Contents
OVERVIEW
 Designation
 Placement
 Ethos
 Aims
 Resources
CURRICULUM, ASSESSMENT AND ORGANISATION
 Curriculum
 Curriculum Delivery
 Class Organisation
 Assessment
 Reporting to Parents
STAFFING
 Staffing
 Staff Training and Development
SPECIALIST SUPPORT TEAMS
 MOVE
 Autism Provision
 Moving and Handling team
 Behaviour Support Team
 Assisted Eating Team
HEALTH AND THERAPIES
 School Nurse
 Physiotherapy
 Occupational Therapy
 Paediatrician
SAFEGUARDING
 Child Protection
 Approach – Physical Intervention
Lakeside School Core Offer 2014-15
Overview
DESIGNATION
Lakeside is a school for 64 pupils with Severe and Profound & Multiple Learning Difficulties and Autism.
Many of our pupils also have a physical or sensory disability.
Our pupils are aged 2-19. All pupils have a statement of special educational needs or an EHC Plan.
PLACEMENT
Decisions on placement are made by the LA in accordance with the admissions guidelines and in
consultation with a panel consisting of headteachers and other professionals. Placements will be made
following consultation with the school and in the light of parental preference.
The current profile of the school is that a third of pupils have profound and multiple learning difficulties
and almost half have autism. Whilst the school is designated as an SLD/PMLD school there are some
pupils who have cognitive profiles above the norm for this type of school but who are need the type of
placement we can provide because they have complicating additional challenges such as severe autism
or emotional and behavioural challenges. Such holistic decisions are considered by the Provision Panel.
ETHOS
Lakeside is a fully inclusive school where all pupils are taught alongside their peers regardless of their
cognitive abilities or medical diagnosis. However this does not preclude pupils at all points of the
cognitive spectrum being withdrawn from the class for targeted lessons with a specialist. We aim to work
in partnership with our families, working together to achieve the best for our pupils.
AIMS
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Provide stimulating teaching and a curriculum which motivates pupils, enabling them to enjoy
school and develop a positive attitude to learning and life.
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Provide opportunities which will encourage, support and challenge pupils to develop as
independent young people
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Provide a safe, supportive yet challenging environment in which all members of the school
community are valued, respected and enabled to succeed
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Promote partnerships with parents and the wider community which will enable its pupils to
become valued members of society
RESOURCES
Lakeside is a small school on a small site. The site is secure, with consideration given to internal and
external security. Best use has been made of the site which benefitted for m a major building
programme in 201. The school is able to offer the following resources:
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Swimming / hydrotherapy pool
Soft play room
One main Sensory Room
Sensory areas in every classroom
Safety surfaces to all playgrounds
Pets
2 wheelchair accessible minibuses
Dedicated medical and therapy rooms
Playing field
Outdoor, in-ground trampoline
Outdoor area with gym equipment
Outdoor play equipment including wheelchair roundabout
Quiet withdrawal work room
Curriculum, Assessment and Organisation
1 CURRICULUM
Lakeside offers a curriculum that is differentiated and personalised to meet the needs of its pupils. It is
based firmly on:
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The Early years Foundation Stage Curriculum
The National Curriculum
Foundation Learning
Lakeside also operates a Sensory curriculum and uses Routes for Learning ( Welsh Curriculum Authority)
to shape the curriculum for pupils with PMLD.
Curriculum delivery
The school operates a class based model of delivery throughout the school. However there are specialist
teachers for Music, Swimming and PE.
We also have a specialist Sensory Teacher who withdraws pupils for specific and targeted work. She will
teach children in small groups or on an individual basis. This teacher will be the liaison for work with the
Advisory Teachers for Hearing Impairment, Visual Impairment and Dual Sensory Impairment and the
Education Audiologist.
Each class will deliver lessons in a way that is appropriate to the needs of its current pupil group. Classes
are well staffed and a typical lesson might start as a whole group and then split into three or four
smaller groups led by a teacher or TAs to deliver fully differentiated, often very different, activities
linked to the central topic. It may not always be appropriate for all lessons to be differentiated to meet
the particular needs of all pupils especially those with PMLD. Where this is the case these pupils will
work on their own targets using Routes for Learning as a guide.
