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17th December 17
Trail : home / Case Studies : Inclusion

Hillside Specialist School and College - Good Practice Award

To assess the use of iPads throughout the school and the positive impact iPads have had on helping children with Autism access the Curriculum.

Pendle Community High School and College

Pendle View Primary School

Best Practice Award

Our practice ensures we have moved from reactive transition arrangements to a proactive model. All pupils moving from PVPS and local mainstream feeder school into PCHS  KS3 access a planned, staged transition were all information is shared and specialist staff liaise to ensure all needs are met from the following September and no pupil struggles within their new environment.

Posted: 18th May 2015 Ensuring all pupils have the opportunity to read : Adobe Acrobat file (101.5k)

Benjamin Hargreaves CE Primary School - Good Practice Award

Following an Ofsted report in September 2013 that highlighted a need for the whole school to develop reading, we decided to focus upon helping pupils to develop a love of reading through using a range of different approaches. The class teachers developed exciting, innovative reading corners within each classroom to encourage pupils to enjoy reading. We invited highly skilled volunteers to come into school to work with individual pupils and hear readers throughout the school. The volunteers are parents, grandparents, governors, retired teachers and community champions from the local supermarket. Each child was registered at the local library and the pupils now attend the library twice in a half term to choose books. We monitor reading across the school and have pupil progress meetings each half term to discuss the progress and attainment of pupils. This allows swift intervention for any pupil who needs further support with reading and it allows us to challenge more able readers. We provide BRP for a pupil in each class and all the TAs within the school are trained to lead BRP. The positive impact of this has already been noted. A HMI monitoring visit commented that " Pupils have made, on average, 13 months improvement since starting on the programme." We have developed comprehension skills through key questions in pupils' individual home reading records and we encourage parents to ask their child  questions and comment on the progress.

Posted: 16th Jan 2014 Little Me Cluster : Adobe Acrobat file (94.8k)

Rosegrove Nursery School, Basnett Street Nursery School, Rockwood Nursery School, Taywood Nursery School - Innovative Practice Award

  • The cluster formed a small working party of local Nursery Schools to look at how to address equalities and community cohesion with Nursery age children. With support from the EMA/GRT achievement service, they chose to use a simple figure 'Little Me' to support their work.
  • Each child made their own, self-representation 'Little Me' figure and used them in all areas of continuous provision within the different nurseries. They were used in transition and as a way of developing parental engagement through a home/school 'Little Me Adventure Book' or through discussions or conversations.

It was evident that through the use of 'Little Me', children's personal, social and emotional development was supported and communication between home and school was enhanced.

Posted: 16th Jan 2014 After-school Provision/Inclusive Club : Adobe Acrobat file (72.8k)

Bleasdale School - Best Practice Award

  • Bleasdale School offers fortnightly boarding and 24 hour curriculum to resident pupils.
  • The Headteacher recognised the need to ensure all our pupils had an opportunity to be involved in extended school opportunities and after consultation with staff and parents, decided to offer after-school activities for day pupils who travel to and from school on a daily basis.
  • Money was set aside in the school budget to enable purchasing of equipment required to run a range of after-school sessions and to pay staff to work extra hours to facilitate such activities.
  • Staff were identified to be responsible for the after-school club.
  • Letters to parents of all day pupils offering places at extended school activities and transport home in our school minibus was also offered to enable pupils who may live further afield to attend without causing disruption to the rest of the family by having to collect their sons/ daughters from our rural location.

Activities change on a half termly basis and we are now into our 2nd year of our extended schools project. However, this year we have also invited pupils from the local primary school to join in with our activities, whilst support our pupils in their learning. We are very proud of our inclusive after school provision it has been a pleasure to see shared engagement and enjoyment of both our pupils and our mainstream partners.

Posted: 10th Jun 2013 Inclusion at Pendle Community High School .... : Adobe Acrobat file (83.3k)

....and College - a cross-campus collaboration

Pendle Community High School and College -  Best Practice Award

Pendle Community High School and college (PCHS&C) is a state co-educational special school for pupils aged 11 – 19 years with generic learning needs, established on the Pendle Vale Campus in 2008. It is co-located with Pendle Vale College (PVC), a mainstream secondary school.

PCHS&C's Inclusion Project encourages its students to achieve their maximum potential, recognising that some can benefit from studying beyond the curriculum level normally offered. PCHS&C conducts careful appraisals of students' progress in Year 7 and 8, identifying inclusion subjects for some to purchase at PVC. The assessment considers individual learning needs, individual Learning Plan, a range of PIVATS/ National Curriculum Level scores (not solely in the subject(s) identified) and suitability for inclusion learning.

Success can be measured in terms of grades achieved and observation of students' personal development. PCHS&C intends to develop its inclusion policy, building upon favourable comments given in its 2010 and 2013 OFSTED reports and forging more formal links with PVC, which can offer additional academic courses that PCHS & C can not deliver internally. Following Annual Reviews, parents and/or carers wish students to be prepared for life beyond PCHS & C, wanting them to gain as much experience as possible of learning within a mainstream environment.
 

 

 

Posted: 6th Jun 2013 Promoting healthy eating   : Adobe Acrobat file (67.8k)

St Mary's RC Primary School - Good Practice Award

Our cookery club is an ongoing activity and is now in its third year. We have used funding from 'Let's Get Cooking' to buy the equipment and resources we required. Our club runs each term and is targeted at year 4 children. They learn safe chopping skills and food safety alongside how to prepare healthy meals. The children learn a different skill each week and eat their prepared meal together. The final session of the 6 week course is a restaurant to which the children each invite three guests. They prepare and serve a three course meal and receive feedback from their customers. This showcase highlights the ease in preparing healthy meals for the family. The children receive a recipe folder so that they can continue to cook healthily at home.
Cookery club has used their skills to make cakes to fundraise for a Macmillan coffee morning and hosting and African café for Todonyang.
Our weekly shopping has formed part of life skill lessons for some of children with additional needs in school.
Our recipes and reosurces now form part of our school's practise.
 

 

Posted: 6th Feb 2013 Sustainability for healthy eating : Adobe Acrobat file (75.3k)

St Mary's RC Primary School - Innovative Practice Award

  • Our Gardening Club for year 5 and 6 children was established at the beginning of the summer term following the erection of a large polytunnel and shed.
     
