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This guide lists the educational settings and opportunities we expect to be available for Wiltshire school aged learners with Special Educational Needs and Disabilities (SEND).
First published date: 06/ 2024 | Review date: 09/2025
The information in this guide has been provided by education settings and educational services. The intention is to make understanding the education offer in Wiltshire as simple and accessible as possible. It will be continuously updated. Subsequent editions of this guide will incorporate information on post-16 provisions, additional images, updates from educational settings, and standardisation of category headings into similar formats.
If you are a school or setting that wishes to update information please email localoffer@wiltshire.gov.uk (opens new window). If you are supplying images we can host up to 5 images as a gallery. The images need to be landscape orientation and as high resolution as possible. Please also confirm you have permissions from anybody featured in the images should we need to request them.
You can also find further education information by visiting the relevant pages of the Wiltshire Local Offer:
Throughout this guide you will see reference to schools sorted by North, South, East and West, we have set it out this way to echo the way the SEND Service operates. If you have an EHCP each area will have a designated team familiar with you and your school. To find out more visit: Contacting the Wiltshire SEND team
1: Ordinary Provision for all Learners (OPAL)
OPAL is a resource which outlines the provision and support that should ordinarily be available for children and young people in education settings, such as early years, schools and colleges.
Wiltshire's Ordinary Provision for All Learners is important because:
Educational institutions would benefit from guidance on how they can anticipate being held accountable, and how they can deliver based on best practice
all children and young people can thrive more in an inclusive culture
parents and carers can understand a consistent approach more easily
In practice, our OPAL will:
promote a vision for a more inclusive system, firmly based on high standards and quality first teaching (QFT) for all
index and link to existing best practice documentation
define core standards and provide tools for learning to meet a consistent minimum effort
provide positive, celebratory examples of best practice in the Wiltshire context
contain supportive resources to promote practitioner development
provide a forum for collaborative learning and improvement, including a space for practitioners to share best practice
support provision of tools and skills to help children and young people to integrate in communities
support our communities to be as inclusive as possible
Wiltshire is a needs led area:
This means that any provision or support will be tailored to the individual's needs, and that a diagnosis is not required to access support in schools and settings.
Most children and young people with SEN or disabilities (SEND) will have their needs met within local mainstream early year settings, schools or colleges form universal services. Some children and young people may require an Education, Health and Care plan, which documents the provision to support the additional needs.
What type of decisions need to be made?
When a request for an EHC needs assessment is made, the local authority has a legal duty to consider it and decide if it is necessary. If that assessment is agreed, the local authority then need to decide if the child or young person requires an EHCP to make special educational provision to meet needs, to secure the best outcomes for them across education, health and social care, and to prepare them for adulthood. These decisions need to be made in a fair and equitable way and in line with the SEND Code of Practice, which lays out how local authorities must make these decisions.
What are Discussion and Decision groups (DaDs)?
We have worked in co-production with parent carers to review and change the format of SEN Panels. Parent carers told us that we were not being clear enough about what the panels were for or who was part of the decision making. So, we have introduced a series of Discussion and Decision groups to replace the single SEN Panel and are sharing information about how the groups work. These groups have been formed to ensure that:
there is the opportunity to discuss needs and provision with the most appropriate professionals for the type of request
the decisions made are fair, equitable and in line with the law
there is regard to the views, wishes and feelings of the child and parent carer or young person
there is a moderation process in place so that our processes are clear for all service users and that we report back on improvements
Discussion and Decision Group 1
This group makes the decision on whether or not to commence an EHC Needs Assessment.
Discussion and Decision Group 2
This group decides on whether to issue an EHCP after an assessment, and specialist provision and funding decisions.
Discussion and Decision Group 3
This group makes decisions on placements and funding for children and young people with highly complex needs.
Discussion and Decision Group 4
This group makes decisions on placements for children who are preparing to transfer from primary to secondary school with an EHCP and may require a maintained special school or resource base.
Once a decision has been made
If a DaD determine the placement type as mainstream resource base or specialist then the following process is followed. The local authority give due regard to the following sections from the SEND code of practice - Gov.uk (opens new window):
9.79 - If a child's parent or a young person makes a request for a particular nursery school or post-16 institution in these groups the local authority must comply with that preference and name the school or college in the EHC plan unless:
it would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or
the attendance of the child or young person there would be incompatible with the efficient education of others, or the efficient use of resources
Efficient education means providing for each child or young person a suitable, appropriate education in terms of their age, ability, aptitude and any special educational needs they may have. Where a local authority is considering the appropriateness of an individual institution, 'others' is intended to mean the children and young people with whom the child or young person with an EHC plan will directly come into contact on a regular day-to-day basis
9.80 - The local authority must consult the governing body, principal or proprietor of the school or college concerned and consider their comments very carefully before deciding whether to name it in the child or young person's EHC plan, sending the school or college a copy of the draft plan. If another local authority maintains the school, they too must be consulted
9.83 - The nursery, school or college and, where relevant, the other local authority, should respond within 15 days. Where a nursery, school or college identified at 9.78 above is named on an EHC plan they must admit the child or young person
9.84 - The child's parent or the young person may also make representations for places in non-maintained early years provision or at independent schools or independent specialist colleges or other post-16 providers that are not on the list mentioned at 9.78 above and the local authority must consider their request. The local authority is not under the same conditional duty to name the provider but must have regard to the general principle in section 9 of the Education Act 1996 that children should be educated in accordance with their parents' wishes, so long as this is compatible with the provision of efficient instruction and training and does not mean unreasonable public expenditure. The local authority should be satisfied that the institution would admit the child or young person before naming it in a plan since these providers are not subject to the duty to admit a child or young person even if named in their plan.
It should be noted that whilst parental preference is considered, the Local Authority has a duty to consider mainstream as a possibility for all children and young people where appropriate. The LA has a duty to consult with the parental preference but must also consider a range of other factors when determining placement.
In Wiltshire, the expectation is that the majority of CYP requiring a specialist provision will be able to have their needs met locally. Wiltshire Council are committed to supporting CYP to access the right support, in the right place, at the right time
List of provision that can be named in an EHC Plan:
Maintained nursery school
Maintained school and any form of academy or free school (mainstream or special)
Non-maintained special school
Further education or sixth form college
Independent school or independent specialist colleges (where they have been approved for this purpose by the Secretary of State and published in a list available to all parents and young people)
A child's parent or a young person has the right to request a particular school, college or other institution be named in their Education Health and Care plan (EHC Plan). If there is a request for a particular nursery, school or post-16 institution the local authority must comply with naming that preference in the plan, unless:
It would be unsuitable for the age, ability, aptitude or special educational need of the child or young person
The attendance of the child or young person would be incompatible with the efficient education or others, or the efficient use of resources
For context:
Efficient education means providing for each child or young person a suitable, appropriate education in terms of their age, ability, aptitude and any special educational needs they may have.
Related to the appropriateness of an institution 'others' is intended to mean the children and young people with whom the child or young person with an Education Health and Care plan will directly come into contact with on a regular day-to-day basis.
Wiltshire Council must consult the governing body, principle or proprietor of the school or college concerned and consider their comments very carefully before deciding whether to name it in the child or young person's Education Health and Care plan, sending the school or college a copy of the draft plan. If another local authority maintains the school, they too must be consulted. The institution or other local authority should respond within 15 days.
Where an institution is named on an Education Health and Care plan they must admit the child or young person.
Requesting non-maintained/ independent provision
The child's parent or the young person may also make representations for places in non-maintained early years provision or at independent schools or independent specialist colleges or other post-16 providers that are not on the list mentioned above and the local authority must consider their request.
The local authority is not under the same conditional duty to name the provider but must have regard to the general principle in section 9 of the Education Act 1996 that children should be educated in accordance with their parents' wishes, so long as this is compatible with the provision of efficient instruction and training and does not mean unreasonable public expenditure.
The local authority should be satisfied that the institution would admit the child or young person before naming it in a plan since these providers are not subject to the duty to admit a child or young person even if named in their plan.
Children with EHC plans can attend more than one school under a dual placement. Dual placements enable children to have support from a mainstream and a special school. This can help to prepare children for mainstream education and enable mainstream and special schools to share and develop their expertise in supporting children with different types of SEN. In order for a child with SEN who is being supported by a dual placement to be deemed as being educated at a mainstream school they should spend the majority of their time there. Where appropriate, a young person with an EHC plan can attend a dual placement at an institution within the further education sector and a special post-16 institution. The local authority should work with the young person, post-16 provider and independent specialist college to commission such a placement where that will achieve the best possible outcome for the young person. To be deemed as being educated in a mainstream further education institution, young people should spend the majority of their time there.
The local authority should consider very carefully a request from a parent for a denominational school, but denominational considerations cannot override the requirements of the Children and Families Act 2014.
The majority of children and young people with Special Educational Needs and/or disability (SEND) should have their needs met through local provision to ensure that they are fully included in their local communities. The Special Educational Needs and Disability Code of Practice is clear that all schools must have a focus on inclusivity and should be able to meet the needs of the majority of children and young people with identified SEND. You can read more about a schools commitment and their provision for SEND in each School SEND Information report, this is published on their website and there is a statutory requirement to update this on an annual basis.
All schools must provide high quality teaching that is differentiated, and personalised, and is able to meet the individual needs of our children and young people. Some children and young people may require provision that is different from, or additional to, that of children and young people of the same age therefore, all settings (Early Years/Schools/Colleges) are expected to make special educational provision under Section 21 of The Children's and Families Act 2014. All settings have a duty and must use their best endeavours to ensure that such provision is made for those who need it. Special Educational Provision is underpinned by high quality, Quality First Teaching (QFT), and is compromised by anything less.
You can read more about the provision we expect all learners with addition needs to be supported with in our Wiltshire Ordinarily Available Provision for All Learners (OPAL) guide. The guide contains the reasonable adjustments we expect educators to implement and evidence in the graduated response, this is taken into consideration when a needs assessment is requested. The support and adjustments made are so that a child or young person with SEND can fully participate in their education.
Early Years providers, Schools and Colleges should know precisely where children and young people with SEND are in their learning and development and should:
Ensure decisions are informed by the insights of parents and those of the children and young people themselves
Have high ambitions and set stretching targets for their children and young people
Track their progress towards these goals
Keep under review the additional to, or different from, provision that is made for them
Promote positive outcomes in the wider areas of personal and social development
Ensure that the approaches used are based on the best possible evidence and are having the required impact on progress
For a complete list of all Mainstream education providers in and around Wiltshire and which SEND Service team oversees their learners please visit:
This page contains information about the Special Educational Needs and Disabilities (SEND) provision for those 0 to 5 years old in Wiltshire.
Early years SEND provision
Name of provision
Location
The John McNeill Opportunity Centre
Salisbury
Stepping Stones
Trowbridge
Devizes and District Opportunity Centre
Devizes
Wiltshire Portage
Chippenham
Springboard
Chippenham
The John McNeill Opportunity Centre is a recognised children's charity based in Salisbury, formed in 1979 by a group of parents who had pre-school children with special needs and could not find the support required during their children's early years. We are a specialist educational provision for children with special educational needs and disabilities covering the south of Wiltshire. As a registered charity, a great deal of the money we need to run comes from donations and fundraising.
Vision and values
We provide a happy, nurturing, secure and stimulating indoor and outdoor environment where each child's ability, ideas, experiences and individuality are valued. Together we will share the excitement of learning through helping all children regardless of difficulty or disability to learn through play by exploring, communicating and meeting new challenges that will maximise their potential.
Session structure
Our high-quality inclusive practice focuses on creating an environment where every child can participate and thrive. Children are placed in small groups within the setting which is in line with their stage of development. Our morning is structured allowing children to access the Therapy Room, Gym, Sensory Room, Teaching Room and the Sensory Garden.
Curriculum offer and link to EYFS
Within the nursery we follow the Early Years Foundation Stage Curriculum (EYFS) to ensure all areas of development are visible within the rooms and accessible to all the children. The EYFS has four guiding themes which work together to underpin effective practice in it's delivery. Where necessary the curriculum is differentiated to meet the needs of the children and allow all of them to achieve their full potential. All the activities we provide ensure learning within a stimulating, safe and fun environment. The activities meet the needs of each individual child and enable them to participate and develop at their own pace.
Wider curriculum and therapeutic support
We have a range of specialist equipment and toys to support the physical, social, personal, communication and emotional development of children with Special Educational Needs and Disabilities (SEND), allowing the children to develop their skills, confidence, self-esteem, resilience and promote inclusivity. As a setting we offer a Total Communication Approach using targeted strategies such as Core Boards, Makaton signing, picture exchange communication system and visual supports. We follow the Curiosity and Attention Wiltshire Programme to promote children's listening and attention skills. Working alongside Physiotherapists/Occupational Therapists allows us to carry out identified therapy targets for individual children.
Assessment of progress
Staff observations and discussions with parents and other professionals are used towards measuring the areas of development in the Generic Developmental Journal, in line with the Early Years Foundation Stage framework. A Continuous Summative Assessment report is created for each child and reviewed regularly.
Transition support
Transition support is given for children exiting our service. This will be tailored to the individual need of the child and the type of provision they are moving on to.
Communication with parents and carers
We have an exceptional partnership with our parents and work closely to keep them informed on their child's development every step of the way through regular discussion about their child's progress and whether the provision at the John McNeill Centre remains appropriate.
Staff training
All of our staff are Safeguarding trained and have (or work towards) NVQ qualifications in Early Years. Practitioners are trained to have the appropriate skills, knowledge and confidence to deliver support for children with SEND. External professionals provide training for the necessary skills required when looking after children with complex medical needs. e.g. seizure training/peg feeding.
Stepping Stones is an independent charity based in Trowbridge supporting Pre-school children with complex needs and their families. We have a contract with the local Authority to provide the District Specialist Centre service for West Wiltshire. Stepping Stones provides assessment and specialist learning support for the children who have been referred to us. Children are referred due to concerns regarding their delayed development. We welcome and support all children with a wide variety of complex needs including sensory and physical impairments and social and communication disorders.
A place within a Stepping Stones session may be offered as part of a support package where a child meets the following criteria:
assessments indicate significant delay in 2 or more areas of development
the child will specifically benefit from play and learning within a peer group of children with similar needs
Vision and values
Our vision is to recognize the potential in each child and support access to any required intervention which will enable them to succeed.