All pupils will have individual attention as part of their small group work throughout the day. One to One
support is not the normal way of working, as this can be a barrier to interaction with other pupils.
Exceptionally this approach may be needed – typically for pupils with behaviour which is a risk to others
or who have exceptional medical needs requiring constant monitoring and intervention. Pupils who are
deaf blind may require the support of an intervenor. Where this is required a key person will be named
but all staff will work with this child to prevent him or her becoming over dependent on the presence of
one person. The support will be reviewed regularly as one of the aims of intensive support would be help
the pupils develop to more independence.
Class organisation
Lakeside is a small school and class organisation has to reflect this. Currently the trend is towards an
imbalance of pupils in the secondary department and this was a prime factor towards our change in Sept
2012 to a three department model, Primary, Middle Years and Senior Department.
Pupils arrive at the school throughout the year as their needs are identified. There is no concept of an
annual cohort of pupils and classes have to be flexible to meet the demands of differing sized year
groups.
Classes are on average 9 pupils. Pupils remain in a class on average for two or three years. This is
logistically essential and educationally sound. Each year a percentage of the class will move up and new
pupils arrive in class so it is not a static group. Pupils benefit from the stability of this system. Pupils
can only move up the school into places vacated by pupils leaving at 19, so the age range in classes can
vary each year. However we can ensure that pupils progress through the school in an appropriate way.
There are 7 classes:
Primary 1 and 2 who follow the EYFS curriculum
NC1 NC2 and NC3 who follow the National Curriculum
FL1 and FL2 who follow Foundation Learning curricula
( In 2013-15 P1 and P2 are temporarily operating as three classes to best manage the very diverse needs
of the current pupils groups)
2 ASSESSMENT
Pupils are assessed against P Levels. Wee awaiting a suitable method for assessing pupils working at
higher levels now that NC levels have been removed.
Routes for Learning are used to inform the assessments for pupils working at the lowest levels. RfL also
gives an all round holistic view of pupils’ progress for those working with P1-P3.
In EYFS the Foundation Profile is completed but is an inadequate tool to show progress so P levels are
also used at this stage to give a good baseline for progress.
For Post 16 students Milestones are used and the school is developing a scale to show correlation with P
levels in order to show continued progress.
In the 14-19 classses students are working on accredited ASDAN and AQA courses, Foundation Learning
modules and City and Guilds qualifications.
Pupils are formally assessed twice a year for tracking and monitoring purposes. Their assessments are
included as part of the Annual Report to Parents.
All assessments are moderated in county wide groups and in regional groups.
Reporting to Parents
The school combines the Annual Report to Parents with the Annual Review of Statement and review of
EHCPs. A meeting takes place to which parents and all interested professionals are invited. For Children
Looked After this can be combined with one of the bi-annual CLA reviews and co-chaired with the IRO.
For this meeting the teachers prepare a report which focuses on the Statement objectives and the
annual targets set. They will set new targets for the following year. Teachers will also write the annual
report on progress. Parents will be asked to complete a simple form in advance outlining any changes to
the statement they would like to see.
The meeting will be focussed on the student and will start, wherever possible, with the child talking to
the meeting or showing a presentation of their work and views.
The result of the meeting will be the completion of paperwork requesting any changes to the statement
agreed by all parties.
The Preparation for Adulthood procedures and paperwork for transition will be tied into this process for
pupils from Year 9.
Therapists working with the child also contribute their reports and may attend the meeting if
appropriate.
Targets set in the annual report for the following year form the basis for the child’s IEP.
The school holds a Parents’ Evening in the summer term for parents to meet teachers and therapists to
discuss progress. This is also an opportunity to meet staff from the new class if a child is to move on.
Staffing
STAFFING
Over 90% of the school budget is spent on staffing because our students are increasingly dependent on
staff support for their education and holistic needs. There are at least three permanent members of
staff attached to each class, specialist staff for specific subjects and disciplines ( these staff provide PPA
cover for teachers), staff are employed directly for specific children. Some teaching assistants are
employed to work across several classes in order to provide flexible support for specific lessons where
extra help is need. Some TAs are employed part time to enhance class staffing for specific lessons. MSAs
are employed at lunchtimes but also for the period before lunch to assist with toileting and changing.