  • It is run by the Teaching Assistant with responsibility for Global Awareness. She is helped by staff, parents and the school crossing attendant. Our local community has also been involved. The village garden centre came into school offering advice, free plants and seeds and also a discount on products. Our school PTFA gave us a generous donation which we spent on vegetable plants bought from our local high school. We also have a table at the back of our church with an honesty box where we can sell produce in the holidays.
     
  • After Friday family and parish assemblies, the children have a stall selling produce that has been picked that morning. The money is then used to buy new plants etc.
     
  • Previously, the Foundation Stage children have grown a few vegetables which were then cooked in school for them to eat. This continues in the new setting.
     
  • So far the children have grown a variety of vegetables which the school kitchen has cooked for them to eat for lunch, enabling the children to take responsibility for healthy eating.
     
  • The Gardening Club also have responsibility for our recently created 'Rainbow Memorial Garden' and have spent time sowing and nurturing the plants in there.
     
  • The children also took part in a sunflower-growing competition to raise money for a charity that affects one of the children in our school. 
     
Posted: 1st Jun 2012 The Development of a Creative Curriculum... : Adobe Acrobat file (76.3k)

... Approach for Pupils with Autism Spectrum Disorder

Hillside Special School - Best Practice Award

Our project for developing a Creative Curriculum that delivers relevant content to pupils with Autism in a visual, meaningful and fun way has been successfully developed to include specialised strategies and techniques that enrich the curriculum that pupils at our school require.

Through teacher meetings and INSET, we identified creative approaches to delivering a skills based curriculum.

The development of a curriculum map that structures curriculum content in a thematic approach has enabled our teaching staff to deliver subjects more creatively through half termly topic hemes that cover the following six areas;Creative and Expressive, Enterprise, Citizenship, Environment, Healthy and Discovery and Exploration.

With each theme having two subjects as key foci, statutory subject coverage is ensured and has been developed into a three year rolling programme.  Planning formats have been revised to include Cross curricular links, SMSC objectives, QCA, Equals and SCERTS objectives and is used to inform Bsquared and P-Scale assessments.

Posted: 25th May 2012 The Hug Hub : Adobe Acrobat file (79.9k)

The Isaac Centre (Innovative Practice Award)

The Hug Hub (Helping yoU Grow- Helping yoU Believe) has been established to provide an early intervention strategy for students aged 11-14 years old. It supports mainstream schools in reducing exclusions.

The Hug Hub offers a practical curriculum to students two mornings a week during a six week period. Our focus is on team building, confidence building, anger management and gaining success from achievable activities. Students are encouraged to participate in a range of enrichment activities - Gardening, Team Building, Cookery, Arts and Crafts, DIY, P.E. and Healthy Eating and Why Try? These activities were chosen, initially, to encourage students to try different things and by working in small groups to take away the 'fear of failure', develop confidence and raise self-esteem.

The ethos of the Hug Hub is to help pupils believe in themselves and nurture their positive qualities.

Due to different issues they are experiencing, we feel keeping boys and girls separate allows pupils to able to be open in discussions during breakfast/Circle Time and the Why Try? sessions. Why Try? is a strength-based approach to help teenagers overcome their challenges and improve their outcomes.

The Hug Hub encompasses the Why Try? objectives to enable pupils to improve their behaviour, social and emotional skills.

Posted: 1st Feb 2012 Our Lancashire  - Heart and Home  : Adobe Acrobat file (83.7k)

 The Rose School - Innovative Practice Award

 

The Rose School is totally committed to providing pupils with opportunities to learn about their community – not only in a geographic/historical/social sense and in particular looking at innovative ways of skilling pupils using practical/hands on approach to learning.
After much planning and preparation (through a small grant) a local artist worked with all of our pupils on a project entitled 'Our Lancashire – Heart & Home' From an initial large group – a smaller group of pupils then linked in to a local high school and worked intensely with the artist – learning new art/craft skills (pottery, glazing, painting, use of specialist equipment, designing etc….).
This took place over a period of 6 months. The resulting piece of art work depicts areas/people/events which pupils felt depicted the community in which they live. Pupils learnt about communities, to work as a team, to support each other, new skills and even now continue to attend art/craft classes at the local school. Understanding and feeling proud of our community plus learning, achieving and enjoying are strong legacies of this project

positive links between White Ash School and local mainstream Primary Schools.

White Ash School, Oswaldtwistle - Good Practice Award

In September 2011 White Ash became a GLD Primary Special School for pupils aged 2-11 years as part of the re-organisation of Hyndburn Special Schools. In order to make this an inclusive experience for the pupils and ensure a smooth transition we planned:
Joint activity days where pupils of all 3 Special Schools were given the opportunities to meet new peers/staff whilst engaging in learning experiences.
Parental meetings, visits/open days
Impact: Extremely positive parental feedback and happy settled children.

Since September White Ash has increased the number of links with local mainstream schools, from 1-10. As a result of this we now offer:
Advice from specialist teachers including ASD, Communication, Behaviour Management, MSI.
A positive learning environment for the visiting pupils.
Professional development opportunities for staff in mainstream setting, i.e. Communication, Behaviour Management.
Parental support including invitations to parent group sessions
Colleague support/resources/positive strategies for TAs working with SEN pupils in mainstream primary schools

Impact:
Improved progress of SEN pupils within mainstream settings
Positive feedback from the local mainstream link schools
Increased the knowledge and confidence of staff form the link schools
Increased knowledge and understanding of parents of SEN pupils attending mainstream accessing supportive links with special school environment.

Cottam Primary School - Good Practice Award.