Session structure
Children 0 to 2 years are invited to attend Stay and Play sessions with their parent/carer where ideas and concerns can be discussed, and support strategies agreed and modelled.
Children aged from 2 years who are referred to us will initially access our Assessment sessions to enable a fuller assessment of needs and to plan which Toddler/Preschool sessions, if appropriate will be most suitable.
Children can only access a maximum of 5 hours session time each week at Stepping Stones.
If a space within a session at Stepping Stones is not appropriate then Outreach support only will be considered.
Wider curriculum and therapeutic support
All children are supported by Stepping Stones to also attend and thrive in their local childcare setting through our In reach and Outreach service. We focus on partnership working with colleagues in other early years settings to support confident inclusive practice.
A high adult:child ratio ensures that bespoke and targeted support can be provided to all children attending our sessions.
Stepping Stones works closely with the Speech and Language Therapy team and follows a Total Communication Approach supporting children's communication through Makaton, Visual strategies, symbol supported and augmented aids.
The Curiosity Programme, Attention Autism and TEACCH approach are employed to help our team entice children to engage with play and learning.
Transition support
Stepping Stones will support a successful transition into school.
Communication with parents and carers
Stepping Stones facilitates a range of workshops and information sharing events for Parents/Carers to build their awareness of recommended strategies and their confidence in how to best meet their child's needs.
Staff training
The Stepping Stones Playroom team all hold Early years qualifications and have SEND specific training.
Devizes & District Opportunity Centre was established back in 1978, it is a small independent charity managed by a board of trustees. The Centre is a specialist early years provision for children aged 0-4 years with moderate to severe health and learning disabilities. Located in the town of Devizes, we cover the whole of the East of Wiltshire including Marlborough, Melksham, Tidworth and Devizes. We are committed to promoting the overall development and life chances of young children who have complex health needs, disabilities and learning difficulties. We are proud to be recognised as an Ofsted 'outstanding' setting.
Vision and values
Our vision is to provide the very best possible, therapeutic early interventions and support to our member children, in order for them to reach their full potential. Working closely with other Professionals, Parents and the Local Authority we ensure each child has an individualised programme of therapies aimed at improving their life chances.
Session structure
Children can be Referred to the Centre by a Health Professional, Mainstream setting or their Parents. Each referral is assessed on an individual basis and allocated the appropriate support. For children who attend our Preschool Sessions they can access 2 x 2.5hr sessions a week where they attend on their own, Term time only.
Stay and play sessions are held 1 x a week for children aged 0-2 years, where the child attends with their Parent, Term time only.
We hold a 6-week Assessment period for children aged 2-4 years, children attend with their Parents.
Curriculum offer and link to EYFS
Here at the Centre, we follow the EYFS framework, (Early years Statutory Framework)
Each child will have specific targets/strategies to work on throughout their time with us. We use the Birth to Five Framework to monitor the children's development.
Wider curriculum and therapeutic support
We provide the children a with a wide range of activities to access, that are at an appropriate level to them. Following a child's interest, we use strategies that support them with their Speech and Language and overall development. These can include, Visuals, Makaton, Now and Next boards, Attention Autism (Bucket time), TEACCH trays and Core Grid sheets.
We work closely with a number of Health Professionals, Speech and Language Therapists, Physiotherapists and Occupational Therapists.
Assessment of progress and transition support
We ensure children have the right level of support going into School which may also involve the EHCP process. We work closely with the schools to provide a smooth transition.
Staff training
All staff are Level 3 Early Years Practitioners, they all have Paediatric First aid, Food Hygiene and Safeguarding training. They are updated regularly. Staff have also received training in specific strategies, such as Core Grid sheets, Pecs, Makaton, visuals, Five to Thrive, emotional support and behaviour management. For children requiring medical interventions during the time at the Centre staff are given child specific training by the Local Community Nursing team.
Communication with parents and carers
We have an open-door Policy at the Centre, where parents can discuss their child at any time. Working in partnership with parents is key to each child's progress and we ensure parents are provided with regular updates and information in how they can build their own confidence in their child's learning needs.
Wiltshire Portage is a registered charity and independent organisation providing a free home-visiting, specialist educational service for children with Special Educational Needs and Disabilities (SEND). The Service reaches over 75 families across the towns and villages of Wiltshire (excluding Swindon) for children from birth to school entry, operating during term time for 38 weeks a year.
Wiltshire Portage works with families and their young children to provide unique learning opportunities through holistic play and a step-by-step individualised educational programme to help them develop a quality of life and experience in which they can learn together, play together, participate, and be included in their community.
Wiltshire Portage is a member of the National Portage Association (NPA) (opens new window) which follows the values and principles of child led play, structured teaching and family support that working in partnership with parents, carers and other professionals ensure that decision making is always centred on the needs of the child and helps parents to be confident in this role whatever their child's needs may be.
Vision and values
Our aim at Wiltshire Portage is to provide a unique specialist home educational service for children from birth to school entry with special educational needs and disabilities (SEND). We will provide step-by-step individualised holistic educational play programmes to support developmental progress. Portage also supports children and families' participation and inclusion in their community.
Session structure
Wiltshire Portage sessions are on a weekly basis during term time and usually last an hour.
The child will receive an in-depth baseline assessment by the Portage Home Visitor, throw observations and the use of a specialised developmental journal for the individual child's needs.
Once the child's needs have been identified with the parent the Portage Home Visitor will bring toys and activities that are specifically tailored to the child's preferences and goals to build on already learnt skills. These include things like messy play, threading, posting activities, sensory experiences, puzzles, musical instruments, sharing books and physical activities like a play tunnel or ball games.
It is good to talk, and as the session progresses the Portage Home Visitor will share their evaluation of the activities and the child's progress. Parents and carers can ask any questions and discuss anything that they might need support with. This can include signposting to other support available.
The Portage Home Visitor will also provide support by sharing information with other professionals, attend meetings focused on the child's development e.g. SEND Support Plan (Send Support Plan Guidance(OpenDocument text format)[42KB](opens new window)), as well as providing a detailed observations and reports.
The children who use our service have a wide range of needs such as Cerebral Palsy, Downs Syndrome, Autistic Spectrum Disorder including a Learning Disability, Global Development Delay and Prader-Willi Syndrome.
To meet the individual needs of these children, Portage Home Visitors play, observe, and use a variety of developmental checklists and journals to help identify a child's strengths and needs and then design an individual bespoke Educational Programme using small steps to support learning. Once outcomes have been agreed, the Portage Home Visitor works alongside parents offering practical help and ideas to support the child's learning, address problematic situations, review progress, and celebrate success. Portage Home Visitors work closely with a range of other professionals and agencies for example Community Paediatricians, Speech and Language Therapists, Health Visitors, District Specialist Centres, and other agencies.
Wiltshire Portage follows the Portage Model within all our Portage sessions. This comprises of:
Child-led Play - This is time spent observing self-initiated play to identify individual interests, strengths, and emerging skills. Sharing interactions focusing on the child's priorities and intentions. Celebrating the child's independence and active learning. Introducing new play ideas. Integrating play into family routines.
Family Focus - This is time spent sharing and addressing families' priorities. Addressing needs and looking forward. Sharing information and problem solving. Signposting to other agencies. Empowering parents. Promoting inclusion. Highlighting positive experiences
Structured Teaching - This is time spent reviewing and planning play based teaching activities, using the Portage small steps approach to learning. Identifying barriers to learning. Deciding if further practice is needed. Exploring ideas with the child. Agreeing and modelling the activity.
The Portage Home Visitor will support the parent/carers when their child is transitioning to an early year setting or school placement. This will be either by reports, attending meetings, a one-page profile, referring to Wiltshire Portage School Readiness document and referrals to other agencies.
Communication with parents and carers
Portage sessions take place within the child's home, with the primary carer present at all times. Portage works in partnership with parents/carers.
Portage supports parents and practitioners to use a small steps approach to learning, breaking down long term goals into achievable targets that are practical, immediate and relevant for the whole child, family and community.
Through playing and learning together, families and children are supported to generalise skills, participating, and working towards full inclusion in their community.
Working in a genuine partnership with families, Portage practice is supporting & enabling for parents, offering practical strategies, signposting and joint problem solving.
Portage practitioners aim to empower parents to make informed choices about their child's development whilst supporting them to feel confident in their own abilities.
Staff training
All Portage Home Visitors will have at least NVQ Level 3 or equivalent professional child centred qualification or higher.
They will have undertaken the Portage Workshop and understand and adhere to the National Portage Association principles.
All staff are enhanced DBS checked and will have received training in Safeguarding, Prevent and have a thorough understanding of Child Protection.
Training for Portage Home Visitors is ongoing with speakers within our monthly face to face team meeting. Portage Home Visitors receive a yearly Professional Development Review.
Springboard Chippenham is a charity providing specialist early years support for children aged 0-5.
Vision and values
Our motto is:
Maximise Ability; Minimise Disability
Springboard is the District Specialist Centre for preschool aged children with special educational needs & disabilities in North Wiltshire. The service is commissioned by Wiltshire Council. In February 2022 Springboard was rated outstanding by Ofsted, this is our 4th outstanding Ofsted rating in row.
We work with children who have a wide range of complex needs. We provide an inclusive and encouraging play environment which allows every child to make progress and achieve their best. We celebrate every small step.
Our core aim is to ensure that the children we work with are seen as able. Our focus is to help children become effective communicators develop good self-esteem and cultivate the personal skills and qualities that allow them to become independent so that they are ready for their next stage in life (e.g. starting primary school).
We want the parents of the children we work with to be able to move on from Springboard feeling confident that they are able to support their child. Furthermore, we want them to have a good awareness of the additional services in the community, beyond Springboard, that are available to help them and their child.
Session structure
Our philosophy at Springboard is to provide a holistic and individualised approach, designed and tailored to support children to fulfil their potential.
Springboard is staffed by a dedicated team of qualified and experienced practitioners, leaders, and support staff. All staff are skilled professionals who work hard to provide creative and motivating play activities that ensure that all aspects of the children's needs are met.
Staff place high expectations and aspiration at the heart of their delivery and are consistently challenging both children and themselves in order to overcome barriers to success and provide children with the skills they require to make progress in all areas of development.
Our group sizes are small compared to mainstream sessions; staff work on a 1:2 ratio and all children have a named key person.
We offer stay and play sessions for younger children and their families.
Independent pre-school sessions for children aged 2 and above are accessed through a child's early years entitlement
We deliver and embed specialist approaches across all our playroom sessions (such as Makaton, Attention Autism, and Visual Communication Systems) These programmes target the teaching of attention, communication and social interaction skills.
Additionally, we provide parents and carers the opportunity to meet others and learn new skills through workshops, Cuppa and Chat and Stay and Play sessions at weekends and in the school holidays.
Wider curriculum and therapeutic support
We work closely with Health and Education colleagues to coordinate therapeutic and health care plans to meet children's needs.
We work closely with mainstream settings and have a dedicated support service to promote the inclusion of shared children into their mainstream childcare setting.
From 1 September 2024 Simara Kiely will be taking on the newly created role of Inclusion Support Manager (ISM). Through this role Springboard hopes to offer more support to mainstream childcare settings in North Wiltshire.
Children move on from Springboard to attend full time mainstream preschool settings or primary school. Children can leave us to go on to either their mainstream primary school, a resource base or specialist day school.
Resource Base Provision (RBP) enables children and young people with SEND to attend a mainstream school whilst having access to specialist provision. The Local Authority agrees placement in these settings.
Our Resource Base (RB) caters for children who have complex Severe Learning Difficulties or Profound and Multiple Learning Difficulties whose needs go beyond that which can be met in a standard mainstream setting, but where a special school placement is not necessary.
The child's difficulties might be as a result of a chromosome disorder, global developmental delay or long-term medical need. Because the RB is part of a mainstream school, it is important that children will be able to, or work towards being able to, successfully participate in elements of social and learning inclusion and opportunities with mainstream peers. Support needs or independence to access this mainstream inclusion will vary from child to child, but if a child is unlikely to be able to meaningfully engage in this after their first year with us, they are likely to be more suited to a different designation of Resource Base or more specialist setting.
If your child's primary or most significant need is: Autistic Spectrum Disorder, Social, Emotional and Mental Health or Speech, Language and Communication difficulties then we most likely are not the correct provision for your child; although we recognise that many children may have lower-level needs in these areas in addition to their primary need.
Class structure
We have two classes in the Complex Needs Resource Base at Frogwell School. Our classes are broadly organised into Phase/Key Stage groups, but not limited to this, depending on individual pupil needs. Potter Class caters mainly for our youngest children from EYFS to Key Stage 1, while McKee Class consists mainly of our Key Stage 2 children. Each class is led by a class teacher and a team of dedicated, skilled TAs. Individual assessment of need and 'readiness' is carefully considered before children transition into the KS2 class; this involves formal discussions between class teachers and parents on a year-to-year basis, during parent meetings and Annual Review meetings.
Curriculum offer
All pupils in the Resource Base have an Education, Health Care Plan (EHCP). Teaching and learning is structured through a highly personalised, blended approach, consisting of a mixture of sensory, play-based and more formal learning opportunities depending on the child's developmental stage and needs. Objectives are taken from the Early Years Foundation Stage Curriculum and the National Curriculum as appropriate; these are broken down into smaller chunks which allow for small steps of success and show progress over a longer period. Our pupils access a wide range of resources and opportunities which consider personal learning styles and can therefore allow success in pupils accessing and achieving individual outcomes from their EHCP. Children in both classes have access to a more 'formal' learning environment where activities are more table based, in addition to this there is also a space for more experiential learning, where activities are carefully planned and set out to support children to embed their knowledge and practice learnt skills across the wider curriculum areas through a more play-based approach. The amount of time each child spends in these differing learning spaces will depend on individual need, assessed by the class teacher and outcomes on the EHCP. All children have the opportunity if it is appropriate for them to access mainstream activities on a regular basis, such as for assemblies, singing, PE sessions and visitor sessions. These opportunities are planned with a clear focus and where support needs are agreed between class teachers and supported by class TAs where necessary.
Staff training
Across the Base there is a range of staff training that is specific to SEND. This includes:
Makaton language programme
Picture Exchange Communication System (PECS)
Attention Autism
Curiosity Programme
Visual impairment training
Augmentative and Alternative Communication (AAC)
Thrive awareness.