Whilst teaching teams are primarily employed to teach the children they are increasingly required to
provide other functions linked to the holistic needs of the pupils. Gastrostomy feeds have to be
administered throughout the school day, not just at lunch time. Physiotherapy programmes have to be
delivered by class staff – including several changes of positions a day between pieces of equipment. All
staff also have to be involved in the intimate personal care routines of pupils
STAFF TRAINING AND DEVELOPMENT
It is important that our staff all well trained and we take a very proactive approach to staff training
offering both in house training and coaching and external training often leading to accreditation.
Training is varied and extensive and cannot be detailed here. However below are some key features of
training:
All staff receive an excellent induction programme. Child protection, manual handling, water safety,
resuscitation, Approach training are updated annually for all staff.
All staff will receive in-house training in Autism. External courses are then available.
TAs are able to undertake NVQs and VQ qualifications appropriate to the posts.
Intervenors receive training from the Advisory teacher for DSI.
All staff have received training in behaviour management.
The school has an Intensive Interaction trainer who is training TAs on a rolling programme.
Many staff have undertaken training in Sensory Integration
SPECIALIST SUPPORT TEAMS
MOVE
Lakeside is a Centre of Excellence for the MOVE programme. Move is an activity-based programme,
which uses the combined knowledge of education, therapy and family to teach children with severe
motor disabilities the skills of sitting, standing, walking and transferring.
It actively seeks ways to enable pupils to achieve greater independence.
Tanis Lang leads on this programme. Tanis is a MOVE trainer. The O.T. and physiotherapists are part of
the MOVE team. There is a MOVE practitioner in every classroom. Groups of children are brought into the
MOVE programme regularly and this is done in conjunction with parents.
AUTISM TEAM
Approximately a third of pupils have autism. These pupils are taught in class groups alongside their
peers. We do not have the capacity to run a separate provision for these pupils and it would go against
our ethos to do so. We believe we have a duty to help pupils with ASD to be able to take their rightful
place in society and provide the help and structures they need to help them work alongside others and
deal with the vagaries that are part of life.
The Autism Team oversees the education of pupils with ASD. The headteacher, Autism Manger and an
HLTA make up the team. Every class has a link TA. The headteacher and Autism Manager take the
strategic view of providing for the need of pupils with autism throughout the school.
The Autism Manager and TA take an operational lead. They support class staff with planning for their
pupils. Together they run a music therapy session for these pupils. The TA supports pupils in class and
runs withdrawal work to target specific issues for some children. This team provides in house training for
all staff and also for local community groups and other schools.
MOVING AND HANDLING TEAM
The school has two Moving and Handling trainers who ensure that all staff are trained in correct
procedures, produce Moving and Handling plans for pupils and ensure the school has the correct and
sufficient equipment such as hoists.
BEHAVIOUR SUPPORT TEAM
This is a new team formed in 2011. It is led by a teacher, and includes the Approach trainers and the
Autism TA. Their remit is to help support classes to manage the behaviour of children who present
challenges to the class or danger to themselves. They will help to prepare behaviour Support Plans and
provide training for all staff in behaviour management.
ASSISTED EATING TEAM
This team consists of the Speech Therapist who is a trained in this area of work, the school nurse,
physiotherapist and Sensory teacher. Parents will be consulted. They will look at all aspects of a child’s
eating from a medical point of view as well as a consideration of health and safety, posture, dignity and
age appropriateness. Each team member has her own expertise to bring to the assessments. They will
provide an assisted eating programme which will consider whether oral feeding is appropriate and safe,
the texture of foods, positioning to eat, the cutlery and crockery to use etc. They will write the
programme and train the relevant staff.
Where there are doubts about the safety of oral feeding the child will be referred to the school
paediatrician for referral for a video fluoroscopy. The dietician may also be involved in this work where
necessary.