Our Gardening Club has developed from a small after school club for junior children to today's extremely popular lunchtime club. It is run by one of our Governors and a parent. Our wider community has also been involved in many ways - e.g. donations of planks to make raised beds, Governors helping to build raised beds, donations from our local garden centres and DIY stores and a donation from the High Sherriff's fund.
Previously we have grown a variety of vegetables which the children took home at the end of the school year. This year we grew lettuce, tomatoes, beans, kale, blackcurrants, strawberries, raspberries and potatoes, which club members prepared and helped to cook. It became part of our menu for the day. Surplus produce was sold to parents and staff to re-invest. We also grew flowers which were planted in the Early Years playground and in planters at the main entrance school.
When the children are not able to work outside they do many things such as learn about the environment and annual planting times, make bird scarers, decorate and plant pots.
It is an extremely successful extra curricular club of which we are very proud

Posted: 1st Feb 2012 Inclusive Play : Adobe Acrobat file (77.1k)

Bleasdale School - Innovation Practice Award

We wanted to improve our inclusion links with the local play group. Our young children with PMLD access the local play group once a week and we have built up an excellent relationship with the play leaders, children and parents there. We decided to take this a step further and invite the whole play group to join us at Bleasdale School for a morning session once a half-term. During the sessions all the children play together, accessing indoor and outdoor play activities and are able to benefit from our sensory resources. The play group children love to come to Bleasdale School and have become good friends with our children. Similarly our children benefit, some will copy or lead play activities; others will maintain a good head position whilst listening to and watching their peers. The role of the adults are interlinked, with Bleasdale School staff planning and leading the activities and play group staff supporting individuals and groups of their and our children. The parents of play group youngsters show a great interest in our children and it is lovely to see this community project continue to develop.
The inclusion links are already set up with mainstream primary school so the friendship built now will continue right through their primary years.

 

Posted: 31st Jan 2012 Supporting children and families in readiness... : Adobe Acrobat file (72.2k)

... for learning

New Longton All Saints' Church of England Primary School - Good Practice Award

Some children need additional pastoral support beyond that normally given by the class teacher. For example a child who has had bereavement in the family, a child who has low self-esteem or a child who is having a difficult time at home/ school.

In light of this we wanted to give the children the support they deserve. We trained two members of staff - one in the role of learning mentor and the other as parent support advisor.
 

Posted: 3rd Jun 2011 Commitment and Development of Lunchtime ....  : Adobe Acrobat file (78.5k)

.... Supervision within the school community

Clifton Primary School (Good Practice Award)

The project developed out of the change of Lunchtime Welfare Supervision and the needs of the children. Playtime can be a source of tension and worry for some children. If children are unhappy at playtime they are unhappy at school. There was a need to:

  • create a happy and calm playtime
  • bring positive energy back into the school
  • encourage inclusive play
  • give support to welfare so they can support each other
  • improve the outside environment so adults and children can enjoy being there
  • empower the children to solve problems relating to playtimes
  • involve the whole school community including governors, teachers, teaching assistants, welfare, parents and children
  • work on the school development plan to include well structured, practical strategies for improving playtimes
  • assess how much funding was required to implement the plans.

The result of this ongoing project is the development of positivity of behaviour throughout lunchtime, engaging and inviting all pupils and staff, leading to a reduction in playground incidents and a stronger whole school community with a vast improvement of the outside facilities and equipment for all to use.

St Anne's on Sea St Thomas' C.E. Primary  School (Good Practice)

For the past four years the school has endeavoured to help the children understand the differing needs of others, particularly the Deaf community.  Our aim is to empower the children with confidence when in the wider community and school by teaching them BSL and Deaf awareness skills.
The Deaf visitors to school have been impressed by the children's knowledge, BSL skills and confidence. We invite Deaf models to spend time in our school helping children and 'talking' about their experiences as a Deaf person. We include BSL in every aspect of school life and have extremely positive feedback from parents.
Posted: 7th Feb 2011 Dads and family men FA coaching qualification : Adobe Acrobat file (79.9k)

Lancaster and Morecambe Children's Centre (Innovative Practice)

Targeting services at dads and family men is a key priority for our Children's Centres. In responding to this identified priority, we set up the District Father's Forum to share good practice and pool resources to shape future dad's work delivery. Appletree and Firbank Children's Centres have been providing successful and popular football coaching sessions for children targeted at:

• Promoting healthy lifestyles.
• Raising attainment in: PSE, CLL and Physical Development.
• Encouraging parent/family engagement.

Parental interest and support for this initiative led to a number of dads coming forward to volunteer their help and active involvement. Following a successful application to the Family Learning Fund, we were able to support an FA Coaching Qualification training course. Working together with a range of partner agencies, e.g. the Probation Service, Job Centreplus, the Lancaster and Morecambe Children's Centres recruited 24 male family members on to the course.

Course content included:
1. Equality and Diversity training.
2. Level one Safeguarding training.
3. First Aid certificate training.

Outcomes for dads included:
• Increased take up of Centre services.
• Increased accessing of training.
• Increased understanding of safeguarding and healthy and safety.

For children:
• Increased attendance at Centre sessions.
• Increased social interaction with peers in a safe, stimulating and age  appropriate environment.
• Increased family time with dads and male family members.

Posted: 16th Nov 2006 Inclusion : Adobe Acrobat file (112.4k)

Colne Christ Church School (Innovative Practice)

At Christ Church School we believe that every child is entitled to the best possible education. This development area is just one of the many initiatives within school that seeks to ensure the aims of ‘Every Child Matters’ are achieved.

We have a higher than average number of pupils with Statements in our School, some of whom have very low self-esteem, and we are determined to provide them with the best possible learning experiences.  Together with the TAs, the staff drew up a list of children who would benefit from some self- esteem building sessions.

The project has developed into two weekly sessions which are now lead by TAs; these incorporate speaking and listening activities, drama, art circle time, social skills, cooking and life skills. The children in the group have grown in confidence, as have the TAs who feel empowered and proud to be making a difference to individual children’s’ lives.

Posted: 7th Feb 2011 Inclusive Rebound Therapy : Adobe Acrobat file (79.6k)

Bleasdale House School (Innovative Practice)

We realised we needed to be more forward thinking and innovative with some of our learning activities, while also having relevant inclusive links for our older pupils with their mainstream peers.  We decided to focus upon broadening some areas of the PE curriculum to make it more relevant for our PMLD pupils.  One of the areas we added was Rebound Therapy which we felt would be beneficial for all of our pupils. 
We made a link with a local secondary school to use their Sports Hall and trampolines for the activity and their Year 12 pupils volunteered to help us during the Rebound Therapy sessions as part of their Higher Sports Leader Award.
The sessions have gone from strength to strength and are very popular with both groups of pupils, with greater numbers of volunteers keen to join us each year.  It has been very valuable for all of the pupils who have attended these inclusive Rebound Therapy sessions as well as being a positive addition to our range of PE activities. 
All pupils thoroughly enjoy using the trampoline and many of our pupils have shown increased communication and mobility skills as a direct result of their Rebound Therapy sessions. 