Brick-by-brick intervention for language development
Specific training from external health services to meet individual children's health needs
Assessment of progress
The Resource Base uses the online 'B Squared' assessment profile which is regularly updated to assess children's learning and to track progress. This assessment data feeds into the EHCP Annual Review meeting to assess progress towards outcomes and teachers use this to plan lessons, whilst ensuring we are in line with the National Curriculum and/or Early Years outcomes.
Communication with parents and carers
In the Resource Base we use Class Dojo as a communication platform; this enables us to have successful parent-teacher communication on a regular basis. This is particularly successful for our pupils who come to school on transport and where face to face parent contact is reduced as a result. Teachers regularly share learning and photographs with parents via Dojo. It is a successful way we can ensure to maintain the positive relationships we feel are integral to supporting the holistic development of our pupils. We also use a text and email system as part of the overall school general communications to parents and carers for things like newsletters, trip letters, updates, first aid notifications etc. There are also two parents' evenings per year (autumn and spring) and an end of year written report, in addition to the formal Annual Review for the child's EHCP.
We would welcome you visiting our website to find out more about our school:
A resource base for communication and interaction.
Welcome to Lyneham Primary School. We are a mainstream Primary school that includes a Resource Base for children with Communication and Interaction difficulties. Our aim is for all of our children, to feel a sense of belonging at Lyneham Primary School. To enable this, we tailor provision at the school to meet individual pupil's needs and we give children as many opportunities to experience new things and develop skills in a broad range of subjects, to help them find their own interests and nurture talents. We believe that all children deserve the right to an excellent and fulfilling education that prepares them well for the next stage of their lives. Through the development of pupils' communication and interaction skills, we will help them to make positive relationships and decisions, giving them more control over their lives.
Curriculum offer
Children in Maple class will enjoy key aspects of the Early Years Foundation Stage curriculum through child centred continuous provision along-side short sessions of adult led tasks. Concept Cat develops understanding of new words and dough disco develops group attention and fine motor skills. In Apple class older children will enjoy accessing the National Curriculum using a personalised semi-formal approach, with frequent learning breaks. Inclusion in mainstream classes is considered based on a pupil's interests and outcomes.
Assessment of progress
Progress is assessed using B Squared framework "Progression Steps" which breaks the EYFS and National Curriculum into smaller chunks with a start point of 12- 18months.
Class structure
Children in the Resource Base will access all of the experiences on offer in the Lyneham Primary School Curriculum, including working with our specialist Art, PE and Drama teachers.
We have two classes within the Resource Base Maple and Apple, each class currently has a class teacher and 2.5 teaching assistants.
Wider curriculum and therapeutic support
At Lyneham, with the support of the Braden stoke Solar Park Fund we are proud to offer two sensory integration rooms. These two very different rooms provide different stimulation for all the senses and offer a quiet space or to regulate or an opportunity to for those pupils who are sensory seeking to develop their sense of body and physical space awareness (proprioceptive).
Visuals are all around us at Lyneham. A visually rich environment that promotes meaningful communication without sensory overload is key to support structure and reduce anxiety. Children who are feeling over-whelmed or have limited spoken language can communicate their needs and express how they are feeling. This gives them independence, builds self-esteem and ensures they can access our provision. Choosing boards offer the opportunity for children to explain what motivates them to the adults who support them. Attention Autism aims to develop natural and spontaneous communication skills through the use of visually based and highly motivating activities. As part of our school improvement plan we aim to be communication friendly right across our school including the use of Makaton and a sensory friendly environment. We know that strong links with families is the key to success and will help us to achieve the best long term positive outcomes for our children.
A resource base for communication and interaction.
At Charter School, everyone values working together to become imaginative and creative learners through inclusion, respect and kindness. We are curious in our discovery of the world and challenge each other to succeed.
Curriculum offer
EYFS curriculum / engagement model
For children accessing the EYFS curriculum or not yet engaged in subject specific study. Children have access to free-flow provision that is themed around a class topic or book.
Pre-learning skills
The curriculum focuses on the key skills the children need to be able to access subjects from the national curriculum. Children continue to access activities that are linked to a class topic or book.
National Curriculum
Learning is planned from the Charter Primary School small steps curriculum at a level appropriate to the child's developmental and learning needs. Children in the Resource Base have individual curriculum tracking documents to track and assess their progress towards the curriculum and their outcomes.
Class structure
The Resource Base, known as Dragon Class, encompasses three classrooms, two sensory rooms and two smaller group learning spaces. Pupils move fluidly between the spaces as part of their bespoke individual timetables. This ensures all pupils' access learning opportunities that are tailored to their needs and also supports children to prepare for transition and changes. Teachers and teaching assistants work with all pupils across the Resource Base.
Staff training
Across the Resource Base we have staff with the following qualifications and training:
NASENCO qualification
Makaton
Shape coding
ELSA
Team Teach
PECs
Transition support
Children have bespoke transition plans to support them starting school. We work in partnership with parents to develop a transition plan that will meet the child's needs. We work closely with secondary schools to share information and prepare children for the next stage of their education.
Communication with parents and carers
We value working in partnership with families to support their children and have multiple channels of communication available including;
Home-school contact diary
Parent support groups
Resource Base SENCO
We would welcome you visiting our website to find out more about our school:
It is our aim that every pupil can look back positively on their school experience having achieved the highest standards of work and achievement. To this end we provide a broad and balanced curriculum which gives emphasis to the aesthetic, creative, practical, social and moral aspects of life as well as academic skills, underpinned by our school values:
Pride
Respect
Success
Curriculum offer
Our tailored curriculum enables the children to thrive and gain the skills and knowledge they need to progress through their education. We will achieve this through a united approach of:
formal and informal learning and assessment through
small group teacher-led sessions
a varied but focused continuous provision
1:1 interactions
The objectives that are followed are a blended approach of Early Years learning goals, Development matters, National Curriculum, ASD Framework statements and the Engagement Model, as well as honing in on each individual child's key targets from their EHCP. This enables all pupils to have a personalised, highly engaging, multi-sensory approach to their learning.
The pupils also access a variety of different provisions, including Attention Autism sessions (Bucket Time), ELSA support, speech and language, as well as opportunities to refer to outside agencies and therapists.
We encourage the integration of our children within the mainstream school. When our children are ready, with the support of our parents, we introduce them to an area of the curriculum that they are able to access whether it be playtime, continuous play in reception, art or maths. We match the children up with their age appropriate class to allow them to make relationships with a wider variety of peers.
Wider curriculum and therapeutic support
Where our pupils have a range of different complex needs, we access the full local offer of external professionals and agencies, ensuring bespoke and targeted support is accessed and utilised.
In addition to this, we have an external P.E coach who comes in once a week to work with all of the children in the resource base. We also have outreach support twice a term from the therapeutic team at Springfield Academy.
Class structure
We are a 20 place Resource Base within Clarendon Infant School for children aged 4 - 7. Our designation is for children with complex needs; with the majority of children seeking most support in their communication, interaction and speech and language. Within the Resource Base, we have two classes with approximately 10 children in each. Our classes are decided upon by need rather than by chronological age as we feel this allows the children to thrive.
Transition support
We start with initially meeting the children in their own familiar environment - either at home or school/nursery setting. We then meet with the parents and setting staff to help us really understand the needs of the children.
The children are then invited to stay and play sessions which are tailored to meet their needs.
A staggered start is then used in September to ensure the children have a positive transition into school life.
Staff training
Our school adopts a Trauma Informed approach. This allows us as educators to realise the widespread impact of trauma and understand the potential paths for recovery. As a school, we recognise the importance for successful communication for every child. These are the building blocks for successful relationships, communications and interactions allowing the children to fully immerse themselves in their environment. To ensure this is achieved, our staff receive a continuous CPD program of training to really embed our ethos.
We would welcome you visiting our website to find out more about our school:
With God all things are possible.....Matthew 19:26 Along with our Christian vision, we also celebrate our values of trust, thankfulness, perseverance, respect, courage and compassion within everything we do at Marden Vale.
Curriculum offer
We believe that the children within Marden Vale's Resource Base are entitled to and deserve an exciting and rewarding curriculum which equips them with the skills and knowledge they need for the future. They will access a broad and balanced curriculum that prioritises the most pertinent aspects of the Early Years Foundation Stage and the National Curriculum giving each individual then knowledge to inspire confidence and encourage independence for the future.
The Resource Base curriculum will prioritise the skills that are most important to each child. These skills will be broken into small steps of learning, sequenced and taught to enable the children to master skills and then use and apply them independently in a variety of contexts. The learning journey for each child, through our curriculum, will be closely matched to individual outcomes set out in their Education, Health and Care Plans.
The children within Marden Vale's Resource Base are an integral part of the school community and Christian family. All opportunities for inclusion are explored and encouraged with careful planning and consideration of individual needs to ensure success.
Inclusive opportunities may include acts of worship, lunchtimes and playtimes, school performances, trips, sports days and access to the mainstream curriculum lessons where appropriate. As part of our Christian ethos all children are encouraged to accept and embrace differences and support and celebrate each other's achievements.
Wider curriculum offer and therapeutic support
Children within the Resource Base will also have opportunities to experience an enhanced curriculum designed to support their social and emotional development, their attention for and engagement in learning sensory awareness, life skills and independence. These enhanced learning activities will include Attention Autism, Forest School, cooking, yoga, mindfulness, gardening and opportunities to explore the local community.
Class structure
There are currently 14 children with allocated resource base places across two classes. The children are placed according their individual needs outlined on education, health care plans.
Honey Bees class currently supports children who have high sensory needs and require additional support to develop early engagement skills, verbal communication and interaction skills
Transition support
TISM meetings
Transition meetings
Slower transitions process than mainstream
Transition booklets and photos or classrooms, teachers and TAs
Opportunities to visit classrooms before the start of the autumn term.
Social stories and language jugs explaining rules and routines
Staff training
Since September 2023:
Attention autism training
ASD training - supporting the behaviour and inclusion of children on the autism spectrum
Assessment of progress
Children will follow individual assessment pathways which are continually assessed and reviewed allowing a responsive approach to children's developing learning needs.
Communication with parents and carers
Communication with parents and carers is extremely important to us. They know their children's needs best of all and their insight enables to best provide tailored support for each individual. We will endeavour to communicate with parents on a regular basis and encourage them to speak to us promptly about any worries or concerns. This may happen at the gate in the morning or afternoon, via phone conversations, emails or through our online platform 'Showbie'. Teachers are also able to send photos and comments regarding the children's learning throughout the week which parents and carers can respond to.
In addition there will be more formal opportunities for parents to discuss their child's progress with staff and outside professionals at parent consultations and at annual review meetings.
We would welcome you visiting our website to find out more about our school:
Acorn - students in this class access an EYFS and sensory-based curriculum where they can develop their communication, play and self-help skills, along with attention and listening skills. The learners here have very high needs and often require significant 1:1 support. This means that this class is very small in size to ensure that we can provide the best possible provision.
Oak - students in this class access adapted National Curriculum subjects which are matched to their learning and developmental needs. Along with this, there is a focus on the acquisition of key life skills aimed to support each student in all aspects of life. Where appropriate, students will have opportunities to access a mainstream class.
Class structure
The Orchard consists of two classes, Oakand Acorn, and students are grouped by their needs rather than their age. Each class has a class teacher and at least three supporting TAs.
Wider curriculum and therapeutic support
During the academic year 2023-24, we are able to provide the following opportunities and support:
Weekly horse riding with Marlborough's Riding for the Disabled Association (RDA).
Regular swimming sessions at Marlborough College.
On-site Forest School activities.
Weekly support from a private Speech and Language Therapist
Termly support from a private Occupational Therapist.
Staff training
Both class teachers have extensive SEND experience, working in many specialist settings during their careers. Across The Orchard, there are staff trained in:
Attention Autism
Makaton
Colourful Semantics
NELI Early Language Intervention
ELSA and Precision Teach
All school staff are Thrive trained
We would welcome you visiting our website to find out more about our school:
We offer an inclusive education for learners who may experience a variety of barriers to learning. Being closely linked with the mainstream classes ensures multiple opportunities for inclusion and learning—for all pupils across the school. We foster and develop life skills, as well as support academic learning, in preparation for wider life experiences. Children are encouraged to explore and grow, gaining confidence and self-esteem and an awareness of their own strengths and challenges.
Curriculum offer
Pupils access a wide variety of resources and personalised learning that is above and beyond their mainstream peers. They have opportunities to learn at their own pace and understanding whilst being provided opportunities for challenge and greater depth of learning. Objectives that are followed are a blended approach of Early Years learning goals, National Curriculum, ASD Framework statements and the Engagement Model, as well as honing in on each individual child's key targets from their EHCP.
Class Structure
Rainbow consists of two classes; 'Sun' and 'Sky', each of which is led by a class teacher and supported by TAs. In Sun, pupils follow a blended approach to their curriculum of learning through play and more formal curriculum learning. In Sky, pupils access a differentiated curriculum with an adapted formal approach.
Assessment of progress
The Resource Base uses 'Evidence for Learning', an online system, which is used to collect and assess evidence of children's learning and understanding, which will soon be accessible to parents.
Staff training
Resource Base teachers attend both mainstream and CNRB specific training, differentiating this to meet the pupils' needs in the classroom. Resource Base teachers and TAs receive frequent internal and external training, including on positive behaviour support systems, THRIVE ethos, SALT intervention support and Team Teach
Transition support
All pupils transitioning into and out of the base have personalised transition plans of support, and the opportunity to visit their new setting. Our ELSA practitioner will also support the implementation of these plans either 1:1, or in small groups.
Wider curriculum and therapeutic support
ELSA and THRIVE trained practitioner
Forest School practitioner (whole class and 1:1 referrals)
PE specialist
Attention Autism intervention
Speech and Language intervention support (inc. PECS/
Makaton/Colourful Semantics)
Music Therapy and Music and Movement specialist
Access to Sensory Room, ELSA Room, Therapy Room, trim trail, outdoor classroom, MUGA
Communication with parents and carers
The Resource Base ensures contact with the class teacher during Annual Reviews, annual reports, using Seesaw Infoshare and Seesaw instant messaging system, email/phone contact and face to face. Support can also be provided via the school's Parent Support Advisor, or through other external agencies.
