Aspen
Information Booklet 2010
Aspen, Whitfield & AspenSchool
Aspen is specialist provision, within Whitfield & AspenSchool, for children assessed as having severe and/or profound multiple special educational needs. The age range is 4 - 11 years, with a pre-school provision , Aspen Roots age range 2 ½ - 5, attending part-time. The children attend daily and return to their own homes generally within Dover, Deal and surrounding areas. They are placed at Aspen according to their needs and the wishes of their parents.
Following a bid submitted to DfES for re-development of the whole site, coupled with Kent Special School Review, Aspenhas become an inclusive part ofWhitfield and Aspenschool.This has enhanced the provision for the school enabling specialist rooms to be developed – Physio, Speech & Language, Occupational Therapy, Sensory and soft play, music therapy creative and domestic science rooms.In addition the specialist nursery was included in the development and opened in April 2008. The whole project was completed in May 2008 with the additional development of the Aspen SMILE centre – to support multi- professional development across the district.
Statement of Equality
This school recognises the equality in rights and status of all pupils within. It recognises that all children have a variety of needs and will support them in meeting their needs and potential, promoting the philosophy of inclusive learning.
General Aims
The aims for Whitfield and AspenSchool and are as follows:
To maintain a caring school community that is concerned for the quality of experience provided for each and every pupil.
To maximise pupil’s potential through stimulating their motivation to learn, meeting individual needs and extending expectations and aspirations.
To encourage pupil’s positive attitudes to learning, a pride in themselves and their work through a shared Code of Behaviour.
To help pupils to achieve and demonstrate confidence in their abilities and skills.
To inspire awareness and understanding towards individual differences and disability, and to strive for equality of opportunity for all.
To keep what we do under review so that we can change where necessary, but continue to maintain continuity and quality.
To achieve these aims through professionalism and experience of our staff, through open and trusting relationships with parents, through the supportive role of governors enhancing the working relationships between the school, parents and wider community.
Inclusive education for all children at Aspen is a priority. Children are taught in age groups not relating to any disability “type”. Therefore for children attending Aspen, a fundamental principle within the school aims is the inclusion of a child within the main school whenever possible (as stated in the 1981 Education Act). Inclusion is defined in terms of a child’s right to access appropriate education and is based upon equal opportunities for all. The need for specialist provision and support remains whilst enabling a child to fully participate within their school community. The process is flexible and levels of inclusion to mainstream classes are dependent upon the needs of and appropriateness for the child. The purpose of the programme is to enable each child to relate to, be stimulated by and develop alongside other children. Inclusive education does not solely benefit the children on roll at Aspen. Through their programmes it is hoped that children within the main school also develop an understanding of the difficulties and the needs of all children. Children from the main school classes join in some activities within Aspen and encourage the children to overcome their difficulties.
Aspen Roots Nursery
Opened in April 2008, Aspen Roots nursery is specialist nursery for children with Profound, severe and complex learning needs. The nursery has been established to provide for the needs of these children and provide a setting for observation and assessment. Referral to the nursery is through the pre-school specialist teaching service and children can attend up to 5 sessions weekly. A separate booklet is available.
Entry Criteria
Age Range - rising 5’s – 11.
A learning need is the primary reason for a student’s entry to the provision and therefore he/she will be identified as having developmental delay associated with severe and/or profound multiple learning difficulties. The student may additionally have pronounced impairments in the area of communication, those associated with the autistic spectrum, emotional/ behaviour and/or physical /sensory areas.
The student will eventually be statemented following a period of observation and assessment.
The student may require the use of aids or equipment necessitated by physical or sensory difficulties including adapted toileting/personal hygiene areas.
The student may require additional therapy input from outside agencies.
The student will require access to the National Curriculum with appropriate differentiation to meet their educational needs.
The student will access the school in terms of community involvement and integrate within classrooms where appropriate.
The provision would be deemed inappropriate for students where:
The need is identified as solely physical and/or sensory.
The need is identified as solely emotional and/or behavioural.
The need is identified as solely social communication.
The need is identified as solely speech and language.
In addition:
Parents have the ultimate decision as to whether their child attends Aspen.
If a child is considered to be able to have their needs met in mainstream schools (with or without support), they should not be placed at Aspen without a full case discussion.
Children are placed at Aspen either full or part-time. Aspen staff are a source of support for teaching in mainstream schools.
All pre-school children meeting the above criteria should be accepted into Aspen with the proviso that they may well attend a mainstream school at the age of 5.