.... pupils' achievement of communication and interaction targets.

Mayfield Specialist Schools for Communication and Interaction (Good Practice)

This project outlines the initial stage of a wider scale research project to measure the impact of visual supports on the interaction between staff and students with severe learning difficulties being carried out at our school.
Detailed assessment of students' expressive and receptive language levels, in conjunction with information about barriers to learning, led to targeted intervention, and significant improvement in the communication and interaction of the vast majority of students involved.
Intervention took place though the introduction of language groups to the senior timetable to supplement our existing literacy provision, and help ensure pupils achieved success with their communication and interaction targets.
Each group was organised according to specific language needs and reflected pupils' language and learning profiles. A bespoke set of appropriate resources was developed to support delivery at school and home.
All staff were involved in the delivery of the sessions and appropriate training, planning and support was provided by our Communication and Interaction Consultant.
The results supported continuation and expansion of the project for our 11-19 students and introduction of the project across the primary and early years department from September 2010.
We intend to extend our practice to support our local partner schools to deliver a package of support for students with identified communication and interaction difficulties.

Posted: 2nd Jun 2010 Sign Language Skills Across The Curriculum : Adobe Acrobat file (80.3k)

Clifton Primary School (Good Practice)

Having hearing impaired pupils at school who use Sign Language as a form of communication made us realise the need to provide them, staff and other children with the tools and wherewithal to communicate more effectively as part of our overall inclusion.
We felt it was essential to develop and teach the children and staff basic Sign Language skills which could be used throughout the curriculum as well as to aid in communication with hearing impaired pupils.
Following staff training, we held a special Hearing Impaired Awareness day and, working with the British Deaf Association (BDA), a "Learn to Sign Week".  This prompted a huge interest from children and our Pupil Signing Clubs started.
Following the success of these Clubs we have continued to teach the children Sign Language through School Performances and Collective Worship and share this with parents and other members of the school community.
Many children of all abilities can access Sign Language and we have shown that this can also benefit them socially, emotionally and behaviourally. It also helps with co-ordination and gross and fine motor skills and has supported our Motor Skills Development Programme.

Posted: 5th Feb 2010 Year 6-7 Transition via Pyramid Club : Adobe Acrobat file (95.5k)

Lytham St Annes (LSA) Technology and Performing Arts College (Good Practice)

  • Pyramid's aim is to provide support to quieter, more withdrawn children who may need help to speak up for themselves or make friends, thus building their confidence, resilience and self esteem.
  • Pyramid runs for children transferring from Year 6 into Year 7.  All Year 6 children in the primary schools which feed the school, their parents and teachers were asked to complete questionnaires to see who was eligible to join the programme.  In asking the whole year group (approx 280 children), it ensured that no child was overlooked.
  • Several Pyramid Clubs run at the same time, each one catering for a maximum of 12 children.  The clubs run for 10 sessions of 1.5 hours, immediately after school.  The clubs offer a range of activities which guarantee that the children have fun, relax, develop friendships and feel good about themselves.
  • After Pyramid, children are better able to cope with day to day problems and are more comfortable working in groups.  This means that they start Year 7 more confident and happy, ready to make the most of everything the school has to offer and to achieve both academically and socially.  

....Pro-active Part of the School Community

Clifton Primary School (Best Practice Award)

  • The main intention of the project was to make our School Council an integral and valued part of the school community and to give them more independence in decision making processes. We wanted them to be a real voice for the children in the school, to represent their wishes and carry through any suggestions raised, and also to suggest ideas themselves.
  • In the last three years, the School Council has evolved in such a way that the Year 6 children now lead the meetings, discussing the points raised confidently. Each representative knows their particular role within the group and can carry out these roles confidently, ensuring that the council runs smoothly. They present their ideas to the full governing body on a termly basis and have organised and run charity days during this time. They have raised funds for projects by running stalls at the school fairs. In response to the schools commitment to promoting a healthy lifestyle, the School Council also run a weekly healthy tuck shop.
  • The School Council now have their own webpage on the school website where they can share their work with the wider community, and where members of the community can also contact them.
Posted: 4th Jun 2009 Providing ASD training courses : Adobe Acrobat file (94.5k)

Hillside Specilalist School for Autism Spectrum Disorder, Communication and Interaction.
(Innovative Practice Award)

In response to increasing enquiries for advice and support for pupils with ASD in mainstream schools, Hillside School set up an Outreach Team to provide a more specific source of support, training and advice for its mainstream partners and other schools throughout Lancashire.
The Team already had successful inclusion links with local schools and we began by setting up one day courses about ASD and the strategies needed in mainstream schools.   This has developed over two years to include more specific courses such as Social Stories and the provision of INSET for whole school training.  We have visiting speakers as well as using the expertise of Hillside staff.  This team has staff with mainstream as well as special school (ASD) experience and has successfully followed up the training in individual schools by providing on-going support.
The training courses are normally over-subscribed and we receive very positive feedback.  The main impact has been on the education of individual pupils with ASD in mainstream schools who are now being supported by well-trained staff who are able to meet their specific needs and so enable them to enjoy, achieve and make a positive contribution to their education.

....and Achievement for All

Clifton Primary School (Innovative Practice Award)

 Working closely with an Occupational Therapist, we have developed a programme of exercises and routines which, together with the creation of a Sensory Room, is making a positive impact on children's enjoyment and attitude towards learning as well as raising standards for children with additional needs. Following this impact, we are now extending the use of the Sensory Room and the exercise routines to be made available to all children who could benefit educationally, behaviourally, socially and emotionally.

