A warm welcome to our inclusive community.
SEND stands for ‘Special Educational Needs and Disability’ and refers to ‘provision that is different from or additional to that normally available to pupils or students of the same age’. We treat every child as a unique individual and strive to build the positive relationships and enabling environment for them to feel secure and thrive.
Our inclusive approach is shaped by 5 key principles:
- Every child is unique
- Positive relationships, including parent partnership
- Providing an enabling environment
- High aspirations for learning and development for all children
- Building secure foundations- early identification and support
We use a range of supportive strategies and groups that are evidence-based to have a positive impact on areas of child development- including speech and language, attention, behaviour, emotional regulation, sensory processing and learning. We also work with a range of professional therapists who help to guide our work with your child. A child may require some additional support for a period of time whilst they are with us but this does not necessarily mean they will need ongoing support at primary school. There is strong evidence that shows the positive impact of early intervention and support on long term outcomes.
Please don’t hesitate to talk to us if you have any concerns or would like advice. You can speak to your child’s family worker, to Dan Woodroffe, the federation SENDCo (SEND Co-ordinator), or to Sarah Jupe-Byrne, Head of Inclusion. Their details can be found at the bottom of the page.
We look forward to speaking to you and working together to provide the very best start for your child.
Every child is unique
Providing an enabling environment
Building secure foundations
Positive relationships
High aspirations
A warm welcome to our inclusive community.
Our inclusive approach is shaped by 5 key principles:
- Every child is unique
- Positive relationships, including parent partnership
- Providing an enabling environment
- High aspirations for learning and development for all children
- Building secure foundations- early identification and support
We use a range of supportive strategies and groups that are evidence-based to have a positive impact on areas of child development- including speech and language, attention, behaviour, emotional regulation, sensory processing and learning. We also work with a range of professional therapists who help to guide our work with your child. A child may require some additional support for a period of time whilst they are with us but this does not necessarily mean they will need ongoing support at primary school. There is strong evidence that shows the positive impact of early intervention and support on long term outcomes.
Please don’t hesitate to talk to us if you have any concerns or would like advice. You can speak to your child’s family worker, to Zakiyyah Shadrack, our SENCO, or to Eleanor Forbes, Lead Teacher and SENCO for the Treehouse. You can also speak to Sarah Jupe-Byrne, Head of School. Contact details are provided below.
We look forward to speaking to you and working together to provide the very best start for your child.
our additional resource provision (arp)
The Treehouse
Additional resource provisions are specialist provisions for children with autism, social communication and emotional regulation needs. The calm, structured low-arousal environment is designed to enable optimal learning and development by supporting sensory, processing and communication needs
What’s On?
Information
Useful Websites
A wealth of information about SEND, including local support services, education, health, finance, and activities
A range of easily accessible information and advice about all aspects of education, health and social care to help you make informed choices and decisions. Information is based on local and national law and guidance.
What Speech, Language and Communication Support is Available to my Child?
Your child might be included in one of our supportive targeted groups:
Your child may need to be seen by a specialist speech and language therapist in clinic:
Hammersmith and Fulham, Kensington and Chelsea, Westminster service information
You can follow the CLCH SLT (speech and language therapy) twitter, where communication tips and resources are shared, using the handle below:
@CLCH_SLT_CHD
If you decide you would like to look for a private speech and language therapist you can look here:
Useful Information and Websites relating to Areas of Speech, Language and Communication difficulties:
‘Play a little, learn a lot’ are a collection of play session videos aimed at children with SEN (special educational needs) but they can also be shared and enjoyed by preschool children of any age. As well as sharing the videos with your children they act as a guide to parents/carer’s to give ideas for simple play sessions, using simple language, supported by simple signing and visuals (symbols) to help promote language and communication and shared play. Symbols can be replaced by photos or objects depending on the child’s level of understanding. Most importantly these play sessions should be fun. Enjoy.
CREATE MORE OPPORTUNITIES FOR YOUR CHILD TO INTERACT BY… Playing people games
Children with autism may process the information they take in from their surroundings a bit differently than other children do. This may be because they are often under- or over-sensitive to certain sensations, such as touch, smell, taste, sound, or movement. For example, when children are under-sensitive to certain sensations, they may seek out more of that sensation. If your child is under-sensitive to movement, we might see repetitive actions like constant running, jumping, or climbing. Or, if he’s under-sensitive to sound, he might repeatedly use his noisiest toys.
Autism
Supporting your child with autism and social communication needs at nursery and home: Parent workshop power-point by Loraine Hancock, Educational Psychologist and Sarah Jupe-Byrne
Talking to your child about autism
If your child has a classmate, friend or relative with autism, it can be difficult for them to understand exactly what this means. With a little help from children, families and voice actors involved in Pablo, we’ve collected some ideas for starting a conversation about ASD with your little one.
Sesame Street
Learn what autism is and how to celebrate and support the amazing in all children.
The UK’s leading charity for people on the autism spectrum and their families. Provides support, guidance and advice on a range of issues.
This practical toolkit contains a wealth of straightforward information in one place to guide parents and carers through their child’s journey in the early years. From the autism assessment process to the first day of school, this toolkit is packed with practical tips and checklists to support parents during the earliest years of their child’s life. It also provides signposts to sources of support or additional information.
What is Autism?
Autism and sensory sensitivity
How does Intensive Interaction help people with ASD?
Gina Davies Autism Centre
Youtube videos showing stages of ‘Attention Autism’ Intervention
Watch Ambitious about Autism’s Youth Patron explain what stimming is.This video was created thanks to support from MariaMarina Foundation.
Social Model of Disability
The social model of disability says that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled people. When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives.
Cleft Palate
Around one in 700 babies are born with a cleft around the world. That’s over 1,200 babies born with a cleft each year in the UK!
Speech and Language Therapy Transforms Lives.
Developmental Language Disorder
Developmental Language Disorder (DLD) is the new term to replace Specific Language Impairment (SLI). Developmental Language Disorder is diagnosed when children fail to acquire their own language for no obvious reason. This results in children who have difficulty understanding what people say to them, and struggle to articulate their ideas and feelings. Recent research has shown that, on average, 2 children in every class of 30 will experience DLD severe enough to hinder academic progress.
In 2017, the first DLD awareness campaign was introduced with the theme DLD 1-2-3 highlighting (1) DLD is a problem with speaking and/or listening, (2) it is hidden but common, and (3) support can help to improve the quality of life of affected children and their families.
Giving Voice – Specific Speech & Language Impairments
Hearing Impairment
Made in collaboration with the National Deaf Children’s Society.
Stammering
Read about what stammering, aka stuttering, is and why people stammer. Learn how public responses have shaped the experience. Get tips for making space for people who stammer.
Stammering, Stuttering or Dysfluency
Dysfluency is a difficulty in producing smooth, fluent speech. In the UK we call this stammering whilst the term ‘stuttering’ is used more often in the USA but they mean the same thing! Stammering is a communication impairment affecting up to 8% of all children and 2% of all adults. This means that lots of children grow out of their stammer as they mature but many do not. However, with the right support and strategies from an early age, children can learn ways to manage their stammer to make sure it does not stop them achieving all the things they want to achieve and that they still feel positive about their communication skills.
Contact Our SEND Team