All children should initially attend on a temporary one-term basis for assessment and programme development. Children from mainstream schools are accepted with the understanding that re-integration to that school will happen, if thought appropriate by parents and staff.
Staffing – June2010
Aspen staff consists of:
Head of Aspen& AEN Cole Andrew
DeputyMary Coffey
TeachersClass KS2Sarah Murray, Natalie Fairley(3 days), Jim Sutton(2 days)
Class KS1Sarah Ashton Steve Harding
Class EYDebbie Chatfield Clare Foster
Roots NurseryCelia German
Learning Support(f/t on site)Jill Marsh, Marie Miles, Nicola Rendle, Donna Roberts
AssistantsDenise Batts, Nicola Bousted, Jo Edmonds, Annmarie Formoy,Sarah Glanville, Sharon Green,
Candice Hackney, Jodie Harrison, Claire Jenner, Karen Jordan,KerryShaw, Danielle Clark, Sona Petrosyan
(p/t on site)Lucy Bateman, Dawn Hart, Paula Lucas,
`Alison Mullings,Karen Beer, Jennie Bingley, Caroline Cassidy, Jacqui Chapman, Jackie Cooper, Jane Dawson, Gemma LucasAngela Northcott, Cheryl Richards,Lizzie Roberts, Jane Uyl, Theresa Wood, Marie Wallace, AmandaWynn, Nicola Clark
Office Manager/BursarSharon Love
Reception/Clerical AssistantChristine McCoye
Supply TeachersRosemary Dyson, Nick Jackaman, Lita Smith
Additional support is provided by the visiting speech therapist, physiotherapist, occupational therapist, services for sensory impairment and school psychological service.
The present peripatetic staff are:
Shideh Hafezian(Speech and Language Therapist)
Charlene Bentley,Claire Lecarpenter(Physiotherapists)
Chloe Court, Julie Harris, Emma Hart(Occupational Therapists)
Nadia Tewfik (Music Therapist)
Rebecca Rice(Educational Psychologist)
Jan Wood(Visiting Teacher for Hearing Impaired)
Stephen Handley(Visiting Teacher for Visual Impairment)
All therapists have to target specific children, as the demands on their time are very high. However they do monitor, provide support and advice to staff for those children not currently being seen at a specific time. This is a major role for the speech therapist.
At various times throughout the year Aspen provides placements for students studying a wide variety of disciplines. This includes Teacher Training, NVQ for teaching assistants, Child Care diplomas, Nursing Students and school students on work experience. We also receive visitors who seek to learn from our practice and approaches. Each student or visitor receives an introductory talk from the head regarding the pupils, their needs, approaches towards meeting those needs and issues of equality and confidentiality.
All staff have been cleared to work with children through the CRB process directed by government legislation.
An Integrated Cross Curriculum
Aspen is currently divided into four sections Roots Nursery, Class 15 -Early Years, Class 16 - Key Stage 1 and Class 17 - Key Stage 2.
To achieve Aspen aims, each child has an individually structured work programme based upon a behavioural/objective approach to teaching. There is a profile record system where each child is assessed annually and long-term objectives and programmes of study are set. From these objectives individual activities can be planned. These are referred to as "Directed Activities" and are specific to each child. The group teacher can therefore include these activities as part of the overall programme and planning for the class. Each child has periods of group and individual time according to their need. Some children will have periods of additional 1 to 1 sessions to participate in activities such as sensory, music therapy, physio, water therapy etc.
The objective and programme of study sheets are regularly updated as the child progresses. Each child has a personal folder containing his/her profile and current objectives sheet; from this sheet a child's personal "directed activities" are devised. These are activities that a child may be engaged in when not being directly taught i.e. in a free activity session.
Access to the National Curriculum is part of inclusive education and this is achieved through the use of a differentiated and modified curriculum. Assessment, recording and target setting using QCA P-scales enables a consistent approach whilst meeting a child’s individual needs. In addition the QCA schemes of work are used as basis for meeting the curriculum requirements for all children.
The design of Aspen curriculum is intended to enable the individual child to:
Work on programmes of study currently relevant to their needs;
"Work towards" attainment targets they have a reasonable prospect of reaching;
Be offered non-National Curriculum programme of study and attainment targets when appropriate. (ref: B J Special Education No.3 p90).
Through the profile and directed system the child is able to continue with his/her programme in a consistent and systematic way whilst working with a variety of staff. Children integrated into mainstream classes are involved in that curriculum, differentiated to meet their academic needs.