...all learners and learning styles

Anderton St Joseph's Catholic Primary School (Innovative Practice)

To develop a consistent approach to teaching and learning, the stakeholders devised and adopted a 'Charter of Good Practice' which set out clear expectations for professional conduct, the learning environment and good practice in lessons. As part of this 'Charter', we adopted a set of 'dyslexia friendly' principles in each classroom as we recognised the potential impact that this would have for all pupils' learning. Concurrently, we also developed a more rigorous pupil progress tracking system to ensure that all staff are aware of individual pupil attainment at key points each term to enable them to set and monitor more effective targets.Each term, when the SMT carry out pupil progress meetings with all teachers, the SENCo also holds similar meetings for any pupils identified at risk of failing in one or more of the ECM outcome areas. The impacts of the ‘dyslexia friendly’ strategies are assessed through these meetings as well as through work and planning scrutinies, observations and pupil interviews.

The impact includes: greater staff awareness and accountability for pupil progress and attainment at any given time; a greater recognition that by using these simple 'dyslexia friendly' strategies, such as visual timetables, use of colours and rainbow alphabets, they can positively impact on the learning of all pupils; a reduction in the number of children needing support at School Action; increased pupil confidence and independence in accessing the curriculum.

Posted: 5th Feb 2009 Raising achievement at KS4 through our ... : Adobe Acrobat file (105.3k)

...Personalised Learning Curriculum

Sir John Thursby Community College (Innovative Practice)

Sir John Thursby Community College opened in September 2006 as part of the
Building Schools for the Future Secondary re-organisation in Burnley. In its first
year a number of year ten boys and girls became extremely disaffected due to a
number of factors, the main one being that their education had been disrupted at
a crucial stage for them, i.e. at the beginning of KS4.
• This group of students (14 in total) were identified as the year progressed to be
part of the College's new Personalised learning programme due to start in
September 2008. This meant that each student had a unique curriculum to meet
their individual needs which allowed them to remain part of an inclusive
education setting.
• These timetables were linked closely to work experience and all students
attended
• a work placement for at least one day per week as well as completing GCSE's
where appropriate and other qualifications - e.g. adult literacy and numeracy.
• The students also had their own identity within the college in relation to uniform
and were based in the College's Student Support Centre.
• The success of this project has far outreached our expectations. For all the
students we have seen an increase in attendance levels, much greater
enthusiasm for learning and far better opportunities in relation to further
education /employment. Equally as important has been the emergence of far
more rounded individuals with greater social skills, self esteem and self worth.

... and provide continuity in learning for pupils needing personalised curriculum support’

Hargher Clough Personalised Curriculum Support Service (Good Practice Award)

Hargher Clough Centre is a short stay school in Burnley for KS4 pupils that have
been permanently excluded from their mainstream school. All the pupils at our
school have individual educational needs that relate to previous and current barriers
to their learning. Some pupils attend full time, on site. Several pupils however,
have difficulty accessing the education provided on site. They may have issues
which have caused attendance problems, they may have difficulty interacting with
other pupils and other social or family issues resulting in their difficulties coping in a
school environment. These barriers require a structured, step-wise approach to
their personal development and education to enable their full inclusion into the
school community and society as a whole.
We have developed a tool using the Virtual Learning Platform ‘Moodle’ which will
support integration by providing an excellent learning opportunity to pupils who are
educated off site, or pupils who attend on a part time basis. The tool monitors
attendance and academic progression and allows for individual pupil target setting.
It supports inclusion by providing a complete mirror of the courses offered on site,
such that when a pupil attends on site, their contributions to school life can be
recognised and the pupil is able to make a smooth transition to inclusive school
education.

Posted: 2nd Jun 2008 Raising achievement of Pupils with EAL : Adobe Acrobat file (78.9k)

Cathdral Catholic Primary School

  • Over the last two years there has been an increase in the number of pupils with EAL in our school. The majority of these pupils are from Poland and have joined our school with little or no English. We initially had few strategies in place to provide for pupils with EAL. We therefore needed to plan how we could address the needs of these pupils as quickly as possible to make their transition as smooth as possible.
  • The Senior Management Team liaised with the EAL support services, who assessed the pupils and met them weekly to support their learning of English. In class, teachers planned differentiated tasks that would help the pupils in their language acquisition. We also wanted to ensure we were meeting the emotional and social needs of our Polish pupils. We contacted a member of the local Polish Church community, Mrs Laing, who was then employed to work with the pupils once a week. Initially this involved providing opportunities for the pupils to speak in Polish about the work they had been doing in class and any difficulties they were experiencing. Mrs Laing was able to provide the vital communication link between the pupils and the teachers so that the pupils' needs could be met. This helped staff to develop their skills for meeting the needs of pupils with EAL.
  • The work of Mrs Laing diversified to include academic support and parental involvement. The impact of this is reflected in the academic progress of the pupils and the parents' involvement in our school life.
Posted: 2nd Jun 2008 Peer Massage in Schools : Adobe Acrobat file (74.6k)

Burnley Ightenhill Primary School

  • Peer massage in schools allows children to experience positive, nurturing touch on a daily basis and improves the quality of life in school.
  • The massage in schools programme is a short 7 minute massage routine; when done daily it helps to build up emotional resilience, produce a 'feel good' factor and enables children to pay attention to one another and respond in a positive way.
  • The programme enables children to feel safe, secure and valued. It improves behaviour by calming children down and enables positive decision making and calming strategies, it has strong links with the school's work on SEALs.
  • In a recent questionnaire one child when asked about peer massage said' It gives us a chance to calm down, we enjoy feeling relaxed!'
Posted: 28th Feb 2007 Inclusive Early Intervention and Prevention of... : Adobe Acrobat file (56.7k)

... Social, Emotional and Behavioural Difficulties through Nurture Group

Heasandford Primary School

The 'Butterfly Room' Nurture group at Heasandford primary school provides early intervention for pupils thought to be at risk of educational failure for a number of reasons. Staff concentrate on the developmental needs of each child to aid Speech & Language and offer emotional and behavioural support. Nurture Group staff provide the children with opportunities they may have missed for example; a visit to the farm or seaside. Children are then able to draw from these experiences to make valuable contributions in class. Staff within school work closely together to develop nurturing principles.