We would welcome you visiting our website to find out more about our school:
Within the Resource Base we aim to meet the whole school vision and values of striving for success, owning our actions, being ambitious and being respectful, reflective and resilient. We want all of our children to SOAR and we know for the children in the Resource Base we need to know them well to best help them to achieve this. Relationships come before curriculum.
Curriculum offer
The Kiwi Resource Base Curriculum aims to provide children with a targeted curriculum that meets their individual needs while engaging with their interests, fascinations and the wider world. The aim is to provide children with experiences that help them to thrive and to gain the knowledge and skills they will need to progress through their education. This includes formal and less formal approaches with priority given to establishing positive relationships between adults and children. The curriculum covers three main areas through which the totality of the children's experiences can be seen: core, enrichment and integrated.
The core curriculum is built on the four areas of needs identified within the SEN Code of Practice: Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health and Physical and Sensory Needs. Each area of need has five goals identified which broadly relate to targets set within the EHCPs for the children in the class. By focusing on these areas as the core provision we can ensure that we are working towards the children's foundation needs.
Beyond this core curriculum we aim to provide a rich and meaningful range of enrichment and enhancement experiences which will bring learning to life. This will be identified from three main sources: children's motivations and interests, events in the world around them (eg harvest, seasonal changes, Christmas) and created opportunities (eg animal handling experiences, swimming.) Children's engagement with these opportunities and experiences will be tracked separately to inform future planning and to illustrate that children are engaging in a broad curriculum beyond potentially narrow fields of personal interest. This aspect of the curriculum will be emergent in that it will stem from 'in the moment' and meaningful opportunities rather than a pre-planned themes or topics.
This aspect of the curriculum will be monitored to ensure that children are experiencing a breadth of learning as illustrated within the National Curriculum. Opportunities to learn about science, the history and geography of the world, people's beliefs and customs as well as creative opportunities are as important as the core curriculum. Progress within the core curriculum will help children to access the enrichment curriculum. The enrichment curriculum will bring the core curriculum to life.
For some children there will be appropriate opportunities available within the mainstream curriculum for them to integrate their learning. This is the benefit of a Resource Base within a mainstream school. For some children this may be specific academic lessons (eg English or maths) or because of a particular skill or interest (eg art, music or PE). There are also further opportunities on a daily basis including break and lunch times, assemblies and special events such as performances. These opportunities will be planned on an individual basis to meet children's needs without overwhelming them.
Through these three strands a personalised, highly engaging, multi-sensory approach is built. Targeted and specialised approaches are used including Attention Autism (Bucket Time) sessions, Intensive Interactions, the TEACCH approach and Sensory Stories. These are supplemented by language and communication approaches including Colourful Semantics, Makaton and a range of visual supports.
Wider curriculum and therapeutic support
Where our children have a range of different complex needs, we access the full local offer of external professionals and agencies, ensuring bespoke and targeted support is accessed and utilised.
Class structure
We are currently a 15 place Resource Base within Kiwi Primary School for children aged 4 - 9. Our designation is for children with complex needs; with the majority of children seeking most support in their communication and interaction needs as well as their social, emotional and mental health. We currently operate within one cohort although experiences and inputs are tailored to children's developmental stage and learning preferences.
We would welcome you visiting our website to find out more about our school:
A resource base for Complex Needs and Communication and Interaction.
Studley Green values are followed by everyone in school, these are: Respect, Kindness, Positivity, Resilience, Responsibility and Honesty. Our resource bases are part of a mainstream school, which is fully inclusive and all pupils have equal access to learning and the same opportunities.
We strive towards children who are happy, engaged and successful, who will become independent learners/thinkers and ultimately will achieve the best outcomes, through the additional specialist support provided.
Curriculum offer
Our curriculum aims to set children up to become lifelong learners who strive for success and to flourish 'beyond expectation'.
Resource base classes follow the whole school curriculum (based on the National Curriculum), aligned to an appropriate year group. The content and teaching approach is then adapted for the children's needs, so that they fully develop their abilities - this includes physical, social, emotional, self- care/personal, and academic skills.
If it is appropriate children may join their mainstream year group for some learning/social interaction, which will be supported.
Wider curriculum and therapeutic support
We ensure that our curriculum is broad and balanced. Children learn best through experiences e.g. participation in events outside school, trips out, visitors coming into school/learning skills such as riding a bike/crossing a road etc.
We are a Trauma informed school and recognise how emotions can impact learning and translate into behaviours.
Class structure
There are 34 allocated places; the children are split into 3 classes: Sometimes there is a slight variation, depending on cohort size and the needs of the children.
Pan class for EY/Year 1/2 - no more than 10 children
Atlas Class for Year 2/3/4
Hydra Class for Year 4/5/6 - no more than 14 children
Staff training
We have experienced staff in all the classes. All have completed SEND training from outside trainers and and also inside knowledge. We also have an ELTA practitioner in the resource bases.
Assessment of progress
We use Connecting Steps and B Squared to evidence small steps of progress. Daily observations and continuous monitoring, book looks, liaising with parents and involved professionals
Transition support
We ensure that all information is passed across, meetings are held between schools, and parents are involved. Transition visits are important and will be planned.
Communication with parents and carers
We use a variety of ways which includes: Review meetings, See saw, Parent mail, home school book, phone calls etc
We would welcome you visiting our website to find out more about our school:
Our Resource Base holds 35 places for primary school children with complex needs. Typically, our children have varied needs including; global delay, Down Syndrome, Cerebral Palsy, Autism Spectrum Disorders, speech and language and communication needs, sensory processing difficulties and/or visual impairments. The provision is staffed by dedicated and experienced qualified teachers and Teaching Assistants, many of whom have personal experience of raising children with additional needs. We are committed to ensuring our Resource Base is a place where our children are happy and safe, motivated to reach their full potential, and equipped to become resilient and independent learners.
Castle Mead is an inclusive school. Pupils with special educational needs and/or disabilities are well supported and learn successfully. - Ofsted Report, March 2023
Class structure
There are 3 classes, which are each tailored to meet the needs of the individual children. Spotted Bats offers opportunities for the children to develop their early engagement skills whilst following a predominantly Early Years Foundation Stage curriculum. For children who demonstrate a more developed engagement profile, Long-Nosed Bats offers more in-depth learning opportunities using more advanced communication. Finally, Flying Fox Bats begins to adopt a more formal approach to teaching which prepares children for their next steps in education. This might include increased inclusion opportunities in mainstream classes, which will also support the children's transition to secondary school.
Curriculum offer
We believe the children in our Resource Base are entitled to, and deserve, a broad, balanced and rewarding curriculum that provides them with the skills and knowledge to flourish in life. The curriculum is designed to draw out and prioritise the most pertinent aspects of the Early Years Foundation Stage and National Curriculum, to provide each child with powerful knowledge that inspires and equips them to act increasingly independently in their ever-widening world.
Our curriculum prioritises the skills that are most important to each individual. We break these into small steps of learning which are then carefully sequenced and taught to enable the children to acquire the skill and use it independently. Each child's learning journey is closely aligned to their own targets as set out in their Education, Health and Care Plan.
For some of our children, sensory experiences form an integral part of their curriculum. Our sensory curriculum allows these learners to develop their engagement for learning through experiences such as Sing & Ball, Sensology, and Attention Autism. Our sensory swing also provides opportunities to develop engagement, self-regulation, and physical skills.
Assessment of progress
To be responsive to each child's learning needs, we continually assess and review their progress and adjust their pathway through the curriculum and teaching accordingly. Our intimate knowledge of children's progress allows us frequent opportunities to celebrate their achievements, which we believe is fundamental to success. Progress towards targets are shared regularly with parents so we can celebrate them together and work in partnership.
Teaching approach
Our teaching approach is always cognisant of the unique needs of each child and their preferred style of learning. As a result, a wide range of teaching methods, approaches and strategies are used responsively within the Resource Base, including those recommended by the TEACCH philosophy, Attention Autism, colourful semantics and THRIVE. To implement our curriculum appropriately, we follow a TOTAL communication approach which includes a variety of communication methods matched to the needs of each child. For example, some children use P.E.C.S. (Picture Exchange Communication System) as a way of communicating. Others communicate using a communication aid/object of reference or photos or symbols, Makaton, gesture, facial expression or speech, or a combination of these. Simultaneously, attention and listening skills are developed continuously throughout the day in a variety of situations through direct teaching and role modelling.
Wider curriculum and therapeutic support
Children within our Resource Base have regular opportunities to experience enhanced curricular activities for academic, emotional, social, physical and sensory development. These may include activities such as music therapy, play therapy, Forest School, martial arts, swimming, horse riding and yoga.
Alongside these enhanced curricular activities, educational visits are carefully designed to deepen the children's experiences of the world around them by taking their learning out into the community, equipping them with powerful knowledge that enriches their lives. These educational visits give the children experiences to understand their learning in the classroom in the real world, provides them with experiences to maximise their potential to enjoy the world and be independent and develops their capacity to be part of their local and national community. Educational visits have in the past included train rides, termly trips to the local library, visits to the dairy farm, theatre trips, visits to the beach, and adventures to the enchanted garden of lights (American Museum).
Our Resource Base children are very much part of our school community and where appropriate all opportunities for inclusion are explored and encouraged. Experiences within the mainstream school are carefully considered and planned, while opportunities for inclusion with other children are actively sought - including joining assemblies, sports day, and curriculum lessons in groups or class.
Communication with parents and carers
Communication with families and gaining insight into their child's learning is a vital means by which we are able to respond to children's most pressing needs. There are many ways in which we seek to build relationships and communicate with parents and carers. Most importantly, this occurs through natural day to day conversation; we always endeavour to make time to talk. However, we know that time is often pressed so we have other channels of communication including our digital classroom platform, which is also used to provide information and reflections about the knowledge and skills being taught each week, as well as to share photos to illustrate this learning. In addition to this, there are more formal meetings such as the child's annual review.
You can read more about our approach to Resource Base provision, and book a tour of our classrooms, on our website:
We believe that every child in every school should aspire to achieve their potential. We embrace the philosophy of learning for all and strive to prepare the children in our schools for their future in their time.
Class structure
We have two classes at Avenue. One is more focused on structured learning with adaptions to prepare students for their next steps in education- focusing on positive learning behaviours along side a skills based curriculum. In the other classroom the focus is on skills acquisition as well as learning through play- In this area students start to develop their social learning skills and have a mixed diet of sensory play, academic learning and personalised learning.
Curriculum offer
Pupils in the Complex Needs Resource Base are included in relevant mainstream year group lessons and activities as appropriate for their individual needs.
The Resource Base curriculum is adapted and scaffolded to meet the individual needs of the children. It provides personalised levels of support to enable all children to access learning. The objectives that are followed are a blended approach of early years learning goals, national curriculum, ASD Framework statements and the Engagement Model, as well as honing in on each individual child's key targets from their EHCP.
Children who attend the Resource Base throughout their primary school life will access a wide variety of resources and personalised learning that is above and beyond their mainstream peers. They will have had opportunities to learn at their own pace and understanding whilst being provided opportunities for challenge and greater depth of learning. Teachers are able to frequently assess and implement new strategies and scaffolding, whilst tailoring topics to children's interests.
Wider curriculum and therapeutic support
Thrive support
Woodland Learning
Trained SALT teaching assistant
Trained Emotional Literacy Support Assistance
Play Therapy
Staff training
Team Teach
Thrive
National College SEND training
Specific training linked to individual needs
Assessment of progress
Evidence for learning
Trust Complex Needs Resource Base assessment
Diagnostic assessments
Statutory assessment points
Pre-Key Stage Standards
Engagement Scale and National Curriculum
Annual Reviews
Parents evening
Annual reports
Transition support
During a child's final years at primary school, staff are able to support the identification and transition to a new setting and get them ready for their next phase of learning.
Communication with parents and carers
Regular contact via Class Dojo
Meet the teacher
Annual reviews
We would welcome you visiting our website to find out more about our school:
The inclusion lead works closely with the resource base to ensure that the pupils' complex needs are met both within the base and in the mainstream classes. This work has been highly effective in developing pupils' literacy skills and their personal and social education." Ofsted. You can read our most recent Ofsted report here.
The River Mead Resource Base holds 35 places for primary school-aged children with complex needs. Typically, children who are placed with us have varied needs including; global delay, Down Syndrome, Cerebral Palsy, Autism Spectrum Disorders, speech, language and communication needs, sensory processing difficulties and/or visual impairments.
The Resource Base team is staffed by dedicated and experienced qualified teachers and teaching assistants. We are committed to ensuring our Resource Base is a place where our children are happy and safe, motivated to reach their full potential, and equipped to become resilient and independent learners. Our carefully considered environment feels warm and homely, and children told us in September 2023 - "It's happy. It's good all day."
Class structure
The Resource Base provision is made up of 3 classes which are each tailored to meet the needs of the individual children. 'Busy Bees' offers opportunities for the children to develop their early engagement skills whilst following a predominantly Early Years Foundation Stage curriculum. For children who demonstrate a more developed engagement profile, 'Honey Bees' offers more in-depth learning opportunities using more advanced communication. Finally, 'Bumble Bees' begins to adopt a more formal approach to teaching which prepares children for their next steps in education. This might include increased inclusion opportunities in mainstream classes, which also supports the preparation for the children's transition from primary to secondary school.
Curriculum offer
The children in our Resource Bases are entitled to, and deserve a broad, balanced and rewarding curriculum that provides them with the skills and knowledge to flourish in life. The curriculum is designed to draw out and prioritise the most pertinent aspects of the Early Years Foundation Stage and the National Curriculum to provide each child with powerful knowledge that inspires and equips them to act increasingly independently in their ever widening world.
Our curriculum allows us to prioritise the skills that are most important to everyone. We break these skills into small steps of learning which are then carefully sequenced and taught to enable the children to acquire the skill and use it independently. Each child's learning journey through our curriculum is closely aligned to their own individual targets as set out in their Education, Health and Care Plan.
For some of our children, sensory experiences form an integral part of their curriculum. For these learners our sensory curriculum allows them to develop their engagement for learning through experiences such as Stillness, Sensology, Sing & Swing and Attention Autism. Our sensory swing also provides opportunities to develop engagement, self-regulation, and physical skills.
