targeted teaching, known as Quality First Teaching. This means that their teacher has the highest possible expectations for your child and fully understand the next steps they need to take in order to progress.
• We teach from a creative curriculum, ensuring that we give our pupils exciting and varied learning opportunities through a range of interesting topics. Different teaching methods are used in the base so that your child is fully able to access the learning. This may involve using more practical learning methods or use of different resources, for example.
• A highly structured routine is followed which is supported by visual aids at all times. The TEACCH approach is imbedded in our teaching.
• Children all have their own personalised timetables to follow and learning is on a personalised approach.
• Our teachers are skilled at adapting and differentiating learning opportunities to ensure they take account of individual pupil needs.
• A high ratio of adult support allows children to work in both small groups, 2:1 or at a one to one level.
• Adult support is provided in a focused, planned manner so as to ensure pupils’ learning is effectively scaffolded whilst still prompting independent learning.
• Additional or adapted resources are used when needed.
• Additional support is also provided by professionals from external agencies. We regularly meet with The Educational Psychology Service, Speech and Language Service, Occupational Therapy Service, School Nurse, Child and Adolescent Mental Health Service and Social Care.
• The specialist professional will work with your child to understand their needs and make recommendations, which may include: LO Primary school 2019-20 - Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better - Support to set better targets which will include their specific expertise - A group run by school staff under the guidance of the outside professional e.g. a social skills group - A group or individual work with outside professional

• We are a Rights Respecting School and therefore ensure all children’s rights are respected and promoted, throughout the school. We encourage all of our pupils to be aware of their rights and assertive when insisting that their rights are met.
• Base Teachers and Teaching Assistants supervise pupils during break and lunchtime. This allows all of our pupils to have easy access to staff they are familiar

Dinosaur school
Fun, challenging and interactive activities to gently support children in developing their social skills, independence skills and anger management skills. This is supported by our Speech and Language Therapist and our Occupational Therapist.

Zones of Regulation
The ZOR is a concept designed to help a student gain skills in the area of self-regulation. Self-regulation can go by many names, such as self-control, self-management, and impulse control. It is defined as the best state of alertness of both the body and emotions for the specific situation. This approach uses a highly visual method to reinforce different states of alertness and the independent use of strategies to regulate these states.

Lego Therapy
A structured therapy group which promotes social interactions and speech and language skills. This is supported by our Speech and Language Therapist.

Supporting Pupils with Speech, Language and Communication Difficulties'
1:1 or group activities, directed or led by SALT, which focus on;
• Listening, attention and memory
• Understanding of language
• Spoken language • Social understanding and communication
• Speech intelligibility

Handwriting without Tears
A handwriting program led by our Occupational Therapist to help develop fine motor skills.

Attention Autism (Magic Bucket)
This is a creative and highly effective method of building attention and early communication skills. It teaches these skills using highly engaging, stimulating activities and resources which come from our Magic Bucket.

