NoteTube

Calderdale SEND and Alternative Provision Strategy launch 2025 - Warley Road Primary
29:46

Calderdale SEND and Alternative Provision Strategy launch 2025 - Warley Road Primary

Calderdale SEND Local Offer

7 chapters7 takeaways10 key terms5 questions

Overview

This video details the Calderdale SEND and Alternative Provision Strategy, focusing on the implementation and evolution of a specialized provision at Warley Road Primary School. The school, initially facing challenges with increasing SEND needs and a lack of experience, has developed a successful 'mill provision' for early years and key stage one students, primarily those with autism and communication/interaction needs. The strategy emphasizes early intervention, structured routines, functional skills, and a total communication approach. The school highlights its collaborative efforts with external agencies and its commitment to creating an inclusive environment where all students can thrive, culminating in a vision for expanding this provision and supporting parents.

How was this?

Save this permanently with flashcards, quizzes, and AI chat

Chapters

  • Warley Road Primary School experienced significant leadership changes in 2020, coinciding with the COVID-19 pandemic.
  • The school's SEND provision grew from 17 to 31 Education, Health and Care Plans (EHCPs), with a noticeable increase in the complexity of needs, particularly in early years.
  • A new leadership team seized the opportunity to revise and enhance the school's approach to Special Educational Needs and Disabilities (SEND).
  • The school's ethos is centered on full inclusion, aiming to keep children within their local school community.
Understanding the school's starting point and the increasing complexity of student needs highlights the necessity and evolution of their specialized SEND strategy.
The number of EHCPs increased from 17 to 31, with children entering the school with more complex needs than before.
  • The 'mill provision' was established as an 'engagement class model' for children from reception to year two, with a focus on early intervention.
  • The provision primarily supports children with autism spectrum disorder, with a key area of need being communication and interaction.
  • The curriculum emphasizes highly structured routines, functional skills for independence, and enabling children to participate in activities alongside their peers.
  • The school utilizes a two-year-old setting to identify needs early, gather evidence, and begin conversations with parents about specialist support.
This chapter explains the practical implementation of a specialized provision designed to meet the specific needs of young children with complex SEND, fostering their development and independence.
Children in the 'mill provision' use visual aids and communication boards to request items, such as during snack time, building towards sentence construction.
  • Many students in the 'mill provision' are integrated into mainstream classes for part of their school day, with additional support.
  • Structured routines and tailored tools enable students to access mainstream activities, including school trips.
  • The school collaborates closely with external agencies like Hybrid, Portage, and the SEN team for support and resources.
  • The focus is on equipping students with functional skills to access mainstream education as much as possible.
This demonstrates how specialized provision can be a stepping stone to successful inclusion in mainstream settings, emphasizing the importance of tailored support and collaboration.
A student attended a trip to the York Sculpture Park with their mainstream class, accompanied by a support adult.
  • The curriculum is designed around the children's EHCPs, with a strong focus on communication and interaction.
  • Interventions like 'See and Learn,' 'Attention Autism,' and 'Intensive Interaction' are used, with staff receiving specialized training.
  • Total communication approaches are employed, including Makaton, communication boards, and AAC devices, to help children express their wants and needs.
  • The 'Core Word' approach is used to build functional language and sentence construction skills.
This section highlights the innovative and evidence-based strategies used to foster communication and functional skills, enabling students to express themselves and engage more fully.
A child who previously wouldn't speak is now using an AAC device and has significantly improved their speech and vocalization.
  • The school adapts assessment methods, particularly for phonics, to suit the diverse learning styles and communication needs of SEND students.
  • Creative and sensory approaches are used for teaching and assessing phonics, ensuring engagement and understanding.
  • The school is expanding its provision by creating a semi-formal pathway for students ready for more structured learning.
  • Plans include increasing staff, renovating classrooms, and ensuring continuity of support as students progress through school.
This illustrates the school's commitment to flexible and individualized assessment and its forward-thinking approach to expanding provision to meet growing and evolving needs.
Phonics are taught using sensory activities like 'crazy soap' and splatter letters, with assessments adapted to match students' abilities to demonstrate learning.
  • The school has received extensive support from various external agencies, including Hybrid, the SEN team, autism specialists, and Portage.
  • They have commissioned a dedicated speech and language therapist and utilize music therapy and sensory swimming sessions.
  • Parent engagement is crucial, with initiatives to support parents and create a community for them.
  • The school actively shares its practices and welcomes visits from other professionals.
This emphasizes the vital role of collaboration with external partners and the importance of supporting parents in the SEND journey.
A parent support group has been initiated, including a WhatsApp group, to help parents feel less isolated and connect with others facing similar challenges.
  • The school focuses on monitoring the impact and progress of its SEND provision.
  • The vision includes expanding the semi-formal model and potentially extending it to higher year groups.
  • Continuous curriculum development and staff training are ongoing priorities.
  • The ultimate goal is to ensure all students can thrive and succeed within an inclusive school environment.
This outlines the school's dedication to continuous improvement and its long-term commitment to fostering an inclusive culture where every child can reach their potential.
A video showcases a student who, two years prior, was overwhelmed and non-communicative, now reading fluently, demonstrating the profound impact of the provision.

Key takeaways

  1. 1Early intervention and a strong focus on communication and functional skills are critical for supporting young children with complex SEND.
  2. 2A highly structured and adaptable curriculum, combined with creative assessment methods, can effectively meet the diverse needs of SEND students.
  3. 3Successful SEND provision relies on strong collaboration between school staff, external agencies, and parents.
  4. 4Creating an inclusive environment means tailoring support to enable students to access mainstream opportunities where appropriate.
  5. 5The development of specialized provisions, like the 'mill provision,' requires ongoing adaptation, staff training, and a commitment to continuous improvement.
  6. 6Empowering students with independence and self-expression is a core outcome of effective SEND strategies.
  7. 7Parental support and community building are integral to the success of SEND provision.

Key terms

SEND (Special Educational Needs and Disabilities)Alternative ProvisionEHCP (Education, Health and Care Plan)InclusionEarly InterventionMill ProvisionEngagement ModelTotal Communication ApproachFunctional SkillsAAC (Augmentative and Alternative Communication)

Test your understanding

  1. 1How has the nature of SEND needs at Warley Road Primary School changed over the past few years, and what has been the school's response?
  2. 2What are the core principles and strategies employed within the 'mill provision' to support young learners with complex needs?
  3. 3How does the school facilitate the integration of SEND students into mainstream classes, and what support mechanisms are in place?
  4. 4Describe the various communication strategies and interventions used by the school to enhance student expression and interaction.
  5. 5What is the school's approach to assessing SEND students, particularly in areas like phonics, and how does this differ from traditional methods?

Turn any lecture into study material

Paste a YouTube URL, PDF, or article. Get flashcards, quizzes, summaries, and AI chat — in seconds.

Summarize Your Own VideoSign up free

No credit card required