Health and Therapies
SCHOOL NURSE
The school has a full time school nurse. Her role is to oversee the medical care for pupils with on going
medical conditions.
First aid
Gastrostomy
Clinics
Valium
Medicines
Nursing care plan
Seizures
Child Protection
Parents must be aware that the nurse is in school to oversee the medical needs of pupils and not to care
for pupils who are ill or unwell.
The school nurse trains staff as necessary in gastrostomy feeds. Staff must be trained specifically for
individual children as there are differences in each child’s needs. Feeds are given by class staff
throughout the day as dictated by the parent or dietician. Feeds are given whilst the child is in lessons
to minimise disruption to their education.
The school has a dietician who advises on gastrostomies and on the diets of this children with particular
eating problems, and failure to thrive. She will attend school to see these pupils in order to minimise the
disruption to their education.
PHYSIOTHERAPY
The school has two part time physiotherapists and a part time assistant. Their role is to assess all pupils
with physiotherapy needs and determine the level of support they need. This may vary from producing a
programme for class staff to implement to providing hands on treatment for a block of time. They will
always need to be flexible enough to provide support for a pupil with new challenges e.g. being post
operative. Physiotherapists support the hydrotherapy work – seeing some children in the pool and
providing programmes for others. They liaise with medical staff and parents. They contribute an annual
assessment with targets for the following year as part of the school reporting procedures.
SPEECH THERAPY
The school has two part time speechand language therapists and a part time assistant. Their role is to
assess all pupils with speech and language problems and determine the level of support they need. This
may vary from producing a programme for class staff to implement to providing hands on treatment for a
block of time. They liaise with other professionals and parents.
They contribute an annual assessment with targets for the following year as past of the school reporting
procedures.
The SLTs will work on speech production and also alternative communication methods such as PECS and
VOCAs. They train class staff in using PECs and in using and programming VOCAs
The speech therapists work with the headteacher to produce the Total Communication Policy and give
strategic advice to the headteacher.
Currently the school has 6 sessions of speech therapy and 1 session of speech therapy assistant time.
Therapy time allocated to schools includes, planning and report writing as standard practice.
OCCUPATIONAL THERAPY
The school has the part time services of one Occupational Therapist. Her role is to work with all pupils
who require static seating and posture aids, making the assessment and referral to panel. She will
monitor these and train class staff in their use.
The OT also provides pupils with hand and arm splints and trains staff in their use.
She will liaise with the Autism team re sensory integration.
She liaises with other professionals and parents
PAEDIATRICIAN
The school has close links with a paediatrician who runs clinics for pupils at the school. She every pupil
annually. Other doctors, with their own specialisms also work in this team – epilepsy for example. As
well as seeing children for annual medicals they will also see pupils when there is concern raised by the
school staff, nurse or parents and they are the first point for referral to other services such as CAMHs
and the challenging behaviour team.
Safeguarding
CHILD PROTECTION
This is a duty the school takes very seriously and we comply with all legislation to register staff and
volunteers working in the school. We also ensure all staff are trained – and this forms a key area for
induction.
The school has two Designated Senior Persons one of whom is on the Senior Management Team. They
work closely with the School Nurse and ensure that the headteacher is kept fully informed. To avoid any
conflict of interest the headteacher has delegated all decision making to the DSPs.
Parents must be aware that we have a duty of care that we will pursue. Any areas of concern will be
reported to the appropriate authority. We will follow procedures and will not investigate ourselves.
INTIMATE CARE PROCEDURES
The school manages the care of pupils who are totally dependent and assists pupils at all stages towards
independence. Appropriate policies and training is in place to ensure the safty and dignity of pupils at all
time during these proceedings.
HERTS STEPS
This is a method of behaviour management focussing on de-escalation techniques and understanding the
root cause of a pupil’s behaviour.
There are also techniques for Physical Intervention where this becomes necessary which is based on the
principle of holding a child in line with natural body movements to ensure safety and afford the
maximum dignity for a child.
Physical Intervention is a last resort and is only to be used when a child is in danger of harming others or
self harming and all other strategies have failed.
Physical Intervention will only be used in line with National Guidance