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How do we support pupils with SEN to improve their emotional & social development? What expertise & training do our staff have & how do we involve others to support the pupils with SEN and their family?

 

How do we support pupils with SEN improve their emotional and social development?

Young people:

  • We will help you if you are worried or upset about things.
  • We have people you can work with or talk to regularly if you need this.
  • Your class teacher and staff in class will listen and help you if they can. If they think you need more help they will ask the headteacher for this to happen.
  • We will make sure you know the rules at school and how we can help you if you find sticking to these difficult. If you find sticking to our rules difficult we will try to understand why and help you.

Parents and Carers:

Dorothy Goodman School will endeavour to create a secure, caring and educationally challenging environment, in which pupils will feel happy, safe and eager to learn.

  • We believe that if pupils feel valued, and if their achievements are celebrated, then this will encourage positive learning and good behaviour.
  • We recognise the importance of developing social and emotional needs  by promoting social and functional communication skills and supporting students to learn strategies to self- regulate and manage their own emotions as they approach adulthood.

The school has recently appointed a member of staff to manage and coordinate the staff from the pastoral, health and a communication team to work effectively. Referrals can be made internally.

Pupils referred to one or other of these teams are those who need something additional to the well-developed communication and pastoral support available in every class. The school operates an internal referral system so that additional work with pupils is prioritised according to need.

 

                                                       

For those students who are having difficulties, our school has a Behaviour Policy, and, if a child has difficulties with their social skills they will have an individual plan to support and manage their behaviour. Approaches used with individual pupils are always fully discussed with parents, and recorded in an individualised plan. The plan details the approaches that we use and helps staff be supportive and consistent.

Pupils are reminded that they are not only part of this school and their local area, but also they belong to a wider British community as well as an international community.

Pupils are encouraged to develop a sense of pride in our school, and a sense of belonging to the school community.

Pupils are encouraged to build up good relationships with school staff, and to see them as people with whom they can share their successes, triumphs and any worries.

School staff will discuss any social, emotional or mental health difficulties with parents in order that a joint approach be taken. If problems at home or school persist, referrals are made and advice sought from the appropriate professionals, .g. Educational Psychologist or CAMHS.

In addition, the Fun and Families course and Grounded course for parents is run by the intervention pastoral team it is much appreciated by those who attend and reports suggest that it has made a real difference to parents and to their situation at home.

 

 

 

What expertise and training do our staff have and how do we involve other organisations, specialists or equipment to support both the pupils with SEN and their family?

Young people:

We make sure the staff working with you know how to use your equipment and what resources and help you need to support you.

 

The staff at the school have learning days too as this helps them understand new ideas and thinking.

Parents and Carers:

All staff within the school are given training to help them provide education for pupils with a wider range of learning difficulties including specific medical training. At the school many staff also have specialist qualifications in many areas of teaching special educational needs including educating pupils with autism and ASD, educating pupils with profound and multiple learning difficulties, educating pupils with dyslexia and dyspraxia.

 

All school staff attend training courses and meetings as part of their continuing professional development.

Regular staff meetings are used to provide some of this training.  Areas covered included:

  • Safeguarding
  • Makaton Signing
  • Autism
  • Behaviour Management
  • Developing communication skills
  • Working with a multi-sensory approach across the curriculum

 

The school works closely with other special schools and staff also attend curriculum support groups and collaborative training sessions in conjunction with mainstream schools in the Hinckley Area and with special school across Leicestershire and Northamptonshire.

We have commissioned and have been working with the University of Northampton to work with staff at the school to develop our specialist continuing professional development. Various specialists from the Special Education department at the University work with our school staff in action research teams to develop and extend our practice with regard to different needs groups within our school.

 

The school liaises with other specialists involved including Speech and Language, Physio and Occupational therapists as well as specialist teachers for visual, hearing and multi-sensory impairment. We ensure the specialist equipment is accessible, used correctly and recommended programmes are built into the school day.