Focus Provision



What does the focus provision do?

Our Buttercup and Daisy rooms are equipped and organised in an appropriate way to provide s suitable education for pupils with ASD. The staff are experienced in this area of special needs and undergo regular training to make sure that they fully meet the needs of the pupils in the unit. Our aim is that the pupils are able to access the regular classroom as much as possible but that they have an area where they feel safe, comfortable and are able work in a way that suits them best. In this provision the children will be working on individual learning plans which best suit their needs and encourage them to develop and reach their full potential. All pupils in the Focus provision are treated as individuals and their needs met in the most suitable way.


Number of places and speciality

There is currently provision for 8 children within the focus provision and we specialise in providing support for children with ASD.

The school is proactive, innovative and creative in responding to pupils’ learning needs and a recently established Focussed Provision ensures that a specific group of children can remain included and nurtured in the school community. These significant and bespoke aspects bring life to the Christian values it promotes so that they are encountered and experienced as making a difference in people’s lives and to pupils’ achievement. (SIAMs report 2016)

The staff are fully trained and committed to the focus provision and the children in our school.

The Focus provision staff are suitably qualified and passionate about their roles. Each member of staff have included a pen portrait of themselves and their experience and this can be found at the end of this document.

The SENCo (Special Needs Co-ordinator)

My name is Patricia Parkes and I am the SENCo for the school and Focus provision. I have worked at the school for 27 years and been the SENCO for 15 of those. I am very proud of the work that we do at Christ Church for all the children who attend and was delighted when we were able to open the focus provision in 2015.  I work very closely with the FP manager to discuss the children and their needs, the curriculum and assessments. We also meet with parents of pupils in the focus Provision regularly to discuss progress and next steps. I also work along the FP manager to complete Annual reviews for Education and Health care plans. I have recently attained a qualification in understanding the characteristics of Autism and I am determined that the children within our provision should receive the best possible support that will provide them with the skills need to reach their full potential.

What makes our focus provision special?

All the pupils that are in our focus provision are treated as individuals and are encouraged to work to their full potential. This is done through individualised learning and behaviour plans, a skills based curriculum, looking at the needs of the pupils and full access to all areas of the school environment and resources depending on individual needs. Through this skills based curriculum we like to encourage the children to have as much contact with the local community as much as possible. This includes regular shopping trips to Sainsbury’s , visiting the cinema and MacDonald’s.

Teaching within the focus provision is done on a 1:1 basis and as a group depending on the needs of the child and the work being taught. The children have access to several learning areas in addition to the buttercup room. There is a sensory room, and interactive imagination room and several low stimulus areas around the school if needed.

The children are taught PE as a group but may also join their peers for a PE lesson if they feel happy to join in with their peers.

Lunch times and Break times are another opportunity to join in with their peers. All children eat their lunch in the dining hall alongside their friends and then join them outside. If support is required for all or part of this session it is provided by a member of the focus provision staff on a 1:1 basis. If a child finds eating in the dining room too difficult an alternative area would be provided for as long as is needed

When the child is able to access the mainstream classroom this is done with full support form a member of the focus provision staff.  The amount of time the child access this mainstream classroom will depend on the child and their needs.

Pupils from the mainstream classes are encouraged to come to the provision to take part in group activities and this helps to form friendships and collaborative working.

 The start of the day again depends on individual circumstances. If the child is brought to school by transport provided by the authority the focus Provision staff will meet them at the office. This is also the case for pupils who find it difficult to go into school with large groups of pupils. If the child is able to come in through their classroom along with their peers this is encouraged and they will be met in the classroom by their support member of staff.

How are the children included in school life?

All staff have received training in autism awareness and encouraged to include all children into their class’s activities whenever possible.

As well as the arrangement discussed above FP pupils are encouraged to go on trips with their peers, take part in class assemblies, acts of worship and general whole school activities such as red nose day etc. Again this will depend on the needs of each individual child.

We employ our own Speech and Language Therapist to work with the children with in the school in general including the focus Provision.

We are very keen to have good relationships between school and parents. There is daily liaison either in person or through a home school diary. There are regular meetings with the FP manager and SENCo to discuss progress and next steps. The focus manager and SENCo are also available to discuss any concerns.

How do I get a place?

To be allocated a place in our Focus provision the child must have an Education and Health Care Plan and a diagnosis of Autism. The place is allocated through the local authority provision panel with the agreement of the parents and Focus Provisions Head teacher.

How will my child be settled in to the provision?

Transition to the focus provision needs to be done in a structured way and depends on the needs of the child.  It is important that discussion with all professionals takes place as well as considering the thoughts and concerns of the parents and or the child where possible. The timescale of the transition will vary and again will be led by the needs of the child. The child will not be admitted to the focus provision until we are happy that we are fully aware of their needs and the best way of dealing with them. The length of their day will also be dependent on their need. Where possible staff from our focus provision will visit the child’s present setting and get to know them there; then a member of staff from that setting will come to the school for a couple of visits to help the child settle in their new environment.

Transition from the focus provision will be equally structured working closely with the receiving school sharing like and dislikes, skills, milestones and any sensory information that is required. The staff who work with the child will go for visits to the new setting and help with the settling in process.

Comments from parents

 “A fabulous school, our son has come on in a short space and time. His reading, behaviour and social skills have really improved since starting Christ Church”

“Definitely the right place for my son. Best thing I ever did was get him into Christ Church”

“School knows my child’s needs and supports him amazingly. He is progressing well because of the dedication and support from the staff”

As a parent noted, the school ‘wants the children to thrive whatever their situation.’ (SIAMs 2016)

Focus provision Annual review

The Focus provision had an annual review by the local authority in September 2015. In this report the following statements were included.

There is a strong focus on academic progress as well as interaction and self-care skills. Gaps in pupil learning are identified and targeted for specific interventions within lessons within the FP. Staff within the FP clearly understand the individual needs of the pupils.

Progress can also be measured by the attendance of the pupils. Before moving to Christ Church, some pupils were only receiving part-time education at their previous school. All the pupils at Christ Church receive full time Education once their transition period is complete.

The learning environment is highly suitable. Pupils have individual workstations for focused work, visual supports and suitable resources. Consideration has been given to create a room which is not over-stimulating or distracting. Christ Church has used the spaces available to them very well.

Christ church FP has made an extremely positive start and the impact on the children is clearly demonstrated. The FP manager should share the schools good practice within the FP cluster meetings.

Pupils with in the FP spend a proportion of their day within their main class. They register, have PE lessons and have break times within their main class group. Pupils from their main class are invited to The FP to take part in learning activities such as dance activities, cooking and parachute games.

Staff have commented on how the other children in school are extremely accepting of the needs of the children with in the FP and welcome them into class.

Parents of pupils within the FP are happy with the progress their children are making. Communication between home and school is good and parents feel staff understand the specific needs of their children.

 

  • Christ Church C of E Primary School
  • Oldbury
  • West Midlands
  • United Kingdom
  • Tel: +44 121 552 3625
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