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Oakridge School Logo

Oakridge School

Working together to succeed

'Working together to succeed'

Supporting SEN at home

Supporting Children with Additional Needs smiley

 

As you know, you can find many resources provided by class teachers to support your child and their learning from home via this website, home learning packs and email.

 

If your child is on the Special Educational Needs register (SEN) and requires additional support to access the curriculum or often works in a small intervention group please remember to refer to their Individual Support Plan (ISP), this was sent home  9.3.20. This will offer you guidance and ideas to help your child to access the curriculum as well as areas that require specific support or attention; this may be their handwriting, sentence structure, phonics, memory, instruction following or basic number skills.

 

When supporting your child complete home learning tasks, please consider the targets/outcomes as indicated on their ISP. 

 

For extra assistance, in this section you will find a wide range of useful websites, specifically for children with SEN.

 

If you have any specific concerns regarding SEN at this time, please do not hesitate to contact the school office           

       office@oakridge.bucks.sch.uk 

 

 

Useful Websites to Support Children with Special Educational Needs (SEN)

21.05.20

Good Morning

Early Years

 

If you have a child in Nursery or Reception and they have additional/special educational needs, please follow the link to Bucks CC EYFS (Early Years and Foundation Stage) SEND Team information pages.

Here you may find additional tips and guidance to support your child as well as pages referring to Ordinarily Available Provision (OAP) which outlines some of the ways in which we support pupils in school.

 

https://earlyyears.buckscc.gov.uk/send-and-inclusion/home-learning/

 

https://earlyyears.buckscc.gov.uk/eyfs-best-practice/working-with-parents/

 

https://earlyyears.buckscc.gov.uk/media/45327/200320-ey-bucks-oap-updated-master.docx

 

Mrs Priest smiley

 

 

20.05.20

Good Afternoon

OT - Gross Motor Skills

 

I hope that you are enjoying the sunshine and have somewhere that you can play (safely) outside.

 

Here is a game idea for you, one that will test your skills, teamwork and determination.

 

Try passing a balloon or a small ball from your knees to someone else's - don't use your hands! Or, if you have the small balls from a ball pit, try picking them up with your elbows and popping them in a bucket. How many can you do in 1 minute? 

 

Happy Home Learning

Mrs Priest smiley

 

 

19.05.20

Good Morning

 

SENCo's in Buckinghamshire have been requested to send this survey to families. If you are able to take part in the survey, please follow the ink below.

 

FACT Bucks and Bucks SENDIAS are launching a well-being survey today to find out how Buckinghamshire families are coping with the COVID-19 restrictions.

The survey will end Wednesday, 20th May 2020.

We are hoping it will give a picture of what is working well and not so well for you at the moment. The results of the survey will be shared with Buckinghamshire Council and local health authorities to help with their planning, and will also help us to work out how best to try to assist you.
Please do participate if you can. We will repeat it in a month’s time.
 
To access the survey, please click HERE.

We are particularly interested in children with SEND. If you have children at other schools, please submit a response for each child.
(All entries are anonymous.)

Thank you.

 

Kind regards,

 

Sarah Smith

Team Leader

Buckinghamshire Special Educational Needs and Disability

Information, Advice and Support (SEND IAS) Service

13.05.20

Good Morning

 

You will remember my son and I having a game of Guess Who on 25.03.20.

Why not adapt your game to make it a math's game?

 

I wonder what else you could do with your Guess Who game?

 

Happy Home Learning

Mrs Priest smiley

Math's Guess Who

Math's Guess Who 1

11.05.20

Good Morning

At this unusual and challenging time it can be difficult to answer our children's questions and allay their worries and fears. On our school website you can find lots of information and guidance for managing and supporting your child's mental health, however, I thought I would touch base on the topic of mental health and anxiety form a Special Educational Needs perspective.

 

Anxiety

Many children or young people suffer from anxiety. It can be entirely normal. However, anxiety can be a special educational need when it creates a barrier to a child or young person’s ability to engage in normal day-to-day activities.

 

Anxiety can be issue-specific or present as a generalised anxiety disorder.

 

Typically, when a child or young person is suffering from extreme anxiety, it is very clear to their parents. 

 

Anxiety can be a symptom of, or can cause:

  • Separation anxiety
  • Attachment disorder
  • School phobia
  • Social phobia
  • Phobia of foods
  • Difficulties sleeping
  • Panic disorder

 

If your child or young person’s anxiety is creating a barrier to their ability to access normal day-to-day activities, especially school/learning, it is likely that they have special educational needs. Further support and diagnosis can be sought via your GP/Pediatrician as well as the Child and Adolescent Mental Health Service (CAMHS) where you will find further information as well as referral forms. https://www.oxfordhealth.nhs.uk/camhs/bucks/services/ CAMHS is used as a term for all services that work with children and young people who have difficulties with their emotional or behavioural well being. Basically, CAMHS helps young people overcome emotional difficulties in their lives. 

