What is the Academy's offer?
The Academy has supported a huge number of children with a range of additional needs including Autism, Speech and Language Difficulties, Moderate Learning Difficulties, Downs Syndrome, Dyslexia, Dyspraxia, Attention Deficit Disorder, Attachment Disorder, Diabetes, Global Delay, Cerebral Palsy.
The SEN Code of Practice identifies four broad areas of need:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and /or physical needs
As the code clearly states ‘In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.’ Children with Austism for example are likely to have needs across all areas, including particular sensory requirements.
The following table outlines the particular areas of expertise the school has and an overview of the provision the school puts in place to support children with these particular needs.
Communication and Interaction Needs | |||||
| Diagnosis | Background Information: | What the school does: | |||
Autism Spectrum Disorders (ASD) | There have been an increasing number of children who have either arrived at Streetsbrook with a diagnosis of Autism Spectrum Disorder (ASD) or who have received a diagnosis during their time at our academy. This is very much in line with the picture across Solihull. Children’s needs have varied significantly depending on where they are on the spectrum and the school has successfully met these needs through a carefully planned programme of individualised support. The school benefitted from the AET training and Mrs Carey is currently the lead teacher for Autism. |
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Speech, Language and Communication Needs | The school has supported a significant number of children with Speech, Language and Communication Difficulties. Children’s needs have varied significantly with some children being unable to communicate what they want to, to those who find it difficult to understand what is being said to them, to those who do not understand the social rules for communication. | Ensures a fully inclusive curriculum and learning environment
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Cognition and Learning Needs | |||||
Moderate learning difficulties | There have been a number of children who have been diagnosed as having a moderate learning difficulty. Staff at Streetsbrook have successfully differentiated the curriculum to ensure the needs of these children are met. |
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| Down Syndrome | Streetsbrook has successfully supported children with Down Syndrome over a significant number of years |
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| Global Delay | A number of children have attended Streetsbrook with a diagnosis of Global Delay and their needs have been successfully met. |
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| Dyslexia | Dyslexia is difficult to diagnose in children at a young age. Nevertheless, the school has supported a number of children who we have identified as having possible dyslexia and this has usually been confirmed during their time at Junior School. |
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Dyspraxia | The school has supported a number of children with a diagnosis of Dyspraxia. The curriculum, where necessary has been differentiated or adapted to meet the specific needs of these children. |
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Develops ‘Communication Passports’ to support transition
Deficit
Disorder
Streetsbrook has successfully supported children with Attention Deficit Disorder (ADD) and has successfully differentiated the Curriculum and environment to meet their specific needs.
- Ensures a fully inclusive curriculum and learning environment
- Differentiates the curriculum, including providing opportunities for pre-learning and regular reinforcement of key learning
- Develops Personalised Learning Plans where appropriate, including relevant interventions and movement breaks.
- Develops intervention groups tailored to support specific needs
- Disseminates important information to all staff, so everyone has a shared understanding of each child’s needs
- Seeks support and on-going advice from external professionals to ensure any barriers to learning are fully identified and overcome
- Provides additional adult support as and when appropriate
- Has a highly effective Behaviour Policy
- Develops ‘Communication Passports’, as appropriate, to support transition
- Holds at least termly review meetings with parents to discuss progress made against the personalised learning plan
- Provides excellent pastoral care
- Provides regular training opportunities for staff
Disorder
The school has not yet supported any children with Attachment Disorder, but staff have had training in this area and are fully equipped to support children with this particular need.
- Ensures a fully inclusive curriculum and learning environment
- Differentiates the curriculum, including providing opportunities for pre-learning and regular reinforcement of key learning
- Develops Personalised Learning Plans where appropriate, including relevant interventions
- Develops intervention groups tailored to support specific needs
- Disseminates important information to all staff, so everyone has a shared understanding of each child’s needs
- Seeks support and on-going advice from external professionals to ensure any barriers to learning are fully identified and overcome
- Provides additional adult support as and when appropriate
- Has a highly effective Behaviour Policy
- Develops ‘Communication Passports’, as appropriate, to support transition
- Holds at least termly review meetings with parents to discuss progress made against the personalised learning plan
- Provides excellent pastoral care
- Provides regular training opportunities for staff
Palsy
A number of children with Cerebral Palsy have attended Streetsbrook and a wide range of needs have been successfully catered for.
