Covid19 Support
Transition
Due to the current situation with Coronavirus and the guidelines, many schools are unable to offer a traditional transition. Here are some resources that can support your child with transition.
Communication & Interaction
The SEN Code of Practice (2015) states:
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.
The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
These resources have been designed to support the development of the children in our school with speech, language and communication needs. Many of the resources have been provided by Jacqui Woodcock, our school’s Speech & Language Therapist.
Cognition & Learning
The SEN Code of Practice (2015) states:
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation.
Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
There are many resources that can support children with cognition and learning difficulties and our resources will grow to support the children at Lickey End. Resources linked to supporting children with fine and gross motor skills as well as handwriting can be found under the Sensory & Physical Needs section.
For developing working memory you may find the games available from learninggamesforkids.com and eyecanlearn.com a good place to start. If there are specific resources you would like to be added, please contact school detailing what you are trying to achieve so we can find resources that are most appropriate to your child’s needs.
Social, Emotional & Mental Health
The SEN Code of Practice (2015) states:
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.
These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.
Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
This Health & Care Worcestershire website has a range of great resources to support children through the Covid19 situation however these resources are easily adaptable for a range of worries.
We are continuously reviewing and adding resources to this section but if there is something you really would like more information and support with, please contact us through the office email address.
Sensory & Physical Needs
The SEN Code of Practice (2015) states:
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time.
Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health.
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
This section provides resources to support children with developing their fine and gross motor skills which subsequently also support handwriting development.
Requiring support for fine and gross motor skills does not necessarily mean a child would be on the SEND register however and is not indicative of a child having a physical disability. Many children need support with fine and gross motor skills in their primary years.