Some children find it difficult to follow instructions in the classroom environment, complete tasks that have been set for them, and maintain focus during whole class input.
To help overcome these difficulties, the listening skills groups allow the children to maintain focus in a quieter environment. Activities are fun based, easy to follow, and give the children opportunities to practise their listening skills in a supportive environment. Small follow up activities are practised throughout the week.
This group meets for an hour once a week and is run by two of our experienced Learning Support Assistants. The main purpose of this group is to help the children develop both a sense of identity and a sense of belonging and so strengthen their self-esteem.
Through a variety of activities , they will also develop their social skills, such as learning to take turns in conversation, to play together, support each other and to take into account other's feelings. The group will create a story together, and in doing so the children will begin to listen to each other's ideas and work collaboratively. Games are played, kites made, pictures drawn, stories read, junk models made and many other activities completed.
Sometimes children find their relationships with other children tricky to manage. They may find it difficult to find and maintain friendships, this often leads to low self-esteem and feelings of isolation. The Social Skills group offers a familiar setting where the children are encouraged to consider how their behaviour affects others and what the consequences of unfriendly behaviour can mean. The children are encouraged to focus on their many positive strengths and work towards supporting other children in the group. They are given strategies to help build friendships and, if necessary, deal with anger. Each week they are encouraged to try out a new strategy and discuss how effective it was. Throughout the sessions the children are given clear guidance in a very supportive and positive environment.
Lunch Club is run by our SEN team. It is for children who may find the unstructured time at lunch difficult to handle. The Lunch Club is a happy, fun time. The children are free to attend as regularly as they please. Games are played, lego is provided, activities are supervised and these children can interact with each other, or play in small groups, with an adult always with them. Friendships are made and often these children leave the club with friends to play with.
speech and language skills (salt)
Difficulties with speech and language skills, whether in terms of expressive or receptive skills, often require additional support in order for children to fully access the curriculum in the classroom. We run 1:1 support in a quiet environment where children are given the opportunity to learn and practise these skills. Materials often used have been provided by speech therapists and with advice from specialist teachers. Small games to support the skills being learned are available for you to borrow from school.
fine motor skills
Some children find difficulty with their pencil control and using scissors and other tools. These children benefit from specific activities to strengthen their muscles and develop their fine motor control. Recommended activities from occupational therapists are used as appropriate. In class, pencil grips are available to try out, and for children who have exceptional difficulty with writing, we have a small number of writing slopes available.
1:1 or small group sessions with our Emotional Literacy Support Assistant. Children are given the opportunity to talk about things that concern them, sort through friendship issues or deal with anger.
1:1 4 x weekly sessions focusing on specific aspects of reading, spellings or number skills. The children challenge themselves each week and receives visual feedback of progress made.
EAL CONVERSATION GROUP
A small number of our children struggle with the complexities of the English language. This may be as a result of English being an additional language (EAL). For these pupils we can provide a course of conversational opportunities to enable them to be introduced to a more extensive vocabulary. This is based around board games and word finding activities.
Lego is a great motivator for many children! Our Emotional Literacy Support Assistant (ELSA) uses this interest to help children foster positive play skills, turn-taking and self-esteem.
These sessions take place on a 1:1 and small group basis. They are formulated using a carefully designed, personalised activity plan that provides the sensory input a person needs to stay focused and organised throughout the day.
five minute boxes for maths and English
The boxes are completed daily on a 1:1 and small group basis. They are based on a proven multi-sensory model which focuses on developing early English and Maths difficulties.
first class at number
This is a ten week programme, delivered by a specially trained teaching assistant, for up to four children for 30 minutes four times a week. The sessions focus on number and calculation, developing children’s mathematical understanding, communication and reasoning skills. They employ stimulating, enjoyable games and activities engage the children and build their confidence. Each topic starts with a simple assessment that helps the teaching assistant to tailor sessions to the children’s needs and next steps.
Colourful semantics is an approach created by Alison Bryan. It is aimed at helping children to develop their grammar but is rooted in the meaning of words (semantics). The programme encourages children to formulate sentences using particular types of words based on a colour coded system.
blast language group
BLAST is designed for nursery and infant aged children. The sessions are delivered in small groups and focus on the skills underpinning language, communication and literacy which include turn taking, discrimination, listening, attention and social communication as well as developing basic language skills both receptively and expressively.
1:1 eal support
Our dedicated teaching assistant provides individual support for pupils where English is an additional language. Topics covered include the acquisition of letter sounds, vocabulary and sentence construction.
reading for meaning
Reading for Meaning is a research-based strategy that helps all readers build the skills that proficient readers use to make sense of challenging texts.
Children work on a 1:1 basis or in small groups to help develop their skills to answer literal and inferential comprehension questions based on a particular text.
developing phonological awareness
This programme trains children to fine tune their hearing so that they can blend phonemes for reading and segment them for writing. Phonological awareness development usually occurs naturally as part of a child’s normal development as exposure to language increases.
The development of phonological awareness follows a predictable series of stages:
- Awareness of rhythm (ca-ter-pill-ar etc)
- Awareness of rhyme (mat, cat, that, hat etc)
- Ability to break words into onset and rime (p-in, th-in, gr-in etc)
- Ability to isolate of sounds in words (/ch/o/p)
- Ability to blend sounds into words for reading (/f/l/a/p/ flap)
- Ability to segment words into sounds for writing (shop /sh/o/p)
- Manipulation of sounds within words (e.g. change the /a/ in pan to /i/ to make pin etc)
language for thinking
Language for Thinking promotes the development of inference, verbal reasoning and thinking skills. The programme incorporates activities and assessments to enable staff to monitor levels of progress.
1:1 read write inc sessions
These 1:1 sessions build upon the principles taught during our whole class English lessons. Children are able to focus on developing their knowledge and understanding of particular letter sounds and early reading skills.
motor skills - write from the start
A kinaesthetic programme to develop fluent handwriting.
Disclaimer - The above details are subject to change.