Wider curriculum and therapeutic support
The children within the Resource Base classes have regular opportunities to experience enhanced curricular activities for academic, emotional, social, physical, and sensory development. These enhanced provisions may include opportunities such as music therapy, play therapy, forest learning, martial arts, swimming, horse riding and yoga.
Alongside these enhanced curricular activities, educational visits are carefully designed to deepen the children's experiences of the world around them by taking their learning out into the community, equipping them with powerful knowledge that enriches their lives. These educational visits give the children experiences to understand their learning in the classroom in the real world, provide them with experiences to maximise their potential to enjoy the world, be independent and develop their capacity and pleasure to be part of their local and national community. Education visits may include train rides, termly trips to the local library, or the local cafe.
The children within our Resource Base are very much a part of our school community and where appropriate all opportunities for inclusion are explored and encouraged. For our children, experiences within the mainstream school are carefully considered and planned for. Opportunities for inclusion with other children are actively sought and this may include joining assemblies, lunchtimes, sports day, curriculum lessons in groups or class, dependent upon what will work best for each child.
We believe in a holistic approach to learning and work closely with a wide range of multi-agency professionals to fine tune each child's curriculum and promote the best outcomes for our children. These professional partnerships may include SEND Lead Workers, Educational Psychologists, Sensory Occupational Therapists, the Learning Disability Team, Paediatricians and Speech and Language Therapists.
Teaching approach
Our teaching approach is always cognisant of the unique needs of each child and their preferred style of learning. As a result, a wide range of teaching methods, approaches and strategies are used responsively within the Resource Base. Notably, these include those recommended by the TEACCH philosophy, Attention Autism, colourful semantics and THRIVE. To implement our curriculum appropriately, we follow a TOTAL communication approach which includes a variety of communication methods matched to the needs of each child. For example, some children use P.E.C.S (Picture Exchange Communication System) as a way of communicating. Others communicate using a communication aid/object of reference or photos or symbols, Makaton, gesture, facial expression or speech, or a combination of the above. Simultaneously, attention and listening skills are developed continuously throughout the day in a variety of situations through direct teaching and role modelling.
Assessing progress
To enable us to be responsive to each child's learning needs, we continually assess and review each child's progress and adjust their pathway through the curriculum and teaching accordingly. Our intimate knowledge of children's progress also allows us to take frequent opportunities to delegate their achievements - something that we believe is fundamental to success. Progress towards children's targets is shared regularly with parents so we can celebrate them together and work in partnership.
Communication with parents and carers
Communication with parents and gaining insight into their child's learning is another vital means by which we are able to responds to children's most pressing needs. There are many ways in which we seek to build relationships and communicate with parents. Most importantly, this will occur through natural day to day conversation. We always endeavour to make time to talk. However, we know that time is often pressed so we have other channels of communication including our digital classroom platform, which is also used to provide information and reflections about the knowledge and skills being taught each week, as well as to share photos to illustrate this learning. In addition to this, there are more formal meeting such as the child's annual review.
We would welcome you visiting our website to find out more about our school:
Westbury Junior School is a KS2 mainstream school with a complex needs resource base. Many children continue their educational journey with Westbury Juniors from the neighbouring Westbury Infant school; this includes children from the complex needs resource base at the infant school. Our resource base follows the same ethos and values of the mainstream part of the school which are, 'Respect, Care and Inspire for all to create a vibrant Christian learning community.' We strive to ensure that all our children across the whole school, will have the opportunity to become the best version of themselves.
We support children with complex needs, communication and interaction, ASD, ADHD, and cognition and learning needs. We have the capacity to support 15 children who are currently taught by two qualified teachers and six skilled teaching assistants.
Wider curriculum and therapeutic support
Many of our children require support with social communication and interaction. We embed this into our weekly timetable to give children the opportunity to practise these skills during structured turn taking activities which are facilitated by an adult. Children are also considered for our more therapeutic opportunities (such as ELSA and Play Therapy) which are delivered by trained and qualified staff. We also have a trained member of staff who is our designated Mental Health Champion. Their role is to promote positive mental health practices, encourage open and honest conversations about mental health and share strategies for wellbeing. Within the CNRB, we create an atmosphere of acceptance and understanding which fits well into our positive whole-school approach to wellbeing. We understand that children are sometimes overwhelmed at busy or loud periods throughout the day, such as lunch times, and need to access a safe and nurturing place. To support this need, we offer children the opportunity to spend lunch times in the nurture room where they can eat their lunch in a quiet and calm area and participate in activities with a small number of children and adults.
All the children that attend the resource base integrate with the whole school during collective worship, play times, lunchtimes and whole school events such as festivals that are held at the church in Westbury town. The children are also included in other extracurricular activities and events such as school residential visits, Bikeability courses and after school clubs.
Class structure
Our resource base comprises of a large classroom which is divided into two separate classrooms for teaching, a smaller room which is designated to small group teaching or used as a calm room, an outdoor space which is currently used as a continuous provision area and our own cloakroom and toilets. We also have our own kitchen area which allows the children to participate in weekly cooking activities.
Where appropriate, the children follow the KS1 and KS2 curriculum that is personalised to meet the children's' academic needs. We feel that it is important that children are given the same opportunities as their mainstream peers (where appropriate) and in doing so, we personalise the curriculum to ensure a rich and broad content for as many children possible. A personalised curriculum is currently structured to meet the academic needs across three groups: an EYFS based learning environment that encompasses the continuous provision model and includes the different schemas of learning, a lower KS1 content group, where children are emerging into the more formal aspect of learning and a higher KS1/lower KS2 curriculum content group, where children are ready to embrace the formal path towards learning.
Wherever possible, we support those children who are emotionally and academically prepared to integrate into the mainstream classes for learning.
Staff training
All our staff are experienced and skilled in working with children with SEND, and have various qualifications in:
Understanding Autism Training Level 2
NVQ level 3 Supporting Teaching and Learning
Children's' and young peoples' Workforce Level 2
Level 3 SEN Training
Level 2 Behaviour Training
Level 2 Mental Health and a trained ELSA lead
The lead teacher is also the newly appointed SENCo for the resource base and will be completing the relevant qualification.
Transition support
Being a KS2 resource base, we support the transition period for children from KS1 who are coming across from the neighbouring resource base at the infant school, and for children who will be entering KS3.
We work very closely with the resource base at the infant school to ensure a smooth and successful transition for your child. In the run up to and during term 6, the teachers of both resource bases meet to discuss the needs of the children to ensure a smooth handover of how to meet the individual needs of the children. This is then followed by an enhances transition programme of weekly visits throughout term 6 for those children that are coming to our resource base. This gives the children the opportunity to meet the new staff and children that they will be working with and enable them to explore their new school and expectations, ready for September. For children in year 5, we will hold a phased transfer review to discuss your child's secondary provision. This is usually held from anytime in term 4 to term 6 and we will invite parents, SEND Lead Workers and any other relevant professionals that are required at the time. Once your child's secondary placement has been awarded, we will work with the chosen secondary school's transition programme to ensure a smooth transition from Westbury Juniors into KS3. Each secondary school's transition programme may vary, so please be sure to check with the chosen school how this will look for your child.
We would welcome you visiting our website to find out more about our school:
Westbury Infants Resource Base focuses on supporting learners with a wide range of Complex Needs. This could include ASD, a speech and language delay or developmental need that places the child significantly behind their chronological peers. Children in the Resource Base have needs that require significant amounts of differentiation that cannot be reasonably accommodated within a mainstream class.
We pride ourselves on offering an EYFS and Key Stage 1 education with a focus on 'We can, we will.' We believe every child can and will achieve success through a holistic, differentiated and child centred approach. Our aim is to create a calm, structured and happy environment in which the pupils feel safe and secure and can learn and develop both their academic skills alongside their social and emotional skills, supported by an experienced and dedicated staff team.
Class structure
We are a 20 place Resource Base and can support children between the ages of 4 and 7 years old. (EYFS and Key Stage 1). We offer two well-resourced and engaging learning spaces. Our EYFS classroom supports an explorative approach to learning and can accommodate up to 8 learners. Our Key Stage 1 classroom can support up to 12 learners and follows the National Curriculum in order to deliver a more formal approach to learning. All our children have regular access to our inviting outdoor space, climbing frame, trim trail and nature area.
Curriculum
We offer a child centred and engaging curriculum that supports children to reach their full potential. Autism friendly approaches such as the use of symbols, visual and auditory prompts support children to structure their day and promote independent learning skills. In addition to this we use Makaton to help develop their communication and interaction with others. Our children are encouraged to focus their attention by using ASD friendly strategies such as Attention Autism Bucket and the TEACCH approach. They are also given many opportunities throughout the day to meet their sensory needs through play and exploration. In addition to this, children work one to one and in small groups with a skilled member of staff in order to help them meet specific and individual targets as set out within the child's EHC Plan and One Page Profile. The Resource Base is able to confidently support personal care needs and develop independence as appropriate.
Wider curriculum and therapeutic support
Targeted speech and language support is delivered by trained staff. We also support children's mental health adopting a, 'Thrive,' approach. This can support and track individual children's social and emotional development and informs staff and parents of next steps to support. We work very closely with a range of outside agencies and follow the professional advice.
Assessment of progress
We report progress on a termly basis. We focus on a child's holistic as well as academic progress as detailed on EHC plans. One-page profiles are used to create smart, trackable targets for every child. We offer parents evenings twice a year and a yearly review of each pupils EHC Plan.
Transition support
A child centred approach to transition into school to ensure it is smooth and positive for every child
Stay and play sessions
We offer home visits
Transfer into School Meetings are held with previous settings, parents and carers and new settings
Welcome transition booklet
A bespoke transition support package into their next setting
We would welcome you visiting our website to find out more about our school:
A resource base for communication and interaction.
We believe that all children have the right to an education which enables them to achieve all that they are capable of. As Christian educators, we do all we can to provide the opportunities for our children to thrive, in all things. Our school vision is underpinned by the overarching Trust vision: As a community of Catholic schools, we aspire to give children an all-round education rooted in Christian values in a nurturing environment where they flourish, become lifelong learners and fulfil their potential. You can find our core values of stewardship, respect, forgiveness, curiosity, love and resilience are embedded in all that we do.
Curriculum offer
The adapted curriculum within the Resource Base has a topic based approach where all subjects are taught around a learning focus each half term. We aim to provide a practical curriculum that both inspires and challenges children to reach their potential. We ensure pupils can access the topics but also bring their learning to life through a variety of activities that are delivered in and out of the classroom environment. All pupils have high levels of speech and language support to ensure they access all areas of the curriculum. Where appropriate, pupils are able to access the National Curriculum within mainstream classrooms, supported through visuals, adult support or other tools to help them access their learning. Our school supports the Thrive Approach for all children to support their social and emotional well-being.
Class structure
Our Resource Base welcomes young people aged 5-11 from across Wiltshire with speech, language and communication needs, enabling them to gain the skills and knowledge they need to progress in their education and personal development. Pupils are split between two classes, primarily based on age and stage, where class teachers who are supported by a team of teaching assistants within the classroom. In addition, there are a range of staff who deliver bespoke programmes of support outside the classroom to support children in achieving their EHCP targets. The aim of the Resource Base is to integrate and include the children with peers of the same/similar age as much as possible in the mainstream part of the school.
Communication with parents and carers
We know that parents are crucial in a child's success and we strive to work with parents to support their child's needs. This takes the form of regular communication and opportunities to visit the Resource Base during the year. Transition into our Resource Base from mainstream settings is supported through parent meetings, pre-visits and if required, a phased start. We always consult with the SEND team and previous schools to help ensure your child has a smooth transition to their new setting. We communicate with parents to support their child's annual review, and will liaise with outside agencies where necessary to ensure that provision to support progress of EHCP targets is in place.
We would welcome you visiting our website to find out more about our school:
Greentrees Primary School (Pickwick Academy Trust) is a large, vibrant, and friendly school. We have a specialist resource provision for children with autism or related social communication and interaction difficulties. Greentrees is a split site primary school and we are based at the junior site.
Our Vision - Why we exist:
To provide an environment where everyone feels safe and supported to achieve their very best and pupils receive an outstanding education, as a foundation for them to develop into independent, life-long learners and valuable members of a global society.
Our Values - Who we are:
Values are core beliefs, clearly understood and shared by every member of the school community. Those we strive to foster at Greentrees are:
Curiosity
Kindness
Equality
Determination
Collaboration
Achievement
Curriculum offer
Quality first teaching in their Base class with their peers - and access to integration into a mainstream class
High level of support by the team, working closely with you
Highly specialised interventions, to meet their social communication, social interactions, sensory, physical, emotional and mental health needs through targeting their needs using their Education Health and Care Plans.
Enrichment activities to support social communication and taking part in activities in the wider community, like Swimming and Equine Therapy
A team of specialised Teachers and teaching assistants to support children in the Base and mainstream who have the necessary understanding of their needs.
Flexible and personalised support when needed.
Class structure
We aim for the children to access integration into our mainstream classes as and when appropriate. Our 12 placed resource Base is organised into two classes one for each key stage to allow a sense of belonging. As far as possible children follow our Whole school enquiry lead curriculum which enables effect integration into mainstream, enabling the children to have the same offer creating a whole school approach.
We would welcome you visiting our website to find out more about our school:
We are a specialist resource provision for children with complex needs. The majority of children have global developmental delay, chromosomal deletions or duplications and associated difficulties. We aim for the children to access integration into our mainstream classes as and when appropriate. Without this resourced provision, the children would not be able to access mainstream.
Manor Fields is a one form entry primary school in Salisbury. At Manor Fields, we are committed to ensuring that every child is safe, happy and healthy and that they will have the confidence, skills and opportunities to contribute and achieve.
Through our 'open door' policy, we make ourselves accessible to provide support and guidance. We believe that working in partnership with families is one of the most important determinants of the success of any child. Therefore, we strive to bring the two worlds of home and school together to form one whole learning experience with children at the heart of all that we do.
Curriculum offer
The purpose of the Resource Base is to provide an inclusive education setting which enables children to make progress and attain learning goals in a bespoke and skilled provision, with access to mainstream sessions where appropriate.
The Resource Base works to remove barriers in order that each pupil can make good progress from their starting point, as judged by using the school's own systems of tracking.
