Our Additionally Resourced Complex Needs Provision
If the learning needs of a child are very far below that of their class and it is felt quality first teaching and intervention programmes are not enough to support their needs (i.e. pre-verbal children or those with complex learning needs), then they may be taught, in part, in the additionally resourced provision called the Yellow Class. This is an indoor and outdoor learning environment run by specialist teachers and teaching assistants.
Curriculum and Communication
The aim is to provide a sensory and nurturing curriculum supporting the development of communication skills.
The teachers and TAs work with speech and language therapists to develop speech or other forms of communication (such as Picture Exchange Communication System and Intensive Interaction) and use of assisted technology. The adults boost their own communication with the use of Signalong to support the children’s understanding, whilst visual supports are also used to aid understanding (picture timetables and task breakdowns).
Areas of Learning
Learning is structured through Circle Time, small group activities and 1:1 sessions
Children will take part in Literacy and Numeracy based learning, which involves individualised reading programmes, handwriting, developmental writing linked to stories and role play, fine motor skills, sequencing, number activities, maths walks, measuring, pattern making and sorting.
They also participate in activities which build life skills or are of therapeutic value – cooking, gardening, messy play, sensory room sessions, daily bicycle club, weekly swimming sessions, construction (kits, junk modelling), art and crafts, small world play and music. The curriculum is planned and will change to meet the needs of the individuals in the environment.
Planning and Assessment
Planning begins with the children – through an assessment of their learning needs and interests. Circle Time and group work is built around topics and quality picture texts (chosen for language, content and theme), with learning intentions coming from the next steps for the children.
Topic planning usually covers a term or half term with appropriate medium term planning. Weekly plans are then written and shared with the team. Assessment is ongoing using photographic, written and observational evidence. We use B-Squared to assess against the P-Levels and plan next steps.
Supporting Learning Across the School
The specialist teachers will support class teachers with the planning and delivery of an appropriate curriculum when children are learning with their class.
The specialist and class teachers also receive advice from Phoenix School Outreach Team for children diagnosed with ASD and Stephen Hawking School Outreach for those with complex learning needs.
In addition, we use support from other specialist outreach services for children who have a visual or auditory impairment and for those that have a physical disability as part of their Educational Health Care (EHC) plan.