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Specialist Resource Provision
We are fortunate to have a Specialist Resource Base Provision within Temple Hill Primary Academy, catering for the needs of children with Speech, Language and Communication Needs (SLCN).
Temple Hill Primary Academy believes that all pupils should have equal opportunities to access a full and engaging curriculum delivered by trained staff that enables them to achieve their full potential.
In addition to the resource base each child has a link class in the mainstream. All pupils are regarded as part of the school and have access to the activities and provision offered in the mainstream. We encourage our pupils to integrate as fully as possible.
Places must be named on a child’s EHCP. Please note, attending the mainstream school does not automatically guarantee specialist support from the SRP.
Children will be offered a place if:
- They have an EHCP that illustrates a primary need of SLCN.
- The child will typically have a diagnosis of Developmental Language Disorder (DLD), a language disorder (associated with a biomedical condition) or a speech disorder
- Their EHCP will evidence the need for intensive, direct speech and language therapy and specialist teaching.
- They live in the Dartford and Gravesham area.
- Their attainment and social capacity will enable them to integrate into the mainstream academic lessons.
- Their placement is an efficient use of resources. Therefore, pupils who require one to one support, to access heavily differentiated work, will not be considered as suitably placed.
- Their parents are in full agreement with resource provision placement and are aware that their child is a part of the mainstream school, which includes acceptance of whole school policies.
Each application will be considered following an observation of the child in their current setting and scrutiny of their EHCP.
Decision about the placement will be based on the current cohort ensuring variable mix of abilities, age and needs.
The SRP offers an adapted curriculum, environment and teaching strategies to enable our children to access learning and achieve their full potential. Each child works on a personalised timetable based on their individual needs. We have a Speech and Language therapist allocated for the provision exclusively. In addition to the EYFS/National Curriculum, children have access to a range of interventions and additional support.
Additional aids and resources are provided as appropriate to ensure success. This may include ICT, visual timetables and prompts, communication aids and staff, although not necessary 1:1 support. Our focus is developing independence and removing barriers to development (academic and social).
- IASK Parent support https://www.iask.org.uk/
- ICAN – Parental support https://ican.org.uk/i-cans-talking-point/parents/
- DLD info: https://www.rcslt.org/speech-and-language-therapy/clinical-information/developmental-language-disorder/
Specialist Resource Provision (SRP) for SLCN
The SRP supports children and young people (CYP) with an Education, Health and Care Plan (EHCP) or SSEN who require highly specialist provision for their speech, language and/or communication needs (SLCN). In exceptional cases, the provision may be offered as part of an initial plan to determine pupil’s individual needs.
CYP will typically have a diagnosis of a Developmental Language Disorder (DLD) (formerly known as specific language impairment (SLI)) or a Language Disorder associated with a biomedical condition, or a speech disorder.
There will be evidence that their profile of need requires specialist provision including intensive direct speech and language therapy and specialist teaching to be jointly planned and delivered by the specialist team.
CYP who are subject to an Education, Health and Care Plan assessment may be identified as suitable for the provision. In this case the relevant Kent SEN officer will send the child’s paperwork for consideration by the school/academy.
CYP with an existing Education Health and Care Plan may be identified as appropriate for a place in the SRP through their Annual Review. In this case the school should make the relevant Kent SEN officer aware of the request for a change in provision/placement and if appropriate he/she will send the child’s paperwork for consideration by the school/Academy.
The decision to offer the provision will be taken by the relevant SEN Manager in consultation with the specialist team in the SRP.
Each CYP progress will be closely monitored and reviewed by the specialist team in collaboration with mainstream school staff and parents/carers including the pupil as appropriate. Other professionals may be involved.
The EHCP In Year review and Annual Review meetings will regularly consider the outcomes of support to determine whether the needs of the CYP continue to require this level of provision. If significant changes in the CYP profile occur, therapy input and alternative provision may be considered. Transition from the provision to a mainstream setting will be considered at the point where a CYP has made progress and no longer needs the provision. This could be where:
- Resultant or additional learning needs can be met within the mainstream setting without the direct support of the specialist team in the SRP.
- The CYP is at the end of Year 6 and transferring to secondary school.
- Alternative provision will also be considered where a CYP needs a higher level of specialist support or an alternative type of support because their presenting needs have changed. This will be discussed as part of the EHCP review process including In Year reviews and an Annual Review.
When a CYP is ready to leave the provision, effective transition will be planned and supported to enable success.
Other Specialist Provisions in The Galaxy Trust
The Pirate Ship – Specialist Resource Provision at Fleetdown Primary Academy
The Pirate Ship is the name that we give to our specialist resource provision for pupils who have a severe to profound hearing loss. In total, we have provision for thirteen primary school aged pupils. We use a Total Communication approach, which entails the use of British Sign Language (BSL), Sign Supported English, and voice, which is reinforced through visual resources, body language and facial expressions, all of which help to secure each pupil's understanding and learning. Our aim is to ensure that every child has the opportunity to develop to their full potential academically, socially and emotionally, in a safe and nurturing environment.