Special Educational Needs and Disability
Special Educational Needs and Disability Key Contacts
Mrs Melanie Heggie: Head of ASD ARP
Mrs Jessica Gregory: SENDCo (Mondays, Tuesdays, Wednesdays)
Email: office@prpglt.co.uk
Tel: 01844 345 251
The contact for compliments, concerns or complaints from parents/carers of pupils with SEND:
Mrs Amy Howlett: Headteacher
Email: office@prpglt.co.uk
Tel: 01844 345 251
Mr Jim Brudenell: SEND Governor
Email: office@prpglt.co.uk
Tel: 01844 345 251
Special Educational Needs
At Princes Risborough Primary School we recognise that sometimes learning can be challenging for pupils and that some children may have barriers to their learning. We provide quality first teaching for all pupils. If pupils have been identified as having additional needs, we offer individualised support to these children.
Every child on the SEND register has a SEND support plan. This support plan outlines desired outcomes, type of provision, time and financial costings. These are shared with parents and carers three times per year.
We have Learning Support Assistants to support those children with additional needs. They are trained to run a number of interventions. Below is a sample of some of the interventions that pupils may access:
- Precision Monitoring - to support pupils with specific numerical or literacy difficulties.
- Rainbow Road - to support pupils with memory and sequencing difficulties.
- OT resources pack - to support pupils with gross/fine motor difficulties.
- Social Stories - for children who struggle with self-awareness and understanding of social expectations.
- Nurture Groups - a small group for children who may benefit from self-esteem and confidence work or who are in need of more adult attention than can be provided in their main class.
- Lexia - to support early skills in reading.
Additionally Resourced Provision (ARP)
The Additionally Resourced Provision (ARP) is part of Princes Risborough Primary School and is situated in two classrooms within the mainstream building. Within the ARP there is also a sensory stimulus free room, a sensory garden and a chill out room (with exercise bike). Children have access to specialised equipment such as OT recommended chairs and cutlery, Ipads and sensory equipment (ear defenders, weighted blankets, fidget toys) etc.
The ARP is staffed by:
- Head of Department
- SEN teachers
- Specialist ASD Practitioners
- Learning Support Assistants
All decisions regarding placements in the ARP are made by County. Up to 12 children, who have been identified as having Special Educational Needs (SEN) and whose primary need is ASD, can attend. However, with consultations with County, the number of children who can be placed in the ARP can go to 14.
The process for admission into the ARP is as follows:
- A child will have a diagnosis of ASD
- At an Annual Review, professionals and parents will agree that a change of placement may be needed (when a child is in a mainstream, or special school setting). This could be done at the normal review, or an Emergency Review could be called by either the school or the parents if it is felt that the current setting is no longer able to meet needs.
- Once County receive the paperwork from this, they will consult with ARPs.
- Where possible, ARP staff will go and observe the pupil in their current setting.
- They will respond to County. It may be that they are full, or that they cannot meet needs, or they may be able to meet needs.
- Paperwork is then presented at placement panel and a decision is made, by County, as to the type of provision.
This is the process for children within our mainstream setting as well.
All our highly dedicated and experienced staff are trained in Positive Handling techniques and work closely as a team, involving parents as well, to identify the most effective behaviour, teaching and learning strategies for each individual child. Each child has access to the National Curriculum which is differentiated to meet their specific needs, together with social skills training, regular speech and language therapy and daily life skills guidance. The children work either in small supported groups in the ARP, in a structured and organised environment where visual symbols are used to reduce anxiety and to regulate behaviour, or, where integration is appropriate, in mainstream classes with support from ARP staff. As the ARP is attached to the mainstream school, its primary focus is to include the children, with support, into mainstream classes. However, we will only integrate children into lessons that are appropriate for them, taking into consideration the pace, levels of anxiety and self-esteem.
