SEND including the Autism Hub
Inclusion is at the forefront of all we do.
We aim to create an inclusive learning environment in which all students make progress and are given the opportunity to explore, connect and contribute. All staff maintain high expectations for all students.
We are a mainstream primary school. This means that we follow the Local Authority Local Offer and the SEND Code of Practice. We aim to meet the needs of all students in our school, however we do not provide a more or better provision that other mainstream primary schools.
‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her’.
Children’s SEN are generally thought of in the following four broad areas of need and support:
- communication and interaction
- cognition and learning
- social, emotional and mental health
- sensory and/or physical needs
The Special Educational Needs and Disabilities Coordinator (SENDCo) and Inclusion Leader has overall responsibility for Special Educational Needs and Disabilities (SEND) and Inclusion.
Our SENDCo maintains the SEND register. This has the names, and area of need, of students currently identified as having barriers to learning which would constitute a special educational need. Our SEND register is monitored regularly and is fully flexible. Students may come on and off the register, it is not fixed.
Provision, support and strategies are developed in conjunction with outside professionals such as Speech and Language Therapists, Occupational Therapists and Educational Psychologists. We aim to enable all children to overcome any barriers to learning and access the mainstream curriculum, learning and interactions; at times the priorities for individual students may be their communication, social interactions, emotional regulation and independence.
Provisions, support and strategies will be monitored on a plan, do, review basis.
You can see our SEND information report here with details of our school SEND offer.
Further information can be found on the RBKC Local Offer Website here:
RBKC Local OfferWe strongly advise that parents/carers regularly check the Local Offer for information around SEND, training opportunities, parent workshops, coffee mornings, support, transport and contact details for relevant people in the Local Authority.
If your child has an EHCP and you would like to join our parent online forum/noticeboard/discussion space please contact Mr Thorne for the password and link.
Information, support and guidance around Autism can be found on the National Autistic Society website:
National Autistic SocietyOur Autism Provision
Our Autism HubOur Autism Hub: Anstruther House
Our hub caters for children with a diagnosis of autism as their primary need, from Reception to Year 6. We have 2 classrooms, which are split into Early Years / Key Stage One and Key Stage Two, are staffed by a full time teacher and partner teachers who are all trained and experienced in working with autistic children.
The children that have the autism hub named on their Education, Health and Care Plan have access to The ‘Bodyshop’, containing a swing, hammock, trampoline and other equipment which supports the development of gross and fine motor skills as well as the children’s emotional regulation. The ‘Sensory Room’ provides a space for singing and dancing as well as relaxation and regulation. The outside space enables the children to take regular movement breaks, which are incorporated into the daily routine.
Anstruther House offers a personalised curriculum, but one which also reflects the mainstream curriculum. As part of the compatibility criteria, children are expected to be able to access mainstream learning, participate in mainstream activities and benefit from interactions with mainstream peers. All the children named in the provision eat in the lunch hall with the rest of the school and have access to the mainstream playgrounds, where they are supported to play and engage with their mainstream peers.
In order to meet the needs associated with autism, we use the following approaches which are embedded into the school day:
- SCERTS (Social Communication, Emotional Regulation, Transactional Supports)
- Attention Autism
- The Zones of Regulation
- PECS (Picture Exchange Communication System)
- Colourful Semantics
- Intensive Interaction
- Social Stories
- Language for Thinking
The children named in the provision also have access to a Speech and Language Therapist (one day per week), Occupational Therapist, Music Therapist and Art Mentor.
Admission to the autism resource is decided hub d by the local authority SEND panel followed by consultation with the school and the child meeting our compatibility criteria.