Special schools - Bandon Hill Primary Oak Field - children with Autism Spectrum Disorder

Record details

Name of school
Bandon Hill Primary Oak Field
Address
Stanley Park Road
Carshalton
Postcode
SM5 3HW
Journey Planner
Contact
Mrs E McDowall
Telephone
020 8619 1120
email
emcdowall1@suttonmail.org
website
http://www.bandonhill.sutton.sch.uk
About the school
Bandon Hill Primary Oak Field is a base for children with Autism Spectrum Disorder. It currently caters for children from Reception to Year 3, and will expand each year until it has classes through to Year 6.
Supporting children
The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy. Class Teachers are responsible for:
• Monitoring the progress of all children and liaising with key staff about any necessary interventions
• Adapting and refining the curriculum to respond to the strengths and needs of all pupils
• Applying the school’s SEN policy

The Designated Teacher for Looked After children is responsible for:
• Monitoring the progress of children ‘looked after’ by the Local Authority
• Working with carers by attending Personal Education Plan meetings and Reviews

The Head of School is responsible for:
• Liaising with a range of outside agencies who can offer advice and support to help pupils overcome difficulties
• Co-ordinating day-to-day provision for children with SEN
• Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs
• Reporting to Governors
• Ensuring that parents are involved in supporting their child’s learning, kept informed about the support offered to their child and are included in reviewing how their child is doing

The SEN Governor is responsible for :
• Supporting the school to evaluate and develop quality and impact of provision for pupils with SEN across the school
Assessing child progress
• Ongoing monitoring by all teachers of rates of progress and identifying pupils not making progress
• Use of assessment tools e.g. BSquared to track progress
Informing parents and carers
• Comments are written in contact books on a daily basis to share strengths and weaknesses
• Meetings are held three times a year with the teacher and parents to discuss a child’s progress
• Annual Review meetings alongside other contact to track progress towards outcomes and evaluate interventions
• The impact of support offered is considered along with the progress towards the targets set.
• Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies.
Progress updates
• Comments are written in contact books on a daily basis to share strengths and weaknesses
• Regular Annual Review meetings alongside other contact to track progress towards outcomes and evaluate interventions
If a child is not making progress
• After discussions with parents, additional support can be put in place to provide targeted support to help overcome difficulties. The views of the pupil him/herself will be given consideration where appropriate.
• In consultation with the Head of School and parents, actions can be agreed with the aim of reducing barriers to learning and ensuring that good progress is made.
• When external agencies are involved, their advice and recommendations are included in support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Support is put in place to ensure that the child can engage in lessons and wider school activities and to facilitate independent learning.
Curriculum
We provide each child with a curriculum based on their individual needs based on these four areas: • curriculum and language
• social and interpersonal skills
• flexibility of thought and behaviour
• sensory needs

The curriculum is planned and delivered through teaching fundamental life skills
• Play
• Social skills development
• Physical activities
• CreativityEvery class of 6 children is led by a qualified and experienced teacher supported by a minimum of two teaching assistants
Adapting for child needs
When planning to meet individual needs we use an extensive range of ASD specific approaches and interventions including:
• TEACCH
• Communicate in Print
• Makaton signing
• Sensory education
• visual timetables
Teacher flexibility on child needs
Teachers can adapt the curriculum to meet the needs of the individuals in their class. This flexibility allows children to take movement and sensory breaks when needed. It also allows for different approaches to be used for different children. Although much of the curriculum is delivered within the school, every opportunity is explored for taking learning and development into the wider community. When appropriate, the children have regular visits to the shops, library, cafes, Wood Field and other schools.
Additional support
The Speech and Language Therapist and Occupational Therapist provide additional support where this has been identified as appropriate on a child’s statement. The school also has a music therapist to work with some of the children. In music therapy, people work with a wide range of accessible instruments and their voices to create a musical language which reflects their emotional and physical condition; this enables them to build connections with their inner selves and with others around them.
Learning strategies
Strategies to support / develop communication skills:
• Speech and Language Therapist
• PECS
• VisualsStrategies to support / develop literacy including reading
• Regular teaching of phonics in class
• Small group intervention programmesStrategies to support / develop numeracy
• Small group intervention programmes
• Use of IT programs to reinforce strategiesStrategies / support to develop independent learning
• Contact books for personal organisation
• Visual timetables for class and individuals
• Success criteria used in every lesson
• Differentiated activities
• Extension activities
• Traffic light symbols for behaviour managementSpecialist staff
• Speech and Language Therapist
• Occupational Therapist
• Music TherapistExternal agencies
• Educational Psychologist
• Sensory Impairment Team
• Autistic Spectrum Disorder
• School Nurse
• CAMHSDiagnostic testing and assessment
• Access to specialists who can carry out assessments
• Screening to identify children who require additional support