Numeracy Action Group

Numeracy Action Group

 As a network of schools each with high percentages of EAL learners, we identified specific aspects of learning and teaching in numeracy that our EAL learners struggled with. To raise standards in numeracy we completed various self-evaluation activities relating to our Key Stage 2 children, particularly Year 3 and Year 5. From our self-evaluation, we identified specific focus areas. These were the effective use of keywords and developing the use of a more kinaesthetic approach to areas of mathematical learning.
Although Headteachers initiated the work of the network, numeracy subject leaders from each school led our network initiatives within their own schools. They met half-termly to plan, action and evaluate this work. The network provided an excellent opportunity for the professional development of numeracy subject leaders as they shared experiences, knowledge and skills. The learning walk was the main self-evaluation tool introduced, practised and used by both the Headteachers and numeracy subject leaders to evaluate the impact of the network's focus in all six schools.

Ridgewood Community High School

To promote inclusion and in response to feedback from Staff, Parents and Speech and Language Therapists, issues were raised regarding the delivery of language and communication targets.  We decided to review the whole school practice and procedures for meeting the needs of all pupils and staff through an audit of provision, identifying the needs of pupils through joint target setting, staff training and focused use of resources. This process led to a comprehensive programme of study with pupils' needs being identified and matched to specific groups.

Following the re-organisation of special schools in Burnley, the programme was revisited and modified to take account of the age phasing and generic population of the new school, including the training needs of staff to match the broader range of pupils' abilities.

There has been an overall improvement in practice, with staff being more skilled in meeting the needs of pupils and the ethos of total communication, and specific staff having the necessary skills to have an impact on learning and behaviour.  Pupils’ language and communication skills have improved, as measured through increases in scores in specific assessments, (such as BPVS and PIVATs); there has been a reduction in behaviours with a targeted group of pupils with Autistic Spectrum Disorders and challenging behaviours.

Posted: 22nd Feb 2007 Excellence and Enjoyment 'Walking on Sunshine' : Adobe Acrobat file (64.2k)

St. Mary's CE Primary School, Eccleston

Arts week provided our children with a broad and balanced curriculum, to explore and enjoy the freedom of creativity that this approach facilitated. The children are proud of their created work and can remember with great clarity what they have learned through the projects. The whole school created a "Walking on Sunshine”, textile design banner, for the hall and an "Every Child Matters" tile design for our entrance hall. Key Stage 1 designed and painted "Sea-creature" murals for our outdoor play area.  Parents, Grandparents, teachers, pupils and members of the local community were involved in contributing to these projects. We are also piloting the wider opportunities programme for Lancashire, as part of the Government Music manifesto. Year 4 treated us to a performance in a special assembly.  During the week, our infants performed a "Jungle" themed dance, under the tuition of a local Dance Academy. "Vital Connections," soothed and calmed us with their relaxation exercises and Runshaw College students performed "Robin Hood" and excited the juniors by using stage make-up on Key-stage 2 children, transforming them into wounded soldiers! A celebration assembly and a portfolio of work is a lovely reminder of our exciting week!

Posted: 16th Nov 2006 The Dyslexia Project : Adobe Acrobat file (111.5k)

Pendle Networked Learning Community (Innovative Practice Award)

Pendle Network have set up an intervention programme for Year 3 pupils, who had low scores at the end of KS1 and were underachieving in reading and spelling.  A group of 3 or 4 children was formed in three of the Network schools.  The children were tested for reading, spelling, phonics and receptive vocabulary before the teaching began.

The teaching was based on the Phonographix Reading Programme but was modified to include spelling and handwriting.  Support assistants from the three schools were trained.  The programme runs with one specialist teacher for 1 hour a week and 3 thirty-minute sessions with the trained support assistant.  Careful and clear records were kept to ensure continuity throughout the programme.  The children were re-assessed eight months later; in all cases great improvement in Reading and Spelling Ages was made.  Spin-offs included improvements in pupil and staff confidence and self-esteem.

Posted: 11th Apr 2008 Musical Futures : Adobe Acrobat file (56.7k)

Lancashire Music Service (Innovative practice)

The Lancashire Music Service

 The Lancashire Music Service has instigated and provided resources for the introduction of music at KS3 using the musical futures model of delivery. This has involved developing new ways of teaching and engaging young people in their school based music making using the instruments that they most identify with i.e. rock band.

In the schools that we are currently involved with the impact has been remarkable.
We have targeted schools in special circumstances including an EBD, SEN and a High School. The impact on these schools has been remarkable not only musically but in the effect on self esteem, behaviour and attendance. This is being delivered to children across the KS3 age range. It has been so successful and provided enough information and developed the expertise of both the instrumental tutors and the classroom based teachers to allow us to extend these opportunities to all schools with KS3 students.

The young people thoroughly enjoy their music making and are all actively engaged with the minimum of supervision, they are achieving both musically and socially and perform regularly to their own class and to the whole school.

Hillside (Special) School

This project focused on the creation of an inter-disciplinary Communication Team of Speech and Language Therapists (SaLT) and Communication TAs involving Primary Care Trust Therapy Managers and school. The purpose of the project was to provide targeted interventions to meet pupils’ needs and ensure communication needs were continually met and generalised within the curriculum. This was particularly important in compensating for shortfalls in provision of Speech and Language Therapists (SaLT) and the need to make the most of these limited resources.

There have been regular reviews of working practice to reflect the skills and interests of the team and to meet the needs of all pupils.  Parental workshops have been offered to facilitate communications intervention at home. The impact is that more pupils are seen by the whole communication team, receiving intervention programmes that are transferable to the whole school setting. In addition, enhanced communication skills have led to increases in pupil attainment.

... in mainstream nurseries and primary schools

Kirkham Pear Tree School (Innovative Practice Award)

Pupils and staff in mainstream schools have benefited from continued access to specialist facilities and resources, teaching strategies, therapy input, planning and classroom expertise within Pear Tree.

The impact on the learning of children who have been supported through this work has been considerable and parental confidence in the appropriateness of the provision identified for their child has increased.

... to Mainstream Partner Schools

West Lancashire Community High School (formerly Black Moss School) (MLD) (Best Practice)

Standards Fund 202a funding allowed Black Moss to employ an SSA to cover for their highly experienced SSA, who was able to go out into mainstream schools to facilitate the Social Use of Language Programme. In the first year, Black Moss hosted a football inclusion activity which included a local High School and Primary School. The following year, high schools and primary schools were provided with staff from Black Moss to deliver SULP to an identified group of pupils. In the third year, the host mainstream schools provided the staff either to deliver SULP or to plan it jointly. Input from Black Moss was reduced in the fourth year but continued with a request from a high school for further sessions. SSAs from the mainstream partner schools continue to work alongside Black Moss SSAs to be trained and jointly plan SULP on a regular basis. The impact of this work has been significant on the language, social skills and self-esteem of mainstream pupils. Staff development in both Black Moss and our partner schools has been significantly enhanced.