- Ensures a fully inclusive curriculum and learning environment
- Differentiates the curriculum, including providing opportunities for pre-learning and regular reinforcement of key learning
- Develops Personalised Learning Plans where appropriate
- Develops a personalised task board, where appropriate
- Develops intervention groups tailored to support specific needs
- Disseminates important information to all staff, so everyone has a shared understanding of each child’s needs
- Seeks support and on-going advice from external professionals to ensure any barriers to learning are fully identified and adhered to
- Provides additional adult support as and when appropriate
- Adapts the physical environment
- Provides a range of resources such as a ‘sloping board’ and specially designed pens and scissors
- Develops ‘Communication Passports’, as appropriate, to support transition
- Holds at least termly review meetings with parents to discuss progress made against the personalised learning plan
- Develops rigorous ‘Risk Assessments’ to ensure each child is safe
- Provides regular training opportunities for staff
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Sensory
Processing
Disorder
Processing
Disorder
Streetsbrook has successfully supported children with a Sensory Processing Disorder ensuring a fully inclusive learning environment.
- Ensures a fully inclusive curriculum and learning environment
- Differentiates the curriculum, including providing opportunities for pre-learning and regular reinforcement of key learning
- Develops Personalised Learning Plans where appropriate
- Develops a personalised task board, where appropriate
- Develops intervention groups tailored to support specific needs
- Works with the child to create a personalised sensory diet
- Sensory motor breaks embedded into the school day
- Provides appropriate resources to accommodate specific sensory needs
- Provides access to a low stimulatory area where appropriate for children that experience ‘sensory overload’
- Disseminates important information to all staff, so everyone has a shared understanding of each child’s needs
- Seeks support and on-going advice from external professionals to ensure any barriers to learning are fully identified and adhered to
- Provides additional adult support as and when appropriate
- Adapts the physical environment
- Develops ‘Communication Passports’, as appropriate, to support transition
- Holds at least termly review meetings with parents to discuss progress made against the personalised learning plan
- Provides regular training opportunities for staff
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Alcohol
Syndrome
The school has experience of working with children who have a diagnosis of Foetal Alcohol Syndrome
- Ensures a fully inclusive curriculum and learning environment
- Differentiates the curriculum, including providing opportunities for pre-learning and regular reinforcement of key learning
- Develops Personalised Learning Plans where appropriate
- Develops a personalised task board, where appropriate
- Use of Makaton to aid understanding and communication
- Develops intervention groups tailored to support specific needs
- Disseminates important information to all staff, so everyone has a shared understanding of each child’s needs
- Seeks support and on-going advice from external professionals to ensure any barriers to learning are fully identified and adhered to
- Provides additional adult support as and when appropriate
- Adapts the physical environment
- Develops ‘Communication Passports’, as appropriate, to support transition
- Holds at least termly review meetings with parents to discuss progress made against the personalised learning plan
- Develops rigorous ‘Risk Assessments’ to ensure each child is safe
- Provides regular training opportunities for staff
Hearing/
Multisensory
Impairment
Here at Streetsbrook we are successfully supporting a number of children with a visual impairment. We have also supported children with hearing impairments with much success.
- Ensures a fully inclusive curriculum and learning environment
- Differentiates the curriculum, including providing opportunities for pre-learning and regular reinforcement of key learning
- Develops Personalised Learning Plans where appropriate
- Develops a personalised task board, where appropriate
- Use of Makaton to aid understanding and communication
- Develops intervention groups tailored to support specific needs
- Disseminates important information to all staff, so everyone has a shared understanding of each child’s needs
- Seeks support and on-going advice from external professionals to ensure any barriers to learning are fully identified and adhered to
- Works with professionals and parents to create a Management Plan of medical need
- Provides additional adult support as and when appropriate
- Adapts learning resources and tools in the setting
- Adapts the physical environment
- Develops ‘Communication Passports’, as appropriate, to support transition
- Holds at least termly review meetings with parents to discuss progress made against the personalised learning plan
- Develops rigorous ‘Risk Assessments’ to ensure each child is safe
- Provides regular training opportunities for staff