Pre-teaching
This method of support involves pre-teaching key elements from lessons, in pupils’ usual books, so that they are prepared for a lesson with some prior knowledge and pre-planning for tasks. This allows further engagement in lessons and builds self-esteem by supporting pupils in contributing to lessons.
Curriculum
• At Avenue Primary Academy all of our pupils receive excellent,
targeted teaching, known as Quality First Teaching. This means that
their teacher has the highest possible expectations for your child and
fully understand the next steps they need to take in order to progress.
• We teach from a creative curriculum, ensuring that we give our pupils
exciting and varied learning opportunities through a range of interesting
topics. Different teaching methods are used in class so that your child is
fully able to access the learning. This may involve using more practical
learning methods or ICT, for example.
• Our teachers are skilled at adapting and differentiating learning
opportunities to ensure they take account of individual pupil needs.
• The teachers provide lessons which are highly motivating, clearly
structured with continuous visual supports. Throughout activities a
range of both SALT and OT skills are incorporated.
Adapting for child needs
• Our teachers are skilled at adapting and differentiating learning
opportunities to ensure they take account of individual pupil needs.
• Additional or adapted resources are used when needed.
• Additional support is also provided by professionals from external
agencies. We regularly meet with The Educational Psychology Service,
Speech and Language Service, Occupational Therapy Service, School
Nurse, Child and Adolescent Mental Health Service and Social Care.
• We use an ASD friendly approach with Visual timetables, PECs
(picture exchange communication), Attention Autism, Intensive
interaction, Occupational Therapy (when stated on EHCP) Speech and
Language (when stated on EHCP) Makaton (sign language) and many
more strategies and resources
Teacher flexibility on child needs
•Individualised learning within a structured timetable which is heavily
supported with visuals.
•Lessons which are highly motivating and engaging based around
personalise learning.
•Staff trained in a range of ASD approaches, including the TEACCH
approach and basket work, motivator boards, simple language
supported with Makaton, Now and Next, Visual timetables etc
Additional support
Intervention groups and integration with our mainstream school for
academic lessons and daily playtimes. (This is planned in a
personalised manner so as to ensure that it meets the needs of the
individual child.)
At Avenue Primary Academy we also offer support from our Family
Support Worker. She is able to support families with a range of needs.
Learning strategies
• TEACCH Approach imbedded in classroom practice
• Small group intervention programmes – Lego therapy, Dinosaur
school etc.
• Visual timetables for class and individuals.
• Use of Makaton, visuals, now and next boards, Motivation boards
Meeting child needs
We review all children's needs on an individual basis and tailor our
response accordingly. We will keep parents and carers informed at
every step and value their input in how to support their child. As
mentioned previously, we are able to offer a vast range of support
strategies to help our pupils.
Daily contact through home liaison books. Two parent evening
consultations, written report, annual review meetings and reports from
outside support agencies such as SALT and OT
Access to exams
• We always help to support our pupils with their emotional, social and
behaviour needs so as to ensure there are no barriers to their learning.
For example, pupils have access to communication cards, cool-down
areas in their classroom and can access esources.
All children will take the phonics screening test in Year 1. We will enter
pupils for KS1 and KS2 SATS based upon their current level of
attainment and ability to access the papers.
Additional support or time for exams
All children will take the phonics screening test in Year 1. We will enter
pupils for KS1 and KS2 SATS based upon their current level of
attainment and ability to access the papers. Pupils who access the
tests will have additional time, regular breaks and complete the test 1:1
with a familiar adult.
Comfort, safety and socialising
• We are a Rights Respecting School and therefore ensure all children’s
rights are respected and promoted, throughout the school. We
encourage all of our pupils to be aware of their rights and assertive
when insisting that their rights are met.
• Teachers and Teaching Assistants supervise pupils during break and
lunchtime. This allows all of our pupils to have easy access to staff they
are familiar
• We provide targeted emotional support in the form of Dinosaur school,
SALT, Social groups and through our daily busy time.
Social interaction is taught discretely on a daily basis.
Children integrate with mainstream supported at both lunchtime and
playtime.
Developing social & emotional skills
Social stories, adult interaction and social groups. The set up of the base encourages children to socialise, make choices, share and communicate through our busy board used throughout each day.
Early Help Support in the Community (Tier 2)
Family Support Worker, Dinosaur school (self-esteem, emotion support, social skills - for EYFS and Year 1 pupils), Zones of Regulation, ELSA, mentoring by senior staff, social skills groups, Friends club, play clubs and support from outside agencies such as the ASD support team.
Bullying
We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff. We ensure that our children are equipped with the skills to manage difficult situations.
Disability support
We fulfil our duties under the Equalities Act 2010.
• Some parts of Avenue Primary School were built in the 1950s but access has been improved for people with physical disabilities.
• All steps in school have high visibility edging, recently built areas have sufficient contrast in paint colours to identify edgings of doors and walls and toilets are available for wheelchair users.
• A Sensory room is available for pupils with Sensory impairment or Sensory needs.
• Reasonable adjustments are made with resources, for example adjusted reading materials or provision of technology to support in learning.
• All new classrooms built after 2014 have wheelchair access and pupils with a physical disability are placed in such classrooms, where possible.
• Provision has been made to install a lift to access the upstairs classrooms in the future.
Accessing lessons
We fulfil our duties under the Equalities Act 2010. Some parts of Avenue Primary Academy were built in the 1950s but access has been improved for people with physical disabilities and we have installed a lift in our new KS1 building. All steps in school have high visibility edging, recently built areas have sufficient contrast in paint colours to identify edgings of doors and walls and toilets are available for wheelchair users. Reasonable adjustments are made with resources, for example adjusted reading materials or provision of technology to support in learning.
All new classrooms built after 2014 have wheelchair access and pupils with a physical disability are placed in such classrooms, where possible.
Who we work with
• Additional support is also provided by professionals from external
agencies. We regularly meet with The Educational Psychology Service,
Speech and Language Service, Occupational Therapy Service, Autistic
Spectrum Disorder Service, , Sensory Impairment service, Speech,
Language and Communication Needs Service, School Nurse, Child and
Adolescent Mental Health Service and Social Care.
Working with other agencies
The specialist professional will work with your child to understand their
needs and make recommendations, which may include;
• Making changes to the way your child is supported in class e.g. some
individual support or changing some aspects of teaching to support
them better, E.g workstations.
• Support to set better targets which will include their specific expertise
• A group run by school staff under the guidance of the outside
professional e.g. a social skills group – Lego therapy
• A group or individual work with outside professional
Informing parents and carers
We will be discussing any concerns we have with regards to your child's progress or learning needs, with you on a regular basis.

If we feel the support we are able to provide in school is not having the impact we would like then we will discuss with you a referral to an external professional.

This will be done with your permission.
Helping your child settle with confidence
•Pre visits to the base are arranged for the child to visit initially with parents and then for a few stay and plays independently.
•A transition booklet is sent home with the child for parents to share the photographs of the school, the classroom and staff.
•On starting the base, a settling in period is used depending on individuals needs. This may be a few mornings, then staying for lunch before starting full time. We always work at the pace of the individual child.
Extended School Day
We currently do not have an extended school day for the base children.

We do offer a limited number of after school clubs for base pupils.
Policies
All relevant policies can be found on the school website https://web.avenueprimary.com/policies/
Updated
July 2019