Lordsgate Township School (Good Practice)

All pupils within Lordsgate were well provided for. Lower attaining pupils were supported by IEPs and teaching assistants, borderline pupils were supported with schemes such as ELS, ALS, FLS, Springboard and booster classes. However, we felt that there was no provision for enhancing the learning of Able, Gifted and Talented pupils within the school.

In 2001 we decided to enhance the learning of our higher attaining pupils in English and Maths by providing a small group teaching sessions once a week for Key Stage 2 able and gifted pupils.

In 2005 a new Able, Gifted and Talented leader was appointed who developed provision further by extending opportunities throughout the curriculum. Training and planning sessions were given to all staff to provide an enriched curriculum and increase opportunities, when teaching, for Able, Gifted and Talented pupils. This project required the enthusiasm of the staff, which was shown in abundance. A positive effect of this initiative has been that more creativity was put into the curriculum. 

... enriching the school’s inclusive ethos (Best Practice Award)

Barnoldswick Coates Lane Primary School

Working practice at Coates Lane School has always been underpinned by the premise that every child is entitled to the best possible education. This specific development area is just one of the many initiatives within school that seeks to ensure the aims of ‘Every Child Matters’ are achieved. The school’s dynamic internal community and its successful links with its external community work to ensure that all children reach their full potential.

The inclusion of children with long term medical needs has enabled pupils who could possibly have required long periods of absence to be completely included within school. Absence is minimised to essential medical appointments. Children who require more individualised learning requirements are catered for and tailored care plans ensure the staff, pupils and parents are less anxious if there is a problem. Children who require long term medication can still attend school and be successful; four of our children with care plans are on the school’s gifted, able and talented register.

... in raising standards of handwriting for children in mainstream schools (Best Practice Award)

The Loyne Special School

The Loyne Special school worked with an Occupational Therapist to produce a training package to develop handwriting strategies for use by mainstream staff. This package was then used with a group of three pilot schools who were provided with guidance on writing position, planning and organisation, letter formation, attention and concentration and left-handed strategies. Resource boxes were developed and additional training provided on developing motor skills. The programme was extended to involve up to 30 schools in 2003-04. There was considerable evidence of improvements in motor skills – staff estimate that approximately 90% of pupils would benefit from this programme. Professional development has also been effective – schools continue to use these strategies even after their involvement in the project has ceased.

Cherry Fold Community Primary School

This project looked at raising the achievement of pupils whose development in the areas of language, communication and emotional well-being is delayed.  This is achieved by attending sessions in the Nurture Group with small group activities specifically designed to meet the children’s individual needs in a social setting. 

 What were the aims?

  • Pupils to develop the skills necessary for successful learning in mainstream classes.
  • Pupils to be involved in setting own targets, rewards and sanctions to help them focus on work in class.
  • Children to learn to behave appropriately, use curiosity constructively, improve self-esteem and develop confidence through close trusting relationships with adults.
  • Pupils' ability to express themselves more effectively is enhanced. 
     

What was the impact?

  • Children have more self esteem and self-confidence and believe they can achieve and complete work in their own classes.
  • Positive parental feedback of children's behaviour and learning has been improved and parents feel secure coming into class to ask for help or advice.
  • Children have been reintegrated back into mainstream classes successfully.
  • Children's ability to work co-operatively with their peers has been improved and children are now able to express themselves more effectively.
Posted: 16th Nov 2006 N. R.F Learning Mentor : Adobe Acrobat file (115.3k)

Stephens CE Primary School, Preston (Good Practice Award)

A Learning Mentor has been employed over the past two years funded by the Neighbourhood Renewal Fund.  Children who were identified as underachieving were targeted for support.  These were children who had poor attendance and were frequently late, social and behavioural concerns and homework issues.

The Breakfast Club provided food, a calm period before school and socialisation/play activities.  This year we have developed the children’s skills in preparing their own breakfasts to encourage independence at home.  Certificates were given out in recognition.  The Club has proved successful with an improved attendance of at least 8% and as much as 23%.

We found the best delivery of in-class and playtime support for behaviour and socialisation development was through an intensive approach, with a small number of children supported for half a term.  Behaviour charts with specific, achievable, and short term goals needed constantly reinventing but worked well and the number of incidents occurring reduced.

The Homework Club aimed to promote self esteem enabling children to complete homework.  Half the children highlighted as concerns at the beginning of the year are now completing half the work set and there is a “feel good” factor evident with these children.

St Peter's Catholic Primary School (Innovative Practice)

St Peter\'s CP School

Increasingly schools are receiving into mainstream, children with diverse special educational needs. There is a requirement to provide for these individual needs to ensure the children thrive in the mainstream environment. We have created a multi sensory room (MSR) which can be used by all children to develop  a  variety of skills but which ultimately enriches the provision for children with sensory impairment such as Autism, ADHD, SCLN and EBD. The room has a variety of uses and benefits for all children. Careful lighting and sound affects the unconscious mind and forms the basis for much of the work in the room. The impact has been tremendous in terms of addressing the individual needs of these children. It provides relaxation activities, visual, tactile and auditory stimulation through the use of a projector and bubble tube. Their participation in activities outside of the room has improved, plus their evident enjoyment of school. Language development, anger management, speech therapy, hand/eye co-ordination and gross/fine motor skills are all developed using the special effects in the room. As a result of our work, we realised that all children can benefit from activities in the room and have extended its use to KS1 children to develop language for creative writing activities and reinforcing curriculum work.  

Posted: 5th Feb 2008 Creating an Inclusive School : Adobe Acrobat file (60.8k)

Brockholes Wood Community Primary School (Innovative Practice)

• We set out to excel at being an inclusive school, providing a wide range of extended services for our children and their families.

• Our project was to establish a vast array of extended services to meet the requirements of the Every Child Matters document and ensure inclusion for all children in our care.