The Resource Base will work with pupils, parents/carers, other mainstream schools and Local Authority support services with the aim that, whenever possible and appropriate, pupils become fully integrated into mainstream school.
Quality first teaching in their Resource Base class with their peers.
High level of support by the RB team, working closely with you.
Communication-rich environment which is highly stimulating to foster the achievement of the profile of children with complex needs.
Access to the EYFS and the National Curriculum which may be modified to meet individual needs.
The curriculum is broad and balanced and there is focus on social skills and daily life skills, such as cooking.
Individual programmes which include individual targets and details of additional therapies/inputs from other agencies.
Time spent in mainstream that is dependent on the individual needs of the child.
Specialist support that enhances physical development, like sports coaches, horse riding and swimming
We would welcome you visiting our website to find out more about our school:
The Hearing Impaired Resource Base (HIRB) at our school offers enhanced specialist support within a mainstream primary setting for children whose primary area of need is deafness. Our intent is to provide our pupils with the support they need to achieve their full potential within a supportive and inclusive mainstream environment. We aim to promote the optimal learning and well-being of the children who are deaf within our school community.
Curriculum offer
Our school's curriculum includes all the planned activities that we organise in order to promote learning, and the children's emotional well-being. It encompasses the 'hidden curriculum' - what the children learn from the way they are treated and expected to behave. We want children to grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills, in order to achieve their true potential and grow a 'love of learning'. It promotes pupils' spiritual, moral, social and cultural development and aims to prepare all pupils for the opportunities, responsibilities and experiences of life in modern Britain. The school curriculum provides opportunities for all pupils to learn and to achieve.
We strive to make our curriculum creative and stimulating for learners, by choosing curriculum units that will motivate and bring a desire to learn. We have a whole school 'umbrella topic' then classes focus on curriculum areas relevant to their year group National Curriculum objectives. The umbrella topics provide opportunities for whole school projects, events, trips and collaborative work and opportunities to see how curriculum areas fit in to 'the bigger picture'. Where appropriate cross-curricular links are made. We have a 2 year rolling programme for some curriculum areas for Key Stage 1, Years 3/4 and Years 5/6. In the Foundation Stage the units are shorter and converge with the Key Stage 1 topics where appropriate.
Through our small step planning, we set clear learning objectives and identify the end goals for each topic; our plans ensure the National Curriculum strands have been covered. All parents are sent a curriculum map at the start of every term, informing them of the topic their child will be studying and an outline of what will be covered under each subject area.
1:1 or small group teaching of curriculum subjects depending on the child's needs. The primary aim for the child to gain enough understanding and strategies to enable their return to the mainstream classroom. This teaching will be planned and primarily taught by the Teacher of the Deaf.
Weekly specialist teaching from the Teacher of the Deaf to support the development of listening, language and understanding.
Daily checks of audiology equipment, and support to increase independence in its use
Deaf awareness training for all staff who work with the pupil
Pre- and post-teaching of language and concepts to support access to the mainstream curriculum
Support to pupils in developing deaf awareness and identity, an understanding of their own deafness and the confidence to share with others
Support to pupils in developing positive social and emotional wellbeing
Daily interaction and activities with other children who are deaf
Support for pupils to be fully included in the life of our school including educational visits, extra-curricular activities and roles of responsibility
Sound field technology used consistently throughout the school to create an inclusive learning environment
We follow an oral/aural or total communication approach, where emphasis is placed on the development of speaking and listening skills, but all possible communication is encouraged.
Class structure
Our pupils spend the majority of their school day within the mainstream classroom supported by Specialist Teaching Assistants or the Teacher of the Deaf. Mainstream staff understand the needs of deaf learners, and work closely with HIRB staff to share knowledge of the pupils learning and progress. Pupils who are part of the Resource Base access the full primary curriculum within their classes.
Assessing progress
Alongside mainstream assessment across the curriculum, pupils have ongoing specialist language assessments and informal assessment completed by the Teacher of the Deaf to inform teaching and monitor progress.
Communication with parent carers
Parents and carers are invited into school to meet with the Teacher of the Deaf termly to celebrate successes, discuss progress and any concerns. Parents and carers are welcome to request additional meetings with the Teacher of the Deaf to discuss any concerns, along with emails and phone calls as needed.
We would welcome you visiting our website to find out more about our school:
A resource base for communication and interaction.
The Resource Bases are a very special part of the schools in which they are based and the Trust as a whole. They provide a unique opportunity for students to experience both specialist and mainstream expertise in a way that is specific to them from the ages of 4-11. Unlike many Resource Bases those at St Mark's and Wyndham Park are unique collaborations sharing the expertise across the Trust, which includes specialist support and input from Exeter House Special School as well as the wealth of mainstream experience.
Curriculum offer
Cued articulation adapted Essential Letters and Sounds (ELS)
Colourful semantics, SALT work
Makaton, Attention autism sessions (Bucket)
Talk for writing, Drama for all
NCETM Mastery of number, White Rose Maths
PE, Rebound therapy, Gymnastics, Forest school
PSHE - SEND Framework
Soft play at Exeter House
Integration - children integrate for all and what reflects the next steps in their integration journey building from playtimes, assemblies, trips out, school council, maths, phonics, PE, DT and geography - the approach is highly personalised
Alternative provision
Additional forest school sessions on referral at Exeter House
Wiltshire Wildlife Trust
Riverbourne community farm
Wider curriculum and therapeutic support
RDA - riding for the disabled
Rebound therapy
Music therapy
Forest school
Gymnastics coaching
Class structure
1 class of 13 KS2 students and 4 TAs, soon to be expanding to 2 classes of 20 students.
Assessment of progress
Exeter House Development Matters - adapted statements for SEN students written by team of professionals at EH, OT, SALT, EYFS team
ELS - Phonics tracker
Maths - White rose small term assessments, progression tracker
Assess against small steps for Annual review on E4L tracker
Annual review
Transition support
Transition meetings with SEND lead worker, both settings, parents, teaching staff
Transition social story
Visits to settings and tour
Visit to previous setting
Staggered transition to school
Positive pairing and low demands whilst building relationships
Staff training
Makaton
Positive behaviour management
Sensory integration, theory, practical
Attention autism (Bucket)
Pictures are powerful - SALT Kate P VC
Autism structures
Classroom communication environment
OT - Exeter House Helen Twentyman - eating, toileting, dressing, independence
PECs and visuals
Communication overview
Rosenshine
P4C Philosophy for children
Talk for writing
Communication with parents and carers
Evidence for learning - portal to share learning moments
Home communication books
Structured conversations three times yearly
Annual review
Parent Support Advisor
We would welcome you visiting our website to find out more about our school:
A resource base for communication and interaction.
Wilton CE Primary School is a happy, highly inclusive school that has a resource base for 20 children, the majority of whom have Developmental Language Disorder (DLD). Our specialism is in speech, language and communication but many children have other co-occurring difficulties. Our Resource Base sits at the heart of the school and our school ethos encompasses all children through our vision of "Everyone belongs, and Everyone achieves". We are proud to be recognised as an Ofsted 'Good' school and hold the Dyslexia Friendly School Award.
Children in the resource base classrooms range from Reception to Year 6. These classes are supported by 6 well trained staff as well as a speech and language therapist who is attached to the school for one day a week.
Curriculum offer
We have two classrooms within the base. One supports children working on a pre-curriculum discovery pathway, where they focus on early learning and developmental goals, and the other class is aimed at children working at EYFS or national curriculum levels. All children within the resource base have access to the national curriculum or early learning opportunities that are appropriate to their stage of learning. All children have the opportunity to access mainstream classes for lessons which are a strength or interest for them. Children access mainstream at stage not necessarily their chronological age, and are supported by a member of the Resource Base staff team.
Assessment of progress
Progress is assessed against individual SALT targets and EHCP outcomes. These include school assessments at an appropriate stage, measured using standardised scores and against Hodder scores to show progress. We use YARC reading assessment to check children's reading accuracy and comprehension. Children working at discovery levels are assessed using engagement levels and development matters areas of learning, including early national curriculum where appropriate. Personalised curriculum approaches are used for children where needed. Children's progress is celebrated with parents throughout the school year.
Wider curriculum and therapeutic support
We work very closely with the Speech and language therapist who supports all the children within the base on their SALT targets. In the wider curriculum all children are able to access horse riding and outdoor learning opportunities, as well as going on trips with the Resource Base or other classes. If they are able to, children access mainstream PE lessons each week. They have access to after-school clubs in the same way as any other child in the school, including wrap-around care. We work with a wide range of professionals to support all the needs of the children as is necessary.
Transition support
Transition into the Resource Base can happen at any year group, and at any stage through the year. We visit children in their current setting and to those who know the children best. We offer initial visits with parents, and then an individual transition programme building over a number of weeks for children to become used to their new environment.
Transition to the next stage of children's education, be it mainstream or special school, is very important. Visits are planned to their new schools with a member of the Resource Base team supporting. We hold close discussions with the next school and plan events where the children can be supported at their new school by known staff whilst they get to know their new surroundings.
Staff training
Staff are well trained and experienced in supporting children with speech and language difficulties including the use of Makaton, PECS and a variety of speech and language programmes to support children. We also have staff who have outside learning/forest school experience and try to use the outside environment as much as possible. In-house school professional development relating to SEND is given to all staff in the school, which has included intense Dyslexia Friendly School.
Communication with parents and carers
Parents and Carers are warmly welcome to visit the school whenever they can and are often invited to see their child's learning at termly learning galleries and for parent/teacher consultations. We hold coffee afternoons and have a range of activities such as Summer Fetes and Sports Days where parents are able to come in to support their children. We have regular newsletters sent from school, and parents are able to look on the school website for information about what is happening in the classroom. Children's learning is celebrated and copies of good learning sent home. Parents are able to email their child's teacher and the SENDCo. Furthermore, we have a Family Liaison officer on hand to support with any parenting worries or to have a conversation with should there be any concerns.
We would welcome you visiting our website to find out more about our school:
A resource base for communication and interaction.
The Resource Bases are a very special part of the schools in which they are based and the Trust as a whole. They provide a unique opportunity for students to experience both specialist and mainstream expertise in a way that is specific to them from the ages of 4-11. Unlike many Resource Bases those at St Mark's and Wyndham Park are unique collaborations sharing the expertise across the Trust, which includes specialist support and input from Exeter House Special School as well as the wealth of mainstream experience.
Our values:
Kindness
Love
Resilience
Respect
Teamwork
Curriculum offer
Cued articulation adapted Essential Letters and Sounds (ELS)
Colourful semantics, SALT work
Makaton, Attention autism sessions (Bucket)
Talk for writing, Drama for all
NCETM Mastery of number, White Rose Maths
PE, Rebound therapy, Gymnastics, Forest school
PSHE - SEND Framework
Soft play at Exeter House
Children integrate for all and what reflects the next steps in their integration journey building from playtimes, assemblies, trips out, school council, maths, phonics, PE, DT and geography - the approach is highly personalised
Alternative provision
Additional forest school sessions on referral at Exeter House
Wiltshire Wildlife Trust
Riverbourne community farm
Class structure
1 class of 10 EYFS and year 1 students and 3 TAs
1 class of 10 KS1 students, 1 HLTA and 3 TAs
Students are split across these classes with stage not age approach and divided on levels of engagement
Wider curriculum and therapeutic support
RDA - riding for the disabled
Rebound therapy
Music therapy
Forest school
Gymnastics coaching
Assessment of progress
Exeter House Development Matters - adapted statements for SEN students written by team of professionals at EH, OT, SALT, EYFS team
ELS - Phonics tracker
Maths - White rose small term assessments, progression tracker
Assess against small steps for Annual review on E4L tracker
Annual review
Transition support
Transition meetings with SEND lead worker, both settings, parents, teaching staff
Transition social story
Visits to settings and tour
Visit to previous setting
Staggered transition to school
Positive pairing and low demands whilst building relationships
Staff training
Makaton
Positive behaviour management
Sensory integration, theory, practical
Attention autism (Bucket)
Pictures are powerful - SALT Kate P VC
Autism structures
Classroom communication environment
OT - Exeter House Helen Twentyman - eating, toileting, dressing, independence
PECs and visuals
Communication overview
Rosenshine
P4C Philosophy for children
Talk for writing
Communication with parents and carers
Evidence for learning - portal to share learning moments
Home communication books
Structured conversations three times yearly
Annual review
Parent Support Advisor
We would welcome you visiting our website to find out more about our school:
Wiltshire Council have a programme to develop a range of Resource Base Provision (RBP). A specialist resource provision enables children and young people with SEND to attend a mainstream school whilst having access to specialist provision. The Local Authority agrees placement in these settings.
Below is a brief outline of the designation of the resource bases we have established in Wiltshire in Phase 1 of this programme.
Designation of the resource bases we have established in Wiltshire in Phase
In Phase 2 of the programme, Wiltshire Council are developing further RBPs in secondary schools in the South, East and North of the county.
We will update this page as soon as these RBPs are announced.
SEND Service North
Sheldon school encompasses a long-established provision for students who are deaf or hard of hearing.
What is offered in the curriculum
The school adopts an auditory/oral approach with pupils taught in mainstream classes alongside their hearing peers where they receive high quality teaching by subject specialists. The Resource Base offers up to 10 Local Authority funded places for students with an Education Health Care Plan (EHCP) for their sensory needs (hearing). These students access specialist support from the Resource Base Manager/Qualified Teacher of the Deaf. This includes the overseeing of specialist hearing equipment and delivering appropriate intervention schemes, i.e. speech and language input.
All teaching and support staff are given specialist training on how to accommodate for the needs of deaf students in the classroom and around school. There is a strong emphasis on the whole school community being 'deaf aware' with regular assemblies and tutor work which underpins our commitment to inclusion.
What additional support is provided
Amplification in the classroom. Sheldon is unique in that every classroom across the campus has a soundfield system installed. Soundfield transmits the frequencies of speech with clarity and at equal volume around the room.
Classrooms also benefit from acoustic treatment to reduce background noise, this significantly improves the listening environment.
Regular social opportunities are provided for our deaf/hard of hearing students, with older members of the school acting as role models for the younger pupils. Students form positive relationships with their deaf peers.
We organise events to promote social interaction and explore deaf identity. This is in conjunction with a Local Authority Advisory Teacher of the Deaf who also has a caseload of students within our school.
