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Queensbridge Autism Resource Provision

Queensbridge ARP information Queensbridge Primary School is excited to be opening its ARP (Autism Resource Provision) in September 2020. It will help provide an excellent support for an additional 10 children who have been diagnosed with autism and have an EHCP (Education, Health, Care Plan)….

Queensbridge ARP information

Queensbridge Primary School is excited to be opening its ARP (Autism Resource Provision) in September 2020. It will help provide an excellent support for an additional 10 children who have been diagnosed with autism and have an EHCP (Education, Health, Care Plan). Our aim for the ARP is to offer additional support in helping the children access mainstream education and best prepare them for Secondary School and beyond. We want to create a happy and inspiring environment with highly skilled and trained staff that help to support children thrive and achieve their true potential.

  1. How do I know if my child would fit the criteria for an ARP?

Criteria for being considered for a place at one of Hackney’s Specialist Autism Provisions

  • The child has a diagnosis of ASD.
  • There is an EHC Plan in place.
  • An Annual Review has been held, at which referral to Specialist Autism Provision Panel has been discussed.
  • Needs are not being met appropriately in the current setting, and autism is the primary barrier to successful placement.
  • Evidence is provided of what has been done already, with a list of professionals that have been involved, and reports.
  • Parents have requested that specialist autism provision is considered for their child.

Being a pupil at Queensbridge Primary does not ensure your child a place at the ARP. This is done through the Hackney Learning Trust and is not based on the school’s decisions or preference. If you would like to view the ARP then you can contact admin@queensbridge.hackney.sch.uk or phone the school and ask to speak to Adam Blakey.

  1. What support would my child receive in the ARP

For most children within the resource base, they will spend a large section of time in the mainstream class learning alongside their peers. The Early Years and National Curriculum is differentiated and adapted to meet the children’s needs and ensure they can make progress in all areas. In class, teachers and teaching assistants use visual, auditory and kinaesthetic resources to enhance learning, as well as using symbols, pictures, Makaton signs and PECS to enable children to understand tasks and support all learners. Turn-taking, social interaction and other social skills are embedded in mainstream teaching, as well as being a focus for small groups, as this is often an area of difficulty for a lot of children. This will be consistent with the strategies that will be used within the ARP.

Children will share playtimes and teaching with their mainstream peers. Within the ARP children will have opportunities to work on a one-to-one or a small group with the specialist ARP teachers. Children will also benefit from the support from Speech and Language Therapists, Physiotherapists, Occupational Therapists and Educational Psychologists on site, and this will depend on the support package outlined in their EHC plan.

There will be breakout spaces provided for children who may have difficulties with the sensory regulation and there will be opportunities for the child to use to ARP for unstructured sections of the day such as eating their lunch.

Interventions

The interventions and curriculum offer for pupils in the ARP are reviewed by the SENCO and Head of the ARP alongside the Speech and Language therapist termly. The provision map for each child in the ARP is different, as it is tailored to the child’s individual needs need’s. All children will:

  • Have a higher ratio of adult to child support than in typical mainstream classrooms.
  • Be supported by staff who have extensive training and experience in Autism Spectrum Disorders and work across the school and ARP
  • Have access to Hackney Speech and Language services.
  • Be planned for and assessed using the SCERTS model.
  • Attend both ARP and Mainstream taught sessions.

Some children might:

  • Be taught in small intervention groups based in the ARP.
  • Have a mainstream class ‘toolkit’ to support their independent access to the curriculum.
  • Attend differentiated lessons within the mainstream to support their access to the curriculum. ARP intervention offer – curriculum offer Please see the school website for a brief summary of each intervention

The ARP will also have capacity to support the teaching of Life Skills with a specially built kitchen. There will also be a top of the range sensory room and soft play area to support the child’s sensory regulation and support the child in learning to play alongside their peers.

  1. How will my child interact with children who not in the ARP?

Queensbridge Primary prides itself on its inclusivity. We have a long history of successfully supporting children with a wide range of different needs and all practises across the school are underpinned by this. The opening of the ARP will not alter this desire that all children will learn side by side. Children who have a place at the ARP will still a large section of their learning in the mainstream setting and alongside their peers. In addition, all children will be welcome to engage in interventions within the ARP. Social interactions will be supported by interventions that will be led by the Speech and Language Therapists.