 

Some further useful information can be found here:

http://www.anxietycare.org.uk

http://www.nhs.uk/Conditions/Anxiety/Pages/Introduction.aspx

https://www.anxietyuk.org.uk/our-services/anxiety-information/

 

Mrs Priest smiley

07.05.20

Good Morning

Eye Spy

Why not test out your observational skills with a game of eye spy. If you are not sure of the letters, you can always say the Phonics sound it begins with or even the sound something makes.

 

Happy Home Learning 

Mrs Priest smiley

Eye Spy

04.05.20

Clicker Updates

(Refer to post dated 26.03.20 for log onto Clicker information)

 

To help children work through their feelings, we have published some new reading and writing Clicker Sets on Learning Grids. The new resources include a When I feel Worried series, with a Clicker Book, Sentence Set and Clicker Board, to help younger children to think about things they can do to feel better when they are worried. There is also a When My Routine Changes Connect Set and a How Do You Feel Word Bank for more independent writers to express their feelings.

You can access these and many other resources that help children to explore their emotions and feelings via the LearningGrids area in Clicker. 

Happy Home Learning

Mrs Priest smiley

 

Thoughts and Feelings Clicker Learning Grids

Thoughts and Feelings Clicker Learning Grids 1
Thoughts and Feelings Clicker Learning Grids 2

30.04.20

Dyslexia

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language. Unlike a learning disability, intelligence isn't affected.

 

It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.

 

Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.

 

What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

  • read and write very slowly
  • confuse the order of letters in words
  • put letters the wrong way round (such as writing "b" instead of "d")
  • have poor or inconsistent spelling
  • understand information when told verbally, but have difficulty with information that's written down
  • find it hard to carry out a sequence of directions
  • struggle with planning and organisation

 

For more information, tips, tools, support and advice, visit:

Mayo Clinic

https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552

British Dyslexic Association

https://www.bdadyslexia.org.uk/

Dyslexia.com

https://www.dyslexia.com/about-dyslexia/signs-of-dyslexia/test-for-dyslexia-37-signs/

NHS

https://www.nhs.uk/conditions/dyslexia/

 

Happy Home Learning

Mrs Priest smiley

 

27.04.20

Good Morning

 Occupational Therapy (OT)

 

OT provide support to children who may display difficulties with day to day activities such as getting dressed, feeding, handwriting, ball skills, balance. To find out more go to https://www.buckshealthcare.nhs.uk/childrenandyoungpeoplesot/

Here you will find all sorts of guidance and ideas if you have any concerns for your child in these areas. For example, you could set up an obstacle course (balance), you could use chopsticks to move pasta from one place to another (fine motor skills) or you could dress and undress dolly/teddy practicing zips and buttons too.

 

Happy Home Learning

Mrs Priest smiley

23.04.20

Good afternoon

Why not play 'Simon Says' with your family, you could even try a Zoom or House Party version. Playing this game will develop you listening skills, teamwork and vocabulary.

 

Happy Home Learning

Mrs Priest smiley

23 April 2020

Simon Says

20.4.20

Good Morning

I hope that you have been able to enjoy the sunshine over the last couple of weeks, perhaps you have played in the garden or planted some seeds. Maybe you have painted a picture of a rainbow and popped it into your window.

 

Parents/Carers

For children with additional needs this uncertain time, lack/change in routine can be a particular challenge. As previously discussed, trying to keep to a routine can help. At school we often provide a visual timetable of the day to prepare children for what they may expect and when to expect it. For some children, this visual aid is broken down further into Now & Next tasks. Often at school we may also use a stopwatch, table clock or timer to assist further. When the task is completed the visual aid is put away to allow a child further understanding of their routine and our expectations. 

 

Below you will find a set of pictures that suit the tasks that we may be expecting at this time of school closure. The pictures can be cut up and used to create a visual timetable ( blank 5 picture timetable included) or a Now & Next board (also included) to indicate tasks for the day. Take a screen shot and print them out.

 

I hope you find these timetable pictures useful.

Happy Home Learning smiley

Mrs Priest

 

 

Visual Timetable Pictures

Visual Timetable Pictures 1
Visual Timetable Pictures 2
Visual Timetable Pictures 3
Visual Timetable Pictures 4
Visual Timetable Pictures 5

01.04.20

Good Afternoon

When the sun comes out, why not try creating your own shadow storyboard. You could bring the shadows to life by writing your own sentences; why not use shape coding to help you. 

Shape Coding for Sentence Structure

Shadow Storyboard

30.03.20

Good Morning

 

Check out this free site for audio books: 

https://stories.audible.com/start-listen 

30.03.20

Information from Bucks County Council SEND Team

The SEND Team have been busy developing resources to support families at home with their children; these can be found at the link below. The resources are organised according to specific areas of need and we would be most grateful if you could highlight these to the relevant families that you are working with.

