Our Parental Support Group
Canal Way Educate Together aspires to support all children in our school who have Additional Needs and their families. We hope the support group will provide a forum where parents and guardians can meet up, to share information, resources and experiences.
Additional Needs Parents Group Calendar and Events
Additional Needs Policy (Accessible Version)
The Class Teacher liaises with Parent/Guardian to collate information about the child. He/She will observe the child and if necessary carry out screening tests and or standardised tests these results together with any diagnostic testing from outside agencies and input from the support team will inform the level of additional support the child will be allocated. The level of support follows the basic principal where. ‘The child with the greatest level of need will have the greatest level of support’ ( SEN policy 6)
The Continuum of Support
Is an intervention coordinated by the classroom teacher for a child within their regular classroom. Classwork may be differentiated, minor adjustments may be made to teaching style or classroom layout to optimise learning monitoring and recording progress over time. The effectiveness of the actions taken are reviewed and next steps planned this may lead to allocating the next level of support
Is allocated to a child when classroom support doesn’t fully meet their needs. The class teacher and learning support teacher use the information gathered in a problem solving process they develop monitor and review the child’s school support plan or Individual Pupil Learning Profile (IPLP)
Individual Pupil Learning Profile (IPLP)
The child’s strengths and difficulties having been observed and assessed are used to develop learning targets teaching strategies and appropriate resources. Support may be offered at a one to one, small group or whole class level A review of learning targets allows any adjustments necessary to be made and determines whether a child is ready to return to classroom support or where greater support is needed to school support plus.
School support Plus
Is allocated when a child’s needs are more significant and or persistant. In formation already gathered will provide the starting off point using a problem solving approach. The support teacher class teacher, parents/guardians and where or when appropriate the child work in collaboration to formulate an individual education plan (IEP). Classroom support and school support will continue to be an important element in supporting the child. The national education psychological service (NEPS) works in a consultative and or advisory capacity supporting teachers, parents/guardians and children with learning and or behavioural difficulties nd or social or emotional development at this stage.
Individual Educational Plan (IEP)
This plan describes the child’s abilities and strengths the child’s needs and the impact on his or her educational development are also used to develop the plan. Strategies for supporting the child’s progress and to support inclusion, effective teaching styles, specific equipment or programs are listed here. Long term and short term targets are set along with a review date.
Special Needs Assistant (SNA)
The support team together with parent/’guardians apply to our special educational needs officer (SENO) on a child’s behalf if their care needs are considered more significant these may include sensory needs emotional needs personal care medical needs toileting and safety. Recommendations for SNA support from outside agencies may be a component of this application.
A positive working relationship and good communication will result in greater achievement and ultimately a happy child.
Additional Need Policy Canal Way ETNS
Useful Resources for Children with Additional Needs
Guide for assisting children with additional needs coping with Covid 19
How to video chat: Video calls social story a guide for children
Useful Websites for Parents of Children with Additional Needs
Urability Assistive Technology Made Easy:
Common Additional Needs
‘I am different, not less’ Temple Grandin
ADHD a definition
ADHD-DSM-5- This is a biologically-based neurological condition. There is great variety in severity which makes diagnosis challenging. Children with ADHD can often become very critical of themselves. They do not choose this behaviour and often understand that their behaviour is problematic. As a result they may develop anxiety or have mental health difficulties. Symptoms vary from” bouncing off the walls” energy to a quiet spacy demeanour. They have profound difficulty with organisation, listening and completing tasks.
3 Distinctive Types
Type 1-Inattentive- lack of focus, forgetful, disorganised, makes careless mistakes, loses interest quickly, will struggle to follow verbal instructions, appear lazy, disinterested and have frequent episodes of staring out the window.
Type 2 Hyperactive-Impulsive-fidgets, frequently leaves their seat, runs or climbs at inappropriate times, has difficulty playing quietly, appears to be “on the go” ,talks excessively, blurts out and has difficulty waiting for their turn, interrupts or intrudes does not understand social boundaries.
Type 3-both inattentive and hyperactive combined.
At least 6 of the following symptoms must be present OFTEN before a diagnosis of ADHD can be made. These symptoms must be severe, frequent and pervasive. Strategies and interventions are needed to support a child with ADHD while in school. Recognising /Diagnosis is key to preventing a life-time of low self- esteem and feelings of shame and anxiety.
-fails to give close attention to details or makes frequent careless mistakes.
-difficulty sustaining attention
-does not seem to listen when spoken to
-does not follow through on instructions and fails to finish projects
-has difficulty organising tasks and activities
-avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort
-loses things necessary for tasks or activities
-easily distracted by extraneous stimuli
-forgetful in daily activities
-interrupts or intrudes on others and does not follow usual social conventions
-has difficulty making and sustaining friendships.
Not every person with ADHD has the same personality traits. There are some traits that may be advantageous rather than a drawback.
Examples of these traits include:
Energetic- Someone with ADHD may have seemingly endless amounts of energy, which they are able to channel towards success on the playing field, school, university or in the workplace.
Spontaneous-They may be more open and willing to try new things and turn their impulsivity into spontaneity.
Creative and Inventive- Living with ADHD may give the person a different perspective on life. They may approach tasks and situations with a thoughtful eye. They can be inventive thinkers who may be artistic or creative.
Hyper-focused- Some people with ADHD have the ability to be hyper-focused. This allows them to focus so intently on a task or project that they may not even notice the world around them. When given an assignment a person with ADHD may work until it’s completion without breaking concentration.
Diagnosis /Assessment: There is no medical test that can reliably diagnose ADHD. Professionals depend on information provided by parents and teachers together with careful observation of the child
Referral via GP to the Child and Adolescent Mental Health Service (CAMHS)
Referral via GP to a Private Clinician
Recommendations from the National Educational Psychological Service (NEPS)
Our school follows the DES Continuum of Support Model when addressing the additional educational needs of a child with ADHD