Hillyfield Primary Academy

As from September 2014, Hillyfield Primary Academy has established a Specialist Resource Provision or, the ‘Learning Centre’ as it is known within the Hillyfield community. 

Juliet Forsyth-Farrelly, Head of Provision, works very closely with the school SENDco, Local Authority, Parents/Carers, Teachers and children.

The Specialist Resourced Provision is based at our Hillyfield at the Park site. Children are awarded a place via the Waltham Forest Local Authority.  The resourced provision is fully integrated within the mainstream school setting. This provides an inclusive education within the mainstream school enabling children to access mainstream environment and curriculum. It also helps all children in the school to develop a greater awareness and understanding of diversity in our community.

Specialist resourced provision is not a separate building but a space within the school which will provide opportunities, depending on a child's needs, targets and general development.

Specialist resourced provisions provide opportunities for children with autism to remain in a local authority mainstream school, where it is of benefit to the child and does not adversely affect the learning of other children.

The difference between a resourced provision and a unit:

There is a difference between SRP and Units. In SRP pupils spend most of their time (usually well over 50% of their timetable) in mainstream classes. They only attend the SRP facilities for individual support, to learn a specific skill (for example braille for VI pupils), to receive medical or therapeutic support (for PD pupils) or to access specialist equipment. The facilities can be in a suite or dispersed throughout the school. Pupils in a Unit spend the majority of their time there, only attending mainstream classes for a few lessons, such as PE, for assembly or for lunch. Pupils in both settings are on the roll of the mainstream school.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/905693/BB104.pdf

             Hillyfield Primary Academy Specialist Resource Provision is for pupils whose primary need is Autism 

SRP (Specialist Resource Provision):

SRP pupils spend most of their time (usually well over 50% of their timetable) in mainstream classes. They only attend the SRP facilities for individual support, to learn a specific skill (for example braille for VI pupils), to receive medical or therapeutic support (for PD pupils) or to access specialist equipment. The facilities can be in a suite or dispersed throughout the school.

SEND Unit:

Pupils in a Unit spend the majority of their time there, only attending mainstream classes for a few lessons, such as PE, for assembly or for lunch.

In both SRP and Units the facilities are additional to those normally provided in a mainstream school to support special needs, such as a SEN resource room.

*Hillyfield Primary Academy operates a Specialist Resource Provision (SRP)

The aim of the Specialist Resource Provision is:

To provide targeted support, which enables children to make progress, achieve their identified outcomes and continue to access the mainstream curriculum while being provided with a specialist autism intervention programme.

What this looks like in practice:

Throughout the day, children with a provision place visit the two classrooms within the provision to access interventions as recommended by the professionals who are working with them.

Children spend the majority of their day in the mainstream classroom, where they access differentiated learning alongside their peers.  The class teacher is responsible for planning and scaffolding the children's learning with the support of the Head of Provision. There will be additional support, but this does not automatically mean 1 to 1 (individual) adult support, as we want to encourage children to become independent learners and have good social interaction skills, rather than being over-reliant on one particular adult.

The Head of Provision is responsible for planning the autism specific interventions that the children access in the Learning Centre.  The Head of Provision is also responsible for ensuring that the LSAs and teachers working with the children have the appropriate training to deliver the interventions as per a child’s individual Education, Health and Care plan  (EHCP).

All children have an EHCP and fit the School’s criteria for a placement (see below).

Criteria for placing a child with Autism within the Specialist Resource Provision 

 As per our Service Level Agreement with Waltham Forest Local Authority 2013

As per our Service Level Agreement with Waltham Forest Local Authority 2013:

The Learning Centre does not cater for children who:

The Resourced Provision offers children:

• The opportunity to access a mainstream classroom whilst having specific interventions in the provision/ mainstream classroom to support with their autism

• Daily communication and social interaction groups

• Sensory activities to support the development of children’s sensory processing

• Groups and trips where children develop and practice functional skills
• Support for class teachers to differentiate work/activities within the class lessons
• Use of TEACCH strategies such as structured workstations.
• SCERTS assessments used to assess progress and set targets for social communication and emotional regulation skills.
• Use of PECS and visual symbols to help develop communication skills.
• Specialised staff training throughout the year.
• Home Visits from the Head of Provision to help parents support their child within the home environment.
• Specialised advice and support for children from the Speech and Language and Educational Psychology services.

Staff will ensure that;

• The social and emotional needs of pupils are clearly identified and supported.
• Pupil anxieties and stress management are well supported through the use of social stories, sensory workouts and flexible schedules.
• Teachers know the pupils well and demonstrate a sound knowledge of the pupil's individual needs.
• Staff meet on a consistent basis to discuss pupil progress, behavioural impact and strategies to ensure success.
• Class teachers and support staff take responsibility for the pastoral care of the pupils by addressing their personal needs and promoting independence.
• Parents/Carers and school staff are involved in multi-professional meetings to ensure a consistent approach to pupils who are causing the greatest concern.
• A multi-disciplinary approach ensures very good teamwork between school and outside agency professionals so that the pupil's individual learning and behavioural needs are addressed effectively.