How are pupils prepared for adulthood
The support provided is a culmination of working partnerships between students, teaching and pastoral staff, parents, the local authority, neighbouring schools/colleges and outside agencies. We pride ourselves on regular and effective communication. Students benefit from an enhanced transition programme when coming into Year 7 and moving on to our Sixth Form or Post-16 Colleges. Every effort is made to ensure that our students are fully integrated and reaching their potential.
Clarendon Academy is a co-educational 11-18 comprehensive secondary school in Trowbridge and is part of the Acorn Education Trust which prides itself on its inclusivity. Every decision at every level is made "through the lens" of students who have SEND or are disadvantaged. The specialist resource base (RB) within the school opened in September 2023 and is designated as a provision for young people with an EHCP for cognition and learning (C&L) needs who, without such provision would be unable to access a mainstream curriculum. It is resourced to meet up to 10 young people with C&L needs in 2023/24. This will increase to up to 20 places over time.
What is provided within the specialist learning environment
The RBP is currently located within the main school site in a temporary location. In development is a permanent suite of rooms on site which are purpose designed to offer creative working space to meet the needs of students with complex C&L needs. All areas are fully accessible. We offer a nurturing, supportive, small group setting alongside everything that secondary education at Clarendon Academy has to offer.
What is offered in the curriculum
Clarendon Academy is highly aspirational for all students. As such, in the RB, we follow the school's main curriculum which establishes joy, interest and a love of learning. The method of teaching is adaptive and has particular focus on honing literacy and numeracy. The curriculum considers the student's interests and strengths. Assessment is both formal and informal which helps us to target learning Shared break times are seen as learning opportunities for the students to develop their social skills. The base also offers opportunities for inclusion in the life of the school, maximising independence and fostering belonging.
What additional support is provided
Our purpose in the RB is to increase access to the core curriculum. Within the RB, teachers are supported by well-trained TAs to deliver lessons which further both knowledge and skills. The balance of time spent within mainstream classes and within the base provision setting is flexible and is targeted according to the individual needs of each student. The RB team works closely with Clarendon Academy staff to manage integration within the main school. Moreover, students work towards their EHCP outcomes, through a variety of programmes and interventions as directed by the RB staff and with advisory support from visiting school support professionals. This includes therapists, educational psychologists, specialist teachers from the Local Authority. The RB also benefits from specialist outreach advice from local special schools. Pastoral care is integral to Clarendon's school offer. All students have a tutor and head of house, access the rewards scheme and extra-curricular offer alongside more bespoke support from the RB team for transition especially.
How are pupils prepared for adulthood
Pupils are expected to access the GCSE accreditation offered as part of mainstream setting. We also focus on life skills, with the aim of progression through to employment, further education or training.
The John of Gaunt School is a co-educational 11-18 comprehensive secondary school in Trowbridge and is part of the Equa Academy Trust. The specialist resource base provision (RBP) within the school opened in September 2023 and is designated as a provision for young people with an EHCP for communication and interaction needs (including autism) who, without such provision would be unable to access a mainstream curriculum. It is resourced to meet up to 10 young people in 2023/24. This will increase to up to 20 places over time.
What we provide within the specialist learning environment
The RBP is currently located in a temporary location within the school campus. In development is a permanent suite of rooms, set to open by September 2024. The environment is structured to be welcoming, communication friendly and inclusive. The current Resource Base comprises of two teaching rooms, a breakout space and a garden area. The base provides a small group, nurturing environment which also allows students to benefit from opportunities within the mainstream setting.
What is offered in the curriculum
We see all learners and potential learners as of equal value and as individuals, irrespective of ability, race, gender or need. This is reflected in the school's organisation and curriculum structure, its assessment and rewards systems, arrangements for careers' education and work experience. Students with SEN/D are integrated and included fully into the life of the school as a whole, including its cultural and social activities. Within the Resource base we follow the mainstream curriculum for core subjects as appropriate to each student's ability. Students have individualised timetables to ensure support is provided to meet outcomes set out in their EHCP. Students are able to access a broader range of subjects through supported integration into some mainstream lessons.
Additional support is provided
The aim is for students to spend an increasing proportion of their time in mainstream classes, following the mainstream curriculum and attend classes with specialist teaching assistants where appropriate. The balance of time spent within mainstream classes and within the base provision setting is flexible and is targeted according to the individual needs of each student. The resource base specialist team works closely with The John of Gaunt staff to manage integration within the main school.
All students work towards their EHCP outcomes, through a variety of programmes and interventions as directed by the RBP staff and with advisory support from visiting school support professionals. This includes therapists, educational psychologists, specialist teachers, Emotional Literacy Teaching Assistants, Higher Level Teaching Assistants, Forest School leaders and Thrive practitioners. The RBP also benefits from specialist outreach advice from local special schools.
How we prepare pupils for adulthood
Pupils are expected to access the GCSE accreditation offered as part of mainstream setting.
We also focus on life skills; developing independence, life in the community, social and communication skills, employability with an aim to move people on to their goals. They can progress through to employment, further education courses or training opportunities.
Silverwood School is a co-educational special school for children and young people aged 4-19 years.
We are a happy, thriving and successful community where every child and young person's uniqueness is recognised and successes are celebrated. Our pupils have a wide range of different needs and we provide a supportive, inclusive and vibrant learning environment which allows everyone to achieve their full potential and our vision of 'Building Community, Inspiring Learning'. We are proud to be recognised as an Ofsted 'Good' school that holds the Enhanced Values Based Education (VBE) Quality Mark.
I have noticed a huge improvement in my sons abilities since he started Silverwood, hugely impressed with the school and its staff.
What is the Curriculum Offer?
At Silverwood School we are passionate about delivering a creative and diverse curriculum that meets the needs of all pupils ensuring they are successful in their lives, both in the school community and beyond. Our ambitious curriculum is underpinned by a fundamental belief in our Silverwood values.
EYFS Curriculum
An inclusive, active exploratory learning environment where pupils can develop communication skills, play skills, self-help skills, pre-phonics and their attention and concentration skills.
Pre-Formal Curriculum
This is for pupils who have profound and complex needs. It is designed to meet the needs of the pupils through a personalised and adapted approach, offering flexibility in order to be responsive to the need of the individual learner.
Semi-Formal Curriculum
This is delivered through a thematic based approach and recognises the range of complex needs of our learners as well as learning difficulties. The bespoke curriculum is designed to be ambitious, fun, engaging, practical and meaningful to match pupils' learning and development needs.
Formal Curriculum
Consisting of adapted National Curriculum subjects combining life skills, learning outside the classroom and creative subjects. Accessed by our more cognitively able pupils, this framework is modified in line with pupil's developmental level and additional needs. It goes beyond academic and focuses on developing skills for life.
Post 16 Curriculum Pathway
Designed to offer a challenging and purposeful next step in education for learners with PMLD and SLD. It promotes pupil voice, advocacy and meaningful choice through a total communication approach. Accreditation includes ASDAN and Duke of Edinburgh.
Silverwood support for other settings includes training about SEND, support for schools to find bespoke strategies for individual pupils, consultancy advice about SEND practice, and professional mentoring and coaching. For more information see Silverwood School: SEN Improvement Specialists (opens new window)
LOTC is integral to our curriculum. Pupils benefit from Community LOTC - visits into the wider community to enrich learning and develop life skills, Within Subject/Theme LOTC - learning that is enhanced by using outside spaces, and Silverwood Outdoor Learning - discrete LOTC sessions focused on personal development and VBE in outdoor environments.
Total Communication
We respect how all of our pupils communicate and recognise that communication underpins every pupil's social, emotional and educational development. Our total communication approach is about finding and using the right combination of communication methods for each pupil. This helps pupils form connections, ensures successful interactions and supports information exchanges and conversations.
Values Based Education (VBE) at Silverwood School
We place our shared values at the heart of everything we do. Our values are principles that guide all our actions, decisions and relationships. At Silverwood School we have chosen cooperation, courage, honesty, perseverance, respect and kindnesses. VBE goes beyond learning what our values mean; it encompasses living and experiencing our values every day.
How are pupils prepared for adulthood?
Each pupil's journey into adulthood looks different and is unique. Our pathways are supported by a clear understanding of wider opportunities beyond Silverwood. The Annual review of EHCP outcomes and pupil voice provide opportunities for personalisation and is a celebration of the individual child and for ambitious goals. The curriculum is based on the four Preparing for Adulthood (PfA) outcomes and guides and supports decisions relating to post school planning on employment, health, independent living and community participation.
We would welcome you visiting our website to find out more about our school:
H is very happy at Silverwood School so if H is happy, we as parents are also happy. Thank you to all, for all your devotion and care to all the children.
Silverwood student in sensory time
Silverwood student in sensory time
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Student Reading
Student Reading
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The Springfields Academy builds safe, independent lives through support, understanding and enablement. The Springfields Academy is a special school in Calne, Wiltshire for autistic pupils and pupils with speech, language and communication needs. We are an all-through school, supporting 250 learners from ages 4-19 to build safe, independent lives. We are proud to be recognised as an Ofsted 'Good' school that holds the NAS Advanced Specialist Award.
Our Therapy first culture lays the foundation lays the foundation for all our pupils to learn. Our Therapy Team implement our tiers of therapeutic support in Occupational Therapy, Speech and Language and Wellbeing. They detail our whole school and class approaches, group and individual therapy. For more information about our Therapy Team visit: The Springfields Academy: Therapy at Springfields (opens new window)
I have found the staff to be very caring and supportive. They want what is best for each child and work hard to bring out their best.
The Curriculum Offer
At Springfields we offer three Curriculum Pathways:
Adventurers EYFS Curriculum: When children join us at age 4 they join our Adventurers EYFS provision. We deliver an Early Years Foundation Stage curriculum that is accessible, engaging and effective for our autistic learners. By creating this, we will ensure a positive start to Springfields life for our youngest learners, building strong foundations and the stepping-stones needed for our children to lead safe, independent lives. At Springfields Academy the children are at the forefront of everything we do. In the Early Years Foundation Stage, we endeavour to provide the children with an excellent learning experience where all children are able to flourish, grow and progress to the best of their abilities. We take a holistic approach, embracing the children interests and ensuring that sensory needs are met through the learning opportunities provided.
Discovery Curriculum - semi - formal Pathway. This Curriculum Pathway is a sensory and developmental curriculum, aimed at learners that are in the very early stages of learning and development. Discovery learners work consistently below the National Curriculum, with aspiration to work towards end of KS1 expectations by the end of KS4/5.
Explorer/Pathfinder Curriculum - adapted National Curriculum Pathway. This Pathway is aimed at learners that are able to work within the national curriculum and EYFS Framework.
Children in KS1 should be able to access the EYFS Framework
Children in KS2 should be able to access the KS1 National Curriculum
Children in KS3 are able to access the KS1/KS2 National Curriculum
Children in KS4 are able to access the KS2/3 National Curriculum
All KS4 learners can accredit at Entry Level, many accredit in Level 1 qualifications (e.g. Functional Skills), some may accredit at Level 2 (e.g. GCSE, grades 1-4). Explorer/Pathfinder learners should be able to access a class of 10 pupils with the support of a teacher (and where required an Autism Support Worker), small group and individualised interventions as well as therapeutic enablement programs.
Springfields has all of the right environmental factors and curriculum needs, that also takes into account any adaptations needed to allow him to access his learning.
I am able to contact my daughter's teacher directly through class dojo if I need anything or have any concerns about her. We are regularly sent photos through dojo showing the activities our daughter has participated in throughout the day.
Our Autism Enablement approaches
Springfields' approach to autism enablement is based on the social model of support, removing barriers to enable our learners to thrive. Pupils benefit from an autism friendly environment and sensory support strategies where the TEACCH principles are embedded throughout our environment at whole school, class and individual level (as required). Our learning pedagogy ensures that pupils have the opportunity to retrieve/recap information, develop key vocabulary and learn key concepts in a variety of ways using our 7 Steps to Lesson Success Model, to find out more visit: The Springfields Academy: Curriculum overview (explorer - pathfinder) (opens new window).
As well as experiencing a Total Communication Environment, specific speech and language approaches are embedded into our teaching such as Attention Autism, shape coding, word aware, sensory stories, task cards and graphical organisers. In addition, our Discovery learners benefit from Intensive Interaction, Identiplay, PECs, Communication boards and aids and follow the SCERTS communication curriculum for more information please click here. For further information on our autism approach visit: The Springfields Academy: Autism (opens new window).
They adapt the learning to incorporate practical and visual learning. They really understand that our children can achieve.
Classes structure
Primary and Secondary pupils up to Year 8 benefit from a 'core class' approach with consistent staff members. We find this approach helps pupils to have a sense of belonging and reduces transitions, which may cause anxiety. These pupils move to Physical and Sensory sessions discretely.
Pupils in Year 9/10 benefit from a 'core class' approach, with limited transitions to their chosen Pathway and Physical and Sensory sessions.
Pupils in Year 10/11 can access a subject specific classes having built up the self-reliance skills to transition and organise themselves during their Springfields journey.
We love Springfields 'hands on' approach to learning, as this has really helped our daughter to learn through experience, rather than just sitting at a desk to learn.
Preparation for adulthood
We appreciate that every child's developmental journey to adulthood is unique. Our curriculum has a specific Personal Development focus which helps our pupils develop the knowledge and skills to inform post-school planning regards employment, independent living, community inclusion and health. The Annual Review of EHCPs encompasses a personal centred 'My Life, My Way' PATHs approach to planning provision and pupils' next steps. All pupils access an accredited 'Life and Living' program personalised to their needs and we aspire that pupils achieve Duke of Edinburgh Award and qualifications in first aid, travel training and health.
Because of this provision I am hopeful that my child will be able to live a positive, safe and potentially independent life as an adult which is honestly something I feared could never happen before. The staff are outstanding and we couldn't be more confident with the support they provide for our child.
Downland School is a co-educational special school for pupils aged 10 to 16. Pupils join us with a wide range of different needs and we provide an inclusive and supportive learning environment which allows everyone to achieve their best. We want our pupils to leave us as self-confident individuals who are ready to embrace their future and the wider world independently and with confidence.
Downlands student using electronic white board
Downlands student using electronic white board
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Our core aim is to ensure our pupils are focused on learning and developing personal skills and qualities that allow them to reach their full potential. We celebrate success, focus on reward and promote engagement.