  • All children with a place at the ARP will also learn alongside their peers within the mainstream classroom
  • All children in the school will be welcomed into the ARP to learn alongside children with an allocated place

Dependent on the child’s needs they will be encouraged and supported during playtime and lunch break to take part in structured games that will build on children’s social interactions and help them gain independence.

  1. Activities at school, after school clubs and school trips

All children at Queensbridge Primary School are entitled to attend school trips, after school clubs and to be included in activities at school where the level of risk has been assessed. Appropriate reasonable adjustments will be made in order to ensure this.

 

  1. Involving parents/carers in planning and reviewing support.

As a school we pride ourselves on giving both the child and the parents a voice. We regularly have Coffee Mornings and invite parents to suggest and host sessions that they feel would benefit our school community.

Each year at Queensbridge Primary School there are three parents’ evenings a year where all parents/carers have a time slot to meet with their child’s class teacher to discuss their progress in all areas of the curriculum. This offers an excellent opportunity to find out what progress your child is making. In addition to meeting your child’s class teacher you will have the opportunity to meet termly with the SENCO alongside the class teacher to review and set SEND targets and monitor progress. As the child is accessing the ARP you will also offered the opportunity to have a termly drop in session to discuss the provision within the ARP.

As your child has an EHCP they will have an Annual Review where all professionals that work directly with the child will be invited to plan and set targets for the year and to review the Outcomes that had previously. This will also offer an opportunity to review the provision that your child receives and gives a platform for yourselves and your child to discuss progress being made.

Our ARP is a new facility and we hope to offer a unique insight for parents to access the interventions that take place. We will offer opportunities to come and observe 1:1 interventions that will be viewed through a one-way mirror where you will be able to see how our staff and the Speech and Language Therapist supports your child. We hope to offer support and training for parents and support them to access the Local Offer (https://www.hackneylocaloffer.co.uk/kb5/hackney/localoffer/home.page)

  1. Measuring pupil’s progress Tracking progress against the National Curriculum

Queensbridge will use the SCERTS model (http://scerts.com/) this is an assessment tool that helps to monitor the child’s;

The SCERTS model is a research-based educational approach that directly addresses the difficulties faced by children with ASD. It draws on a multi-professional approach and focuses on building skills in;

  • Social Communication 6 (communicating with others),
  • Emotional Regulation (helping the child stay calm and alert)
  • Transactional Support (how people and visuals support the child to understand and cope with their world and experiences).
  • SCERTS targets will form part of a Support Plan for all children with a diagnosis of Autism.
  • All pupils with an ARP place will be assessed yearly against their social communication (SC) and emotional regulation (ER) development. This assessment is conducted by the Speech and Language Therapist and the Assistant Head for Inclusion.
  • Opportunities to practice these skills are imbedded into weekly and medium term planning.

At Queensbridge we have developed our own system of assessing children’s progress and attainment in numeracy and literacy [speaking and listening, reading and writing]. It is based on the whole school assessment system ‘Chris Quigley: Depth of Learning’ whereby children work towards milestones. The SEN assessment documents have been prepared to enable a cohesive, consistent way to assess and track progress of our children who are currently working below age expected levels to such an extent that they are not achieving Milestone 1. It is called ‘Shells and Pebbles.’

Pebbles are the stepping stones needed to get to Milestone 1. There are 3 pebbles for children to progress until they reach Milestone 1. Shells should be used if a child is thought to be attaining below pebble 1. It is a tool to aid and guide when considering those children who are finding learning most challenging. Staff begin assessing by looking at the Milestone1 descriptors for the curriculum area and if a child is not achieving these, move to the Pebbles and then onto Shells, until an appropriate ‘best fit’ level for the child is found. Each Pebble or Shell has a clear set of descriptors. A tracking sheet has been devised which shows progression between the Shells and Pebbles to support all staff in the assessment process

 

  1. How is the school accessible to pupils with SEND?

Queensbridge is a large Victorian building with classrooms and teaching spaces over three floors. We are committed to ensuring that all children can access the school and will always consider reasonable adjustments to the environment in order to accommodate a broad range of Special Educational Needs. The Autism Resource Provision is a newly purpose built site.  It is housed in a separate building and is fully accessible from the main site at Queensbridge Primary School. It is all on the ground level and has accessible ramp and accessible toilets. In addition, there are cleaning and changing facilities.

If you have any questions or queries, then please contact Queensbridge Primary School on 020 7254 1186 or email admin@queensbridge.hackney.sch.uk