During the more formal working sessions during the day there is a Room Management approach to the team teaching system. This means that staff have a variety of roles during the session. This ranges from individual/group teaching to the supervising of children who are working on their own. A great emphasis is placed upon language and communication and social and behavioural developments of each child as these areas have a considerable influence upon a child's development. The Derbyshire Language Scheme is operating within Aspen and implemented with the advice and aid of the speech therapist. Makaton, a sign system to assist in the development of speech and language skills, is used in Aspen. The present main reading programmes are GINN 360 and Oxford Reading Tree. The use of symbols and PECS (Picture Exchange Communication) to assist in language development and to enable all children to access a reading curriculum has been developed and continues to be updated.
In line with the National Literacy strategies, an analysis has been carried out and a literacy strategy policy has been developed which takes account of the need to promote the children’s literacy skills whilst considering their ability levels and levels of need. A similar approach has been used to develop a unified approach to numeracy in line with Government requirements.
A sensory sound and lighting room has been developed. This is used for all the children to relax, stimulate and develop their awareness. This system has recently been developed from a passive system to one that will allow children to direct the apparatus themselves in an interactive way. In addition aromatherapy sessions are held to relax and develop the children. These sessions are carried out with parental permission. Music therapy sessions have been introduced to assist with the emotional development and enable alternative methods of communication for some children. An important purpose of these sessions is to facilitate self-expression and communication within a therapeutic relationship.
May 2002 saw the completion of a water therapy pool. This resource is multi purpose in that it is designed to meet children’s physical, language, sensory and emotional needs. The pool is a sound and light experience with Jacuzzi corner. It has been a tremendous resource and a benefit for the children in a variety of ways.
Placement at Aspen
If a parent is considering a placement for their child at Aspen, it is expected that they will visit and gain an insight to the day to day working within the school. During that visit the philosophy, processing and practice of Aspen and the whole school will be explained. A tour will enable the parents to make an educated decision for their child’s placement. The parental preference will be recorded and included in the child’s statement of educational need which will then name Aspen as the school. At any time during a child’s placement, their decision can be reviewed and amended in consultation with the Local Authority. Often children have attended Roots nursery and been assessed for placement prior to statutory school age.
Following the initial decision for a placement the appropriate teacher and an assistant will offer to visit the parents and child to discuss the day to day needs and education. This will enable staff to have a clearer picture of the issues that will be considered when the child begins school.
Review Procedure
To meet with the requirements of the 1981 Education Act and The Code of Practice, each child has an annual review. The annual review meeting, held at Aspen, is usually on Wednesday mornings at a convenient time for parents. Staff from Aspen, the Educational Psychologist, Assessment Officer from the area office and any other person/agency involved with the child are all invited to attend or send a report for the meeting. The procedure of the meeting follows the special needs review form with the minutes and recommendations of the meeting submitted to the area office. This meeting decides on the future needs of the child and appropriateness of his/her present placement(s). Parents are encouraged to bring a friend if they feel they need extra support during this meeting.
Assessment and Monitoring of Progress
Children have a wide variety of special educational needs and are subject to the formal review procedures as set out in current legislation. However, there is a wider process in the monitoring of children’s individual standards. This is part of the overall responsibility of the Head of Aspen to ensure that all children have the opportunity to reach their individual potential and are not under-achieving.
In preparation for the annual review the class teachers consult with all staff to compile a progress report for each child and submit to Head of Aspen.
At the time of the annual review the Key Stage Team Leaders review children’s achievements through recorded evidence of progress in workbooks, day books etc.
- From this evidence the Head of Aspen updates the child’s individual progress record.
- Sets targets and programmes of study that can be incorporated by teachers within the general class timetable.
- Teachers set individual directed activities based upon the year’s targets.
Termly review of each child through whole staff discussion. This discussion reviews progress and identifies specific areas to be targeted for the coming term.
- Sets specific terms targets.
- Gives broad aims for each child when working in large group, small group and individual sessions.
A curriculum cycle (two/three-year) for each group is developed and reviewed regularly during late summer term by all teaching staff.
Teacher’s medium term plans are developed termly to form team plans for each group. Within these plans individual aims for broad groupings are given. These are based upon individual aims set annually.
Small groups are set within each class based upon medium term planning.
Teaching staff have team meetings to develop weekly planning and identify group activities, staff members and adjust groups accordingly.
Daily planning using whiteboard, to adjust the timetable according to individual children’s daily needs (emotional, physical and health) and utilising available staff.