Our school is staffed by a dedicated team of qualified teachers, teaching assistants and support staff. All are skilled practitioners who work hard to develop and deliver our curriculum and ensure that all aspects of our pupils' needs are met. Additionally, we invest in on-site therapy to promote and secure mental health wellbeing for all.
Our curriculum offer
At Downland School, we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills acquired in KS2. The curriculum incorporates the statutory requirements of the National Curriculum at each Key Stage and those of external examination bodies. It also provides opportunities for other experiences which best meet the learning and developmental needs of the pupils in our school.
The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education or employment. Pupils leave our school and transition to mainstream colleges, apprenticeships or employment.
Our philosophy is to provide a holistic and individualised approach, designed and tailored to support pupils to fulfil their full potential. Staff place high expectations and aspiration at the heart of their delivery and are consistently challenging both pupils and themselves in order to overcome barriers to success and provide pupils with the tools they require to succeed in all areas of development.
Our school motto is:
Aspire, Achieve, Thrive
Golden Threads running through all subjects are:
Engagement - our core purpose is to re-engage pupils in learning thus allowing them to develop both emotionally and academically.
Literacy development, with a focus on reading: our aim is to ensure all pupils leave with a minimum of functional level literacy.
Emotional development with a focus on: self-regulation; managing and sustaining relationships; building self-esteem; resilience and communication. This includes understanding your place within society and the influence of British values.
Preparedness for adulthood - this includes cultural capital and careers education
Classes structures
Our classes are small compared to mainstream classes; pupils remain in these groups throughout the day in KS3. The named tutor is the first port of call for all enquiries and you will find their e-mail on our website. Pupils move between lessons as they would in a secondary school and are taught by subject specialists within lessons. Basic entitlement for all young people in Key Stage 4, is access to core English Language, maths and one of the sciences. For pupils who are able to access these at a higher level there are further options available, including English Literature, statistics and further sciences. Pupils will also access entry-level and functional skills qualifications, where appropriate.
Additionally, some of our pupils will opt for vocational courses provided by Wiltshire College.
For some of our pupils there is a need to access additional provision, primarily this is with a therapeutic focus but on occasion it is due to the pupil not being able to access traditional classroom based learning. Providers are all on LA approved lists and monitoring and tracking is rigorous. Ultimately, as pupils move through the years we aspire to engage them in our full curriculum offer.
Our therapy and SEND support offer
We employ two practitioners to support our pupils' mental health and wellbeing; a psychotherapist and a counsellor. They are available in school four days a week and can offer a wide range of therapeutic interventions and support. Where our pupils have additional sensory, communication and language development priorities we access the full local offer of external professionals and agencies, ensuring bespoke and targeted support is accessed.
Our 'Thrive' approach
'Thrive' is a therapeutic whole school approach which enables us to base line and track the social and emotional development of our pupils. We undertake an initial assessment at the point of a pupil joining us, resulting in an individualised profile with associated outcomes, strategies and related activities. All teaching staff and support staff are regularly in receipt of training in order to facilitate the necessary adaptations.
Staff specific SEND qualifications and training
All staff receive training in supporting mental health e.g. 12 hour Mental Health First Aid qualification as well as SEND specific training pertinent to the range of needs for which we cater; ASC, ADHD, pupils with attachment and trauma difficulties. As a 'Thrive' school all staff receive intermittent professional development to ensure that pupils needs can be met. In 2023-24 the school will increase the number of Thrive practitioners and also roll out ELSA (Emotional Literacy Support Assistant) training for teaching support staff. Teaching staff can access National Professional Qualifications (NPQ) as part of their leadership development and all staff are encouraged to seek and participate in additional training beyond the school's annual CPD (Continued Professional Development) programme.
We are a National Autistic Society accredited school - Dec 2022. Ofsted - 'Good' provider March 2019
We would welcome you visiting our website to find out more about our school:
Full time personalised education placements for pupils with complex SEMH needs who are currently unable to access Downland School's core offer.
An all-inclusive bespoke educational package for each pupil with a place at Downland Hub including all the staffing and resources required. This may include but is not limited to:
Additional, specialist teaching and support staff
Intensive support to re-engage with learning
A nurture informed approach/ environment
A primary model i.e., fixed classroom groups with consistent teaching and support
Flexible family support including outreach to pupils' families to develop relationships and establish consistent engagement with learning and attendance
Access to the school psychotherapist and/or play therapy
On site forest school
Off-site alternative provision
Mentoring on and/or off site
Opportunities to access and be included in Downland School community
Service duration
Individual learners will remain with the Service until a suitable transition plan has been completed and implemented.
The expectation is that as a positive outcome of the enhanced support offered by the Service, some learners will transition into the core offer at Downland School, freeing up places at Downland Hub for new starters who have complex SEMH profiles of need.
The learners receiving the Service will be reviewed and amended annually.
Placements into/out of Downland Hub shall be determined by the Council's Discussion & Decision Group 4 (or in the event of the name of the decision-making group's name changing, the decision-making group as so advised by the Council).
Send Service South
SAIL (Salisbury Academy for Inspirational Learning) is a Special Education free school that opened on its permanent site in January 2023. SAIL accommodates neuro diverse population of up to 150 children aged between 4-19 with a primary diagnosis of autism or a SEMH (social, emotional, mental health) profile.
SAIL has a focus of 'building safe independent lives' for the autistic and SEMH population through a process of understanding, support, and enablement. To achieve this goal the school looks at the unique impact autism and social, emotional, and mental health experiences has on the individual child. From this it personalises the child's curriculum, care, and therapeutic package to ensure every child achieves and experiences success and independence.
The curriculum offer
The SAIL curriculum starts at EYFS and runs through to post-16. This curriculum will follow the scope and rigour of the national curriculum but will be adapted to meet the needs of the identified autism and SEMH cohort. The planned curriculum, in all subjects will be coherent and sequenced to ensure knowledge progression and retention. There is key overall focus on ensuring that all pupils know and remember more. To ensure each individual pupil is on their own unique journey towards a 'safe, independent life' we will ensure they are placed at the centre of the curriculum experience.
Pupils will be able to accredit a wide a range of academic and vocational subjects up to an including GCSE's. This curriculum offer is complemented with a Preparation for Adulthood curriculum (PfA) where pupils complete the Duke of Edinburgh Bronze award, travel training, work experience and many other enrichment activities.
Class organisation
EYFS, Primary and Secondary pupils up to Year 9 benefit from being educated in the same class with consistent staff members. We find this approach helps pupils to have a sense of belonging and safety. This model also reduces transitions, which may cause anxiety. From Year 10 pupils will move around the school and transition to subject specialists. This model is not set in stone and is flexible dependent on the presentation and need of the pupil population.
Class sizes range for 5-12 pupils dependent on the need of individual pupils, but we are aware that some pupils need highly structured personalised provision.
Therapy offer
SAIL takes a therapy first approach. Many of the pupils will need access to specific therapies to enable learning. The multi-disciplinary team works closely with the education team to ensure the right pedagogical support and pastoral support is in place to allow pupils to maximise their potential. Our curriculum will benefit from integrated therapies in speech and language, occupational therapy and active listening/wellbeing support. In addition, pupils benefit from discrete therapeutic support as identified in their EHCP e.g. counselling, play and/or art therapy.
Enablement strategies
SAIL has a communication friendly environment embedded across the school. This is complemented with 'good' autism and SEND practice that includes TEACCH and attention autism practice. The school has implemented a whole school 'Thrive' approach to support the emotional development of many of the pupils.
Exeter House School caters for students from the ages of 4-19 with a range of complex needs, including: ASD, PMLD and SLD. We believe in preparing students for their lives beyond school and so our approaches to Communication and Interaction and Independence are woven throughout our curriculum.
Our classes
Students across the school are grouped in classes which are broadly within age-bands. Each department includes students who are taught within PMLD or ASD classes.
There are four main departments:
EYFS
Lower School (up to Year 5/6)
Middle School (Year 6 to Year 10)
Upper School (Year 10 - Year 14)
In addition to these departments, we also have 3 resource base classes in the adjacent Infant and Junior Schools for students who can access aspects of a mainstream setting.
We provide a mixed-pathways approach to delivering the curriculum which helps to cater for students who may have differing levels of understanding and engagement in particular subject areas. We also ensure that learning opportunities are reflected within each of the strands for area of need: Communication & Interaction; Sensory & Physical; Cognition & Learning; Social & Emotional and Independence.
Enabling approaches
A Total Communication Strategy is embedded across the school, along with TEACCH, Autism Attention, use of Core Boards, PECS and communication devices with Grid Player software and PODD books.
Wider Curriculum and therapies
We are able to offer our learners a range of regular on and off-site enrichment activities including Forest School, use of the Hydro pool, Music Therapy, Rebound Therapy, swimming at the Five Rivers Leisure Centre, Riding Therapy, as well as accessing various local and community facilities. All of our older students have the opportunity to undertake the Bronze Duke of Edinburgh Award if they wish to and our secondary aged students can access an Outdoor Pursuits Residential Trip. We employ our own full-time Occupational Therapist and a part-time Speech and Language Therapist as well as working with other agencies.
This section will talk about education other than at school, elective home education and alternative provision.
The freedom to educate children at home forms an intrinsic and essential element of educational provision in our society, a right that has been protected by a succession of Education Acts.
If you want to home educate your child, you should inform the headteacher of your child's school and the school should then inform us, see Home education for further information.
For a child with a Education, Health and Care Plan (EHCP) where a Special School is named the situation is different and the local authority must be consulted and give permission for education at home.
The local authority also take responsibility for ensuring that the Education, Health and Care Plan is reviewed annually. For information on home education including a guide for parents visit:
If your child has never attended school, please inform us of your decision to educate at home. You can contact an education welfare officer by email: EWS@wiltshire.gov.uk (opens new window) or you can talk to the SEND team about support with additional needs by visiting Contacting the Wiltshire SEND team.
Wiltshire Council acknowledge that some children and young people with EHCPs will benefit from access to Alternative Provision (AP) at points within their educational journey.
The SEND Service is committed to supporting children and young people with EHCPs to remain in mainstream by offering early and targeted support, time limited and transitional places for pupils who need more intensive evidence-based support. However, the Service acknowledge that for some children and young people, a more specialist setting is required and are committed to ensuring access to the most appropriate setting as soon as this can be provided.
Where decisions are made by the Service to fund AP directly or via banded funding, it is with the intention that learners receive the right support, in the right place, at the right time and will be able to enjoy their childhood, achieve good outcomes and be well prepared for adulthood and employment.
Wiltshire Council's SEND Service are already providing or working towards providing (in some cases) the following:
Targeted AP by way of early support for learners in mainstream who would benefit from time limited inputs complementing their school provision, to ensure ongoing success
Time-limited Intensive AP placements where learners may spend more time away from their school-based lessons, sometimes as a reset opportunity if their placement is at risk or where further assessment is seen to be beneficial preparatory to a statutory decision being made about potential move to a more specialist setting, or where a Resource Base or Special School placement is being actively sought. Movers-In with decisions for Resource Base or Special School often benefit from these arrangements on an interim basis whilst such a placement is sought
Longer-term AP placements for learners who have a decision for a change of placement and the Local Authority, child/young person (where appropriate) and their Parent/Carers agree that needs are best met in the AP placement currently and movement would best occur at age-phase transfer point with supportive transition
The SEND Service works closely with Wiltshire Council's Targeted Education Team to ensure an integrated approach whereby SEND AP is primarily commissioned from providers who are subject to the stringent on-boarding and quality assurance available within the Wiltshire Approved Alternative Provision Framework (WAAP).
For schools, parents, and other commissioners of Alternative Provision
Alternative Provision (AP) is education provision in which a learner participates:
as part of their regular timetable
(typically) away from the site of the school and
not led by school staff or by parents
Any enhanced or extended provision led by school staff on or off the school site does not come under the government definition of AP.
Alternative providers can be commissioned by:
Schools or
Wiltshire Council or
Parents of a learner and/or a learner, who has been granted a personal budget to meet the outcomes detailed in the learner's EHCP
It is the responsibility of the commissioner to:
source provision suitable to the learner's needs
seek assurance about the quality of the provision (including safeguarding)
pay for the provision and
plan and review the placement at regular intervals with the alternative provider
In Wiltshire we have a directory of privately run providers who are quality assured by the council in terms of their safeguarding, health and safety and their teaching and learning arrangements. Schools and council teams generally use our Wiltshire Approved Alternative Provision (WAAP) directory of providers and select provision that best matches the needs of the learner to create a very personalised timetable. Occasionally, a school or a council team will choose a provider not listed on our directory. In such cases the school or council team undertakes quality assurance of the provision.
For some children and young people, a formal school or college setting may not be suitable, and so a package of provision outside of this can be arranged. When conducting an EHC needs assessment, a re-assessment of needs or an Annual Review of a plan, the local authority may only consider EOTAS if it is satisfied,
that it would be inappropriate for the provision to be made in a school or post-16 institution or at such a place.
Under a formal EOTAS arrangement, the child or young person will not be required to be on the roll of, or attend, a "traditional" education setting. Instead, they will receive their education/special educational provision either at home or in some circumstances, within an external setting that is not a registered educational setting.
For a child with an Education, Health and Care Plan (EHCP), if EOTAS is agreed, the special educational provision will be clearly described in Section F and section I (name of school) will be left blank. There is more information about this here: IPSEA case law summary Derbyshire CC v EM and DM (SEN) [2019] (opens new window).
EOTAS is not the same as Elective Home Education (EHE). Whilst both may result in the child being educated at home, the local authority have different obligations depending on which is chosen. These packages are personalised to the needs of the individual. If you feel as if your child or young person would be best suited to EOTAS you should speak with your SEND Lead Worker.
9: Post 16 education provision
The 2nd edition of this guide will include information about Post 16 providers that specialise in supporting additional needs. We expect to publish this information in September 2024.
Wiltshire Council is working with our local schools to increase the number of special school and resource base places available in Wiltshire to meet growing demand for specialist SEN school places
Our aim is to create more High Needs school places - in primary resource bases, secondary resource bases and special schools - so children and young people can access the best education, in the right location and at the right time. We want more children to have their education needs met closer to the family home, delivered by maintained schools and academy trusts in Wiltshire.
