Additional Education Needs (AEN)
All children are valued, respected and welcomed to the school whatever their additional educational need. We will support their learning and ensure they are fully included in all school activities, making full use of externally provided facilities where appropriate. The Kent Parent Partnership Service offers support and advice for parents - and families of disabled children - and children with SEN.
Below is a list of the interventions run to support those children with additional education needs.
Gifted and Talented
We aim to ensure that children who display exceptional gifts and talents are provided for. Every year, the children with exceptional gifts and talents are identified by members of staff as well as their families. This process enables the school to ensure that provision is in place to challenge and enrich the learning of this group of children. The school works to offer a variety of enrichment opportunities both inside and outside of the classroom, and aims to harness and develop the gifts and talents that our children display. One of the organisations we collaborate with is the ChaSE Network based at Canterbury Christchurch University. They provide excellent updates of events, opportunities and articles aimed at gifted and talented learners.
Speech and Language
An Individualised programme submitted by the Speech and language therapy service is delivered weekly by Mrs Jesson. Programmes can include speech sound production, language development and social skills, and are personalised to the child’s needs.
EAL - English as an Additional Language
Weekly support delivered by Mrs Corbett is designed for pupils who have a first language other than English and may need further intervention with their English language understanding in order to aid their academic development.
The Fizzy programme has been developed by Physiotherapists and Occupational Therapists. It is graded and measurable in three stages and works on three specific areas- balance, ball skills and body awareness. Pupils are identified for this support by Mrs Minster who leads them in weekly sessions.
SLS – Specific Literacy Support
This is a small group or individual intervention programme that focuses on phonics, spelling, handwriting and further speech and language development. These multi-sensory sessions are delivered by Mrs Barnett and are based on specially written teaching material and personalised for pupils with literacy difficulties.
Wordshark and Numbershark
These are computer based programs which help reinforce spellings and maths skills respectively. Wordshark is a complementary programme to SLS and is therefore tailored to a child’s individual learning. In addition some other pupils access Wordshark to learn and rehearse particular vocabulary and spellings. These programs are used in short sessions each day. Numbershark is designed for pupils to rehearse and revise certain number concepts that require overlearning. Mrs Charters is the administrator.
Toe by Toe
This is a highly structured multi-sensory, individual reading programme, specially designed for children diagnosed as having specific learning difficulties and is helpful in improving pupils decoding skills. Ten minute sessions take place two or three times weekly and are delivered by Mrs Charters.
This intervention is accessible to all pupils who may be experiencing difficulty with some aspects of home/school life e.g. a family bereavement which may impact on their school life. Specific sessions are delivered by Mrs Connolly but all staff are able to give pupils extra help and support when it is needed. In addition Mrs Connolly provides several other support programmes including Drawing and Talking Therapy, Anger Management and ‘Slide–Away’ Bereavement Contact..
Fine motor skills
Clever Fingers and Take Ten programmes are used together with scissor skill activities and are delivered weekly by Mrs Jesson. Pupils are identified by staff and parents. Fine motor skills are vital to the development of many competencies in young children. Activities are divided into sections focusing on warming up, hand and finger strength, manipulation and eye-hand co-ordination. In addition the sessions include early pattern and letter writing skills.
8:15am Breakfast Club
The aim of the school breakfast club is to help and encourage pupils who have separation difficulties or find it difficult to come into school. The pupils are invited to attend after consultation with staff and parents.
The children can arrive from 8:15 and are given breakfast (no later than 8:30 please).We encourage the children to greet the adults cheerfully with a ‘good morning’. Once they have eaten their breakfast they have a choice of traditional games or to use a laptop. They tidy up at 8.45am and join their peers ready for registration.
Social and Friendship Skills
Lego therapy is designed for pupils who display behaviour associated with ASD and Social Communication Difficulties. In working together as a team to assemble lego models, the pupils practise and develop their verbal and non-verbal communication. They work collaboratively and solve problems or conflicts with the support of Mrs Baer.
Social Skills Groups
This support is for children who have been referred as having social interaction difficulties by an outside agency, or the staff feels that they would benefit from accessing this support. The programme aims, through group work, to improve self-esteem and relationship skills in children who are having difficulties in making and maintaining friends. Sessions are delivered by Mrs Connolly and other support staff.
This lunchtime club runs three times weekly. As well as teaching games and skills, they focus on promoting teamwork and fair play. These sessions are attended by an invited group of pupils who may struggle with unstructured times, or benefit from the social skill being taught. An additional group of pupils acting as positive role models also attend.
The Sensory Circuits programme has been devised by Occupational Therapists to provide regular controlled input to specific sensory motor systems. Pupils identified with behavioural needs such as fidgeting, poor concentration, and difficulty in connecting with their learning, can be energised or settled by an individual circuit of activities and equipment, promoting physical, social and emotional development. The frequency and timings for the sessions are personalised to each child. Daily sensory circuit sessions are delivered by Mrs Jesson and Mrs Minster.