Children with additional or special educational needs may need extra help and support from us and here at Dean Field we have a dedicated team of adults who, alongside class teachers, will provide support for those children who have additional educational needs.
Dean Field provides a wide range of additional interventions and strategies to help our pupils with their difficulties. Including but not limited to:
Cognition and Learning
‘Read Write Inc.’
Read Write Inc. Phonics teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step.
A multi-sensory resource which encourages an understanding of number and arithmetic relationships. It also helps to reinforce the use of number in real-life contexts.
‘Times Tables Rock Stars’
On online way to practice times tables which can be accessed in school and at home.
Accelerated Reader engages children, motivates reading practice and improves reading progress. A child reads a book, takes an online quiz, and gets immediate feedback. Children respond to regular feedback and are motivated to make progress with their reading skills.
Communication and Interaction
‘Language for Thinking’
Is a resource that provides clear structure into developing children’s language from the concrete to the abstract. It is based on fifty picture and verbal scenarios that can be used flexibly with a wide range of ages and abilities.
Is a programme that aims to maximize young children’s communicative potential by encouraging speaking, listening and language skills.
‘Social Use of Language Programme’ (SULP)
Is a cohesive framework within which to develop interpersonal and social abilities from a communication and thinking skills perspective. Within this framework, it provides a series of multisensory activities sequences designed to appeal to different age groups
Is a structured whole school approach to promote the vocabulary development of all children. Focussed on whole class learning, the resource is of particular value for those who start at a disadvantage – including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students.
Social, Emotional and Mental Health
These stories, which can be a written or visual, guide describing various social interactions, situations, behaviours, skills or concepts to support those children who don’t understand them.
‘Lego based intervention’
Elements Therapies have developed a Lego based intervention for schools and families that help with social and relational communication whilst developing skills such as following instructions, giving instruction, sharing, communication, and tidying up.
Lego club is based on the basic principles of play therapy and Lego based therapy (- originated by Daniel Legoff in the USA). Lego club is much more than simply playing with Lego; a trained facilitator guides the children through a series of development and encourages them to address and resolve peer to peer or social communication issues, helping them to express their feelings whilst learning problem solving skills.
Elements Therapies facilitated group sessions can help develop and reinforce play and social skills such as
- Verbal and non-verbal communication
- Joint attention
- Task focus
- Sharing and turn taking
- Problem solving
- Following and giving detailed instruction
- Asking for help
Sensory and/or Physical Needs
Dough disco involves moulding dough in time to music and performing different actions such as rolling it into a ball, flattening it, putting each individual finger into the dough, rolling it into a sausage and squeezing it. This activity helps to strengthen children’s fine motor muscles to enable them to develop their pencil grip which in turn will help to develop their writing skills. But most of all it’s fun!
Theraputty is a resistive hand material used for rehabilitation and strengthening of fingers, hands, and forearm muscles by squeezing and moving the putty in your hands. Each colour of the putty is a different consistency. This is an intervention advised by NHS Occupational Therapists for some children.
‘SEND Expectations Document’
At Dean Field we have created a document called our ‘SEND expectations’. This document is not what we expect of the children but what we expect teachers and classroom based staff to do and provide for children with additional needs. This is to ensure that the children are receiving the best possible teaching and therefore reaching their full potential through carefully planned out support. We recognise that all children are different so do not expect that all strategies in the document will work for every child, but having a bank of resources and ideas to refer back to when planning and preparing is incredibly useful.