Outcomes For Children and Learners

WHAT WE DO WELL

 

KEY STAGE ONE 2016:

 

2016 Year 2 (2 children)

Met Teacher Targets

Exceeded Teacher Targets

Reading

100%(2)

100%(2)

Writing

100%(2)

100%(2)

Maths

100%(2)

100%(2)

 

KEY STAGE TWO 2016:

 

2016 Year 6 (7 children)

Met Teacher Targets

Exceeded Teacher Targets

Reading

71%(5)

57%(4)

Writing

100%(7)

100%(7)

Maths

71%(5)

71%(5)

 

Pupils come into the Centre at very low levels but all make progress due ASD needs being met.

Assessment has been measured using B squared which shows small steps of progress. B squared is an online assessment tool for children with SEND which incorporates the new curriculum.

Referrals are made to EP with regard to Dyslexia assessment for children who are not making progress in reading.

Referrals are made to EP and CAMHS for support for children with social, emotional and mental health needs.

Personalised approach to meet each child’s needs in order for them to achieve to their potential.

 

ROOM FOR IMPROVEMENT

 

Focus on increasing the % of pupils’ achievement in spoken language and reading and science.

Intervention groups for targeted pupils

CENMAC  - Clicker 6 support for pupils with difficulty with writing

Continue to implement Lego therapy groups to support social communication.

OT support for physical aspect of writing  

Develop forest school as intervention to develop investigative skills(support improvements in science)

 
 

QUALITY OF TEACHING, LEARNING AND ASSESSMENT

 

WHAT WE DO WELL

 

Teaching in The Centre is evaluated as good or outstanding

Programs are personalised to effectively meet individual needs of pupils with autism

There is a high staff to pupil ratio

All staff have a very good knowledge of the pupils

Strategies are used to enable pupils to express their views on their learning and enjoyment of school and a format for recording devised

Autism specific strategies and intervention programs are in place to meet the needs of the children.

SCERTS addresses the core areas of difficulty. It is used for assessment and setting IEP targets.

Staff are well trained in relevant strategies

Access to a number of enrichment activities including theatre groups, sport and arts promoted

Children in the Centre for Autism make good progress from their starting points and achieve well at their level.  

A standardised marking format offers consistency across the Centre

Assessment tools in place allow us to show small steps of achievement.  

The quality of the provision ensures pupils achieve well

Speech and Language Therapists  in school 3.5 days per week and work closely with staff to ensure programs are implemented and monitored, they also offer training for staff and parents.

Support from other professionals  including OT, music therapy and EP is bought in from the Centre budget

New IC role and interventions in place

Achievement promoted through focus on children’s strengths e.g. Arts Award project

 
 

ROOM FOR IMPROVEMENT

 

Provide support and training for new teachers

Attention autism training

Continue to update and develop use of B squared  assessment system

Introduce Evisense recording system to use alongside b squared

Curriculum leader to develop forest School sessions across the centre

Link with other ASD provisions for moderation

 
 
 

PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE

 

WHAT WE DO WELL

 

Collaboration with parents to ensure consistency of successful approaches between home and school.

Regular effective communication with parents through weekly diary, text and email..

Most staff have undergone team teach positive handling training and updated for new staff.

PSP’s in place for children who display challenging behaviour.

Individual Risk assessments in place for specific children.

School supports parents with access to community activities for their children.

Improvements to school building to ensure safety of all pupils.

Close monitoring of behaviour, including an effective system for recording and tracking incidents.

System in place to ensure medical care plans in place and medicines within date.

Staff are skilled in use of strategies to manage challenging behaviour.

A high standard of pastoral care by all staff in the Centre ensure that the children feel secure and safe.

Staff ensure playtimes are well supervised with a high ratio of adults to children to ensure successful integration with mainstream children.

The children all access a range of extracurricular enrichment activities including after school clubs.

SCERTS framework addresses core areas of difficulty experienced by individuals with ASD including emotional regulation.

Referrals to and close liaison with other professionals including, school nurse, paediatrician and CAMHS.

Risk assessments in place for trips, individuals and areas around school (including playgrounds)

Multi-agency approach with SaLT, OT and  EP

Focus on promoting life skills through Lessons and visits.

 
 

ROOM FOR IMPROVEMENT

 

Training in emotional and behaviour needs and use of cbt techniques.

Promote parental involvement and training (multi-agency)

update team teach training

Security, - Fob all exits, cover slatted fences

Improvement to soft play and sensory rooms;

Improvements to outdoor spaces

 
 
 

EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT

 
 

WHAT WE DO WELL

 
 

Monitoring system in place to ensure high quality of teaching

Centre SEF and development plan linked to  main school SEF and development plan

Improvements in place to ensure an appropriate and safe environment to meet the needs of pupils with autism

Safeguarding procedures meet requirements

Access to funding from charitable organisations and through funding applications

Program in place to develop the new IC role.

EHCP conversions on track and standard of Centre plans has been praised by Lambeth SEN

New format in place for pupils’ Personal Passports which are included in their EHCP.

On line assessment system suitable for pupils with SEND now in use in the Centre for Autism

Centre for Autism information included in whole school parent handbook

Holiday sessions in place  - activity days in half terms and 1 week summer play scheme.

The Centre for Autism is taking part in PACT-G research project  - A large scale randomised control trial which is being conducted nationally  

 
 

ROOM FOR IMPROVEMENT

 

Continue plans for improvements to outdoor spaces and security in the Centre

Make links with other resource bases – develop network, attend DTAC meetings

Introduce Evisense recording system

Work with SEN and other ASD provisions on developing more effective admissions process

Attend ASD strategy meetings

Develop middle leader roles

Use STARS funding to buy inclusive bikes to be used for after-school and holiday clubs

Promote parental involvement and training opportunities

Update website