 

https://schoolsweb.buckscc.gov.uk/covid-19-corona-virus-latest-advice/covid-19-send/

 

Here you will find an open letter from Vicky Ford MP Parliamentary Under-Secretary of State for Children and Families  as well as Help with Home Learning from specific areas of SEN:

 

26.03.20

Good Morning

Supporting reluctant and emerging readers and writers

 

Click on the document below to find out more about Clicker 8.

This is a free computer download to support reading and writing.

We use it in school with some of our pupils, however, it has been made available and free for the next 6 weeks.

It is easy to use, for a range of ages and abilities.

 

Happy Home Learning smiley

Mrs Priest 

25.03.20 Guess Who?

Develop your speech and language skills with a game of Guess Who?

25.03.20

Good Morning

 

Why not try and practice you cutting and sticking skills with this cute Spring craft?

 

This will develop your hand strength and concentration skills, by practicing cutting you will make your handwriting neater.

 

Open OT Spring Craft JPG below

 

 

25.03.20 OT Spring Craft

23.03.20

Good Morning

Speech, Language and Communication Needs (SLCN)

This section will focus on supporting your child if their needs are Speech, Language and Communication Needs

 

Some children find it difficult to listen, understand and communicate with others and may need support to develop the surprising number of skills involved.

For example, if I asked a child, 'before you go out to play, please pass me the blue pencil from the top drawer' the understanding and processing of this instruction is more complex than we first think for a child with speech, language and communication needs.

They need to be able to:

  • understand this instruction needs to be followed before they go out to play - before, what does this mean?
  • know what a coloured pencil is
  • distinguish the colour 'blue'
  • distinguish the top drawer, from all the others

Therefore, we often need to allow our children time to process our words, clarify unknown language, provide instruction in order of action, provide instructions in small chunks.

 

SLCN is the umbrella term most commonly used to describe these difficulties. 

 

Children with SLCN may have difficulty with only one speech, language or communication skill, or with several.

 

Children may have difficulties with listening and understanding or with talking or both. Each child also has a unique combination of strengths. This means that every child with SLCN is different.

 

Is it common?

SLCN is quite common. It is estimated that around 10% of children starting school have SLCN – that’s approximately 2-3 in every classroom.

 

What do we mean by SLCN?

Speech

The word ‘speech’ can be used in a general way to mean what your child says and how clear it is. However SpeechLCN can relate to:

A child's ability to:

  • Listen to the differences between sounds
  • Articulate sounds that make up your language eg: /sss/
  • Combine these sounds to make words
  • Speak with appropriate rhythm and intonation (rise and fall of the voice)
  • Speak without too many hesitations

 

Language
Most people understand ‘language’ to mean different languages like English, Welsh, Polish, Arabic.

However SLanguageCN can relate to what we are talking about and the way we put words together:

A child's ability to:

  • Understanding the meaning of spoken words and sentences.
  • Putting words together in a meaningful way to make sentences, stories, and conversations.

 

Communication
Communication is used in a general way to mean how we connect with one another.

However SLCommunicationN can relate to the ability to talk and interact with others in an appropriate way. It includes listening and taking turns. Communicating appropriately means saying the right thing in the right way, at the right time!

 

What can be the cause of SLCN?

Speech, Language and Communication Needs can occur as a result of hearing loss, general developmental needs or as part of a disability or medical syndrome, such as Down Syndrome, Cerebral Palsy or Autistic Spectrum Condition.

Difficulties with talking can also present as a child’s main area of need but without an obvious cause. You may become aware of this if your child is late to talk. Many children, who are late to talk, do not develop persisting difficulties with talking, late talkers often 'catch-up'. However some children go on to have persistent difficulties, this may be the case if: There is a family history of difficulties with talking or reading and writing and if a child has difficulties understanding, processing and interpreting what others say.

 

Helping your child at home

If you are concerned that your child has needs that relate to SLCN, or their SLCN have already been identified at school or been referred to a Speech and Language Therapist listed below are some useful websites; here you will find activities and resources to support your child, these mirror the type of support provided at school.

 

https://www.afasic.org.uk/

Lots of resources and free downloads on topics such as, play, getting rid of dummies, concentrating & listening and understanding language.

 

https://slt.buckshealth.link/communication-carousel/

This is the Bucks website where you can scroll though a 'carousel' of resources and help tools.

 

https://speechandlanguage.info/parents

We use this website at school to help us identify a SLCN. It also provides resources and schemes of work to support specific areas of SLCN. During this time of school closure, Speechlink have created a parent portal and have provided free access.

 

Happy Home Learning

Mrs Priest (SENCo) smiley

 

 

 

 

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