George Carey Church of England Primary School is one of six schools within LBBD that have an Additional Resource Provision for children with autism and complex learning needs. In George Carey, the ARP class is called ‘Doves’ and has 12 spaces available. Children with placements in the ARP also are part of a mainstream class. Teaching is provided by a range of highly trained specialist staff within the ARP who support with the mainstream part of the child’s provision.Children have a personalised learning programme help me to edit my essaydo my homeworkthat they follow.

We believe:

We believe that all children with autism are individuals and must be treated as such. By working as part of a team with the child and their families at the forefront, we can ensure the best outcomes for all children. It is important to focus on what a child can do and to use motivational activities and careful planning to ensure that children continue to make maximum progress with their learning. All children have the right to access the same opportunities as their peers and benefit from the modelling that takes place in a mainstream setting. Each child has individual needs, and we take this into account when planning for inclusion within their mainstream classes. We also take into account the children’s favoured activities and levels of emotional regulation.

What we do:

  • We provide opportunities to educate the school and wider community about autism and strategies that help reduce the difficulties associated with autism.
  • We listen to the views of the children and their families and include them in decision making including the formation of personalised learning programmes. Where children are pre verbal, we aim to take into account their views through a range of strategies.
  • We undertake termly reviews, including the statutory Annual Review of each child’s Statement or EHC plan. During these reviews we not only discuss progress and the steps each child has made towards their targets; but also ways in which we can further support parents at home to ensure a continuity of approach. We will also signpost parents to any relevant organisations where support can be found to meet their needs and those of the child.
  • We provide high quality staff, that are well trained to meet the exceptional needs of these children; and whose training is kept current through targeted CPD.
  • We provide each child with a personal learning programme that acknowledges and challenges the diad of impairments, setting out specific activities and interventions. Rigorous assessments are made in order to track progress and inform planning
  • We provide structure throughout the school that helps with organisation and making sense of what can be a very confusing world. This alongside predictable events and careful planning; aims to reduce anxiety.
  • We provide a variety of learning environments to address the very specific learning needs of individuals; including sensory requirements.
  • We adopt a multidisciplinary approach that is informed by the principles of structured teaching, SCERTS, PECS, intensive interaction and makaton.
  • We work alongside a variety of outside agencies who support the children, families and staff. These include a specialist speech and language therapist, an educational psychologist and local authority advisors.
  • We make links with a range of other settings and organisations in order to continue to develop our provision and spread good practice to other settings.

Placements:

There are currently 12 places for children from Reception to Year 6.

  • Parents and professionals are welcome to visit the school to see the specialist provision on offer.
  • Parents can notify the Education Authority that they would like a place. However children are not put on a waiting list or given places on first come first served basis.
  • Placements are the decision of the Special Educational Needs Advisory Panel.
  • When a child is given a place, the authority will notify parents and the ARP manager will make contact with pre-school/nursery in order to set up a transition programme.

If you would like further information about the resources at George Carey please contact Alex Seaford at aseaford65.301@bdcs.org.uk

Documents that link to this statement can be found below.

LBBD Local Offer contribution: https://www.lbbd.gov.uk/residents/children-young-people-and-families/local-offer/

 

Further information about autism is available from the following links:

The National Autism Society (NAS) www.autism.org.uk/

Autism Education Trust www.autismeducationtrust.org.uk/

Support in LBBD can be found at:

Sycamore Trust www.pact-uk.org.uk/

 

Overview of ARP Planning 2016-17

This is an overview of topics and is subject to change when deemed necessary by ARP staff. Every child in the ARP has an additional individualised programme of learning to cater for their own specific learning stage and needs. All aspects of literacy, maths, science, ICT and all other subjects are tailored to meet children’s specific needs. Ipads and other ICT is taught continually throughout every subject

Please ask a member of the ARP Teaching staff if further information is required.

Overview of ARP Planning 2016-17

 

This information was updated September 2016, and will be reviewed September 2017

ARP Information Statement 2016

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