Sycamores and Millennium class
Who do we support?
Sycamores and Millennium class are two specialist classrooms for children with complex ASD, speech and language and communication needs and secondary learning difficulties. In order to meet the needs of these children and ensure they make good progress academically, emotionally and socially we have developed personalised learning programmes within both classroom which supports each learner to achieve their best. The provisions offer an enriched, individually orientated curriculum within an integrated setting where children can learn alongside their peers at a pace that suits their needs. It offers a unique quieter and calm environment where children can work on the acquisition of specific skills in safe and comfortable surroundings.
How do we support children?
Sycamores class opened in September 2016 due to a growing need within the school. In September 2018, we opened an additional classroom ‘Millennium’ due to the intake of children increasing.
Children in Sycamores class range from year 1 to year 4 depending on their learning style. Learning is supported through the EYFS principles of ‘learning through play’. Within Sycamores class we recognise that play and interactions are key skills to be developed when promoting effective learning.
Children in Millennium class range from year 3 to year 6, in which the national curriculum areas are closely followed.
In both classrooms we offer a range of one to one, small group and whole class tasks with support and access to a broad and balanced curriculum. Maximum opportunity is provided for children to interact with peers from their classes, taking place to develop both communication and social skills for all children involved. Each child has access to and experience of, the National Curriculum at their own level, pace and understanding. Each child has individualised work programs designed to cover the areas of physical development, personal and social development, language, literacy and communication, mathematics, creative development and knowledge and understanding. Some specialist approaches to Autism that will be used are; The TEACCH Approach, Attention Autism, PECS and Sensory Integration. The individual needs and learning style may determine to a great extent the methodology used. This includes close working both within school and with other professionals to produce individual education plans.
Children remain on roll in their classes and personalised timetables are drawn up termly ensuring that each child accesses sessions within their classrooms alongside their peers. Integration will vary according to each child’s individual needs varying from 10% – 90% of the school day.
Children participate in all school activities including swimming and PE. In addition, opportunities for horse riding and community visits are undertaken. Any child in their early years who requires the provision will only attend structured sessions. Life skills sessions are also taught weekly including; road safety, cooking and shopping and travelling on the bus.
Outside agency support
We collaborate closely with ASD outreach, Willowdene school, the Educational Psychology service, occupational therapy and STEPS. The Speech and Language therapist supports staff weekly within the settings. As such we utilize a wide variety of professional support which allows for continual review and reflection of practice and provision for our children.
Recognition and accreditation
In 2017 we achieved the ‘Autism Educational Trust’ standards for the whole school, celebrating the inclusive environment we enable for our learners with Autism and in 2019 we were awarded an area of excellence from Challenge Partners for ‘supporting complex and vulnerable learners’.
Parents comments: ‘The support given by the staff is amazing they know each and every child’s needs and how to support them.’
‘Child X feels part of a group and wanted. He is happy to go to school.’
‘Child Y’s writing and reading has really improved most of the time he enjoys coming to school which wasn’t always the case when he was in class.’
Speech and Language support
Our designated teaching assistant Hayley Bissett supports our speech and language provision across the school. Hayley works closely with the Inclusion Leader and Speech and language therapist to plan, review and implement personalised interventions for children on the school's speech and language caseload. She regularly meets class teachers to feedback sessions, targets and next steps.
Speech and language continue to be the largest group of need at Horn Park primary school.
A specialist provision within Horn Park Primary School which provides support to children who may struggle with the challenge of a specific learning difficulty in the mainstream classroom (mainly dyslexia and dyslexia type difficulties). Cedars class provides children with a multi-sensory learning environment where they can build their skills of reading, writing and spelling which works alongside their learning in the classroom.
The team is also able to carry out full diagnostic assessments to children who we believe show indicators of dyslexia.
Children visit Cedars on a weekly basis to work on their specific targets. They use a variety of different multi-sensory methods to help improve their reading, writing and spelling skills. They are taught methods that they transfer into the classroom.
Which children benefit?
- Have a dyslexia diagnosis
- Need extra support with a specific aspect of learning e.g. spelling
- Need extra support with reading