Individual Education Plans
• These are written and reviewed regularly, and shared with parents and other relevant professionals
Meeting child needs
• After discussions with parents, additional support can be put in place to provide targeted support to help overcome difficulties. The views of the pupil him/herself will be given consideration where appropriate.
• In consultation with the Head of School and parents, actions can be agreed with the aim of reducing barriers to learning and ensuring that good progress is made.
• When external agencies are involved, their advice and recommendations are included in support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Support is put in place to ensure that the child can engage in lessons and wider school activities and to facilitate independent learning.
Access arrangements
Arrangements for tests and assessments:
• Access to specialists who can carry out assessments
• Screening to identify children who require additional time in tests
• Additional time in tests for children with Education, Health and Care plans
Comfort, safety and socialising
• The school welcomes contact from parents at any time, either in person or via phone or email.
• Children can access specialist support from the therapist and the ASD service
• Where appropriate, targets are shared with children and parents to help children understand how to improve their learning.
• Visuals, including timetables are used to reduce stressful situations and manage transitions
• Staff are present at all times, including break and lunch times to monitor children and identify any potential difficulties
• The soft play and sensory rooms, along with dark dens can be used if a child needs space away from others
Social and emotional skills
Strategies to support the development of pupils’ social skills and enhance self-esteem:
• Regular ‘celebration of success’ opportunities including ‘Show and Tell’ sessionsStrategies to promote emotional wellbeing (including communication with parents):
• Transition support, visits and activities
• Reduced or modified timetable
• Photo books, especially for transition
• Regular contact and liaison with parentsStrategies to support / modify behaviour:
• School sanctions and reward system as set out in the school’s Behaviour Policy
• Access to the Autistic Spectrum Disorder Team
• Contact books
Learning for independence
Strategies / support to develop independent learning
• Contact books for personal organisation
• Visual timetables for class and individuals
• Success criteria used in every lesson
• Differentiated activities
• Extension activities
Perseverance and resilience
Strategies / support to develop perseverance and resilience
• Visuals, including timetables are used to reduce stressful situations and manage transitions
• Staff are present at all times, including break and lunch times to monitor children and identify any potential difficulties
• The soft play and sensory rooms, along with dark dens can be used if a child needs space away from others
Bullying
The school has a policy on anti bullying, which sets out ways in which the school strives to reduce any incidents of bullying. The policy states: 'At Bandon Hill we expect everybody in the whole school community ‘to respect and show kindness to everyone at all times and to stay safe’. The integrity of this Code of Conduct is compromised by incidents of bullying behaviour.'. The policy clearly sets out what staff should do if a bullying incident arises.
Accessibility
• The buildings are accessible for children with additional needs including wheelchair wide doors, handrails and disabled toilets and showers.
• Specialist interventions are accessed as required, including Occupational Therapy, Sensory Impairment Service, Physiotherapy
• Specialist equipment is used as needed e.g. wobble cushions, pencil grips
Accessing lessons
Class teachers identify pupils who have needs that are affecting their ability to engage in learning activities.After discussions with parents, additional support can be put in place to provide targeted support to help overcome difficulties. The views of the pupil him/herself will be given consideration where appropriate. In consultation with the Head of School and parents, actions can be agreed with the aim of reducing barriers to learning and ensuring that good progress is made. When external agencies are involved, their advice and recommendations are included in support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Support is put in place to ensure that the child can engage in lessons and wider school activities and to facilitate independent learning.The impact of support offered is considered along with the progress towards the targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies.If a child is continuing to have significant difficulties, further external expertise may be requested.
Who we work with
The school works with a wide range of services and referrals are made as required. Services include:
• Educational Psychologist
• Learning Support Service
• Behaviour Support Team
• Sensory Impairment Team
• Autistic Spectrum Disorder
• Occupational Therapy
• School Nurse
• CAMHS
• Social Care
• Voluntary Service Referrals are made according to each service's criteria and will always be completed in conjunction with parents.
How we work with other agencies
When external agencies are involved, their advice and recommendations are included in support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties. Support is put in place to ensure that the child can engage in lessons and wider school activities and to facilitate independent learning.The impact of support offered is considered along with the progress towards the targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies.If a child is continuing to have significant difficulties, further external expertise may be requested.
Specialist services and expertise
Within school, we work with Speech and Language Therapy, Occupational Therapy and Music Therapy. We can access other specialists as needed:
• Educational Psychologist
• Learning Support Service
• Behaviour Support Team
• Sensory Impairment Team
• Autistic Spectrum Disorder
• Occupational Therapy
• School Nurse
• CAMHS
• Social Care
• Voluntary Service
Parental involvement
• The school welcomes contact from parents at any time, either in person or via phone or email
• Parents receive regular newsletters to keep up-to-date with events across the whole of Bandon Hill
• Parents are part of the Wood Field and Oak Field PSA
Helping your child settle with confidence
Clear transitional practices are in place:
• Visual Timetables are used in all classrooms.
• Social stories are used as needed.
• Photo transition books are provided for relevant children
• Additional visits are made to new classes or other settings when needed.
• Teachers have clear time for transfer of information.
• Visits are made to children who are in other settings prior to starting
Policies
Further information is available on the school’s website: http://www.bandonhill.sutton.sch.uk