• We have provided more opportunities for children to take part in activities and subjects outside the National Curriculum. Our aim was to enhance learning, achievement and enjoyment and enable children to develop essential life skills to help them be successful learners. To do this we have worked with specific groups of children to develop their individual abilities. We have also worked with individual children who have been targeted to develop skills specific to their needs.

• The children have thoroughly enjoyed these opportunities and as a result have learnt new skills. This has shown in the success of related events, celebrations and presentations. It is also reflected in the work they have produced.

Posted: 5th Feb 2008 Inclusion of children with special needs : Adobe Acrobat file (58.2k)

Mawdesley St. Peter’s C. of E School (Good Practice Award)

• Our school currently has 81 children on roll, out of which 7 have statements and 21 are on School Action. We are proud of the fact that such children make good progress in our school and that they integrate well with one another. They have a range of special needs which incorporate physical disabilities and other medical conditions. We have worked hard to develop a strong caring culture in which everybody matters and all are valued.

• Through financial commitment we have developed a good range of resources which are used effectively to promote children's academic achievement. The children are closely monitored in order to assess their progress, making good use of AFL techniques.

• We have built up very good relationships with parents along with other outside agencies in order to ensure these children flourish both personally and academically. Such relationships have allowed the pupils to benefit from a range of activities including hydrotherapy sessions and other extra-curricular provision.

• Ofsted (2006) recognised how well we include all our pupils:” There is good provision for pupils with learning difficulties and/or disabilities. They have good access to all activities and this contributes well to their personal and academic development. This strong culture of inclusion supports pupils' personal development well."

Posted: 11th Apr 2008 Pear Tree Seedlings : Adobe Acrobat file (59k)

Pear Tree School (Innovative Practice)

Pear Tree School

• As a school for children with SLD and PMLD, we were keen to establish purposeful inclusion opportunities every day for our pupils and children from within the local community. Our vision was to create a unique learning environment where all children, regardless of their ability, could learn together through play and having fun. As a result, "Pear Tree Seedlings" has been created.

• "Pear Tree Seedlings" runs every day: Monday 1.00pm-2.45pm, Tuesday-Friday 9.15am-11.15am. 5-6 mainstream nursery aged children attend sessions within the Early Years class. A different group of children attend each day.

• These sessions have had a positive effect upon the class and without a doubt ALL children's learning has been enhanced. For Pear Tree pupils, they are being given the opportunity to be part of a learning environment they would otherwise not have experienced. They are being immersed in a child-led environment, rich in child language, full of positive role models and they are learning and playing with their peers, not just adults.

• For the Seedlings, they have the opportunity to play with children who have SLD and PMLD. They are able to ask questions about other children and they soon learn how to help their friends communicate and access activities. Undoubtedly this creates positive experiences and attitudes for the future.

Posted: 14th Feb 2008 Extended Schools  : Adobe Acrobat file (50.9k)

Longsands C.P. School (Innovative Practice)

The main objective of the project is to provide both pupils and parents with a varied choice of activities to support them to develop and achieve their full potential. The cluster of school provides a range of arts, sports and music activities. Each school is the centre for the provision, enabling pupils to develop skills in various subjects and settings. This programme is offered to sixty Year 5 and 6 pupils one evening per week.

Posted: 7th Mar 2008 A Vision for Inclusive Education in Pendle : Adobe Acrobat file (59.5k)

Pendle Learning Network (Innovative Practice Award)

The overall focus is to develop a network in Pendle which will create and support an inclusive learning culture and environment that enables all pupils to reach their optimum potential and overcome barriers to learning and participation.

Posted: 2nd Jun 2008 The Glasses Club : Adobe Acrobat file (73.5k)

St Anne's and St Joseph's Primary School

• In order to make the wearing of glasses desirable rather than 'uncool', a 'Glasses Club' has been set up in school.  There are now 70 members - 55 pupils and 15 staff. We meet termly, and so far have looked at new designs in frames, coloured lenses for making reading easier and prescription sunglasses.  Our most recent visitor was someone who works with visually impaired people and she brought in training glasses for our Year 6 members to try on and experience different sorts of vision.
• Children take something useful from the meeting - e.g. a locking book for notes or a game in a tin to play with a friend on a rainy day. (Friends United - our PTA, support us with funding.)
The impact has been enormous: pupils now wear their glasses and are proud to do so because being in the glasses club has kudos; the reading of a dyslexic pupil has noticeably improved with the wearing of his glasses, local opticians have been surprised by the number of our pupils seeking eye-tests and have picked up pupils who would previously have remained undiagnosed.  It was recognised as a valuable initiative by the Healthy Schools Team and by the School Nurse.    

Posted: 6th Feb 2013 Supporting the Inclusion of Traveller Children : Adobe Acrobat file (70.8k)

St Edmund's Catholic Primary - Best Practice Award

Throughout the last 5 years children and their parents from the Traveller Community have been supported and encouraged academically and socially to become fully integrated into the life of the school. There is clear, unequivocal evidence of significant improvements in school attendance, academic achievement and social inclusion. OFSTED inspection team felt that the school's model of support and engagement for this vulnerable and hard to reach group was worthy of a national audience.

Posted: 6th Feb 2013 Plot to Plot : Adobe Acrobat file (76k)

Astley Park School - Innovative Practice Award

  • The project was to encourage parents to work with their children to learn how to grow fruits and vegetables and learn how to cook easy, nutritional and enjoyable food at very low cost using basic ingredients - Giving the whole family a shared interest, light exercise and basic cooking knowledge.
  • The project would also raise awareness of childhood obesity and ways in which this type of activity would help to identify and reduce this at an early age.
  • To start, the families worked together making easy soups and puddings using basic ingredients such as windfall apples and vegetables, Some of which are readily available within the school grounds.
  • They were then shown basic growing skills using a variety of easily obtained containers in which to plant. This was a “hands on” activity and easy to copy at home.
  • The families had lots of fun, made new friends, talked to others and started to enjoy their children.
  • We listened to our members and adapted the club to meet their needs, creating a "drop in" computer club and social events for the families.
  • The impact was staggering, families gained in confidence, worked together and started to enjoy a healthy lifestyle together.
  • During the time that we have been running this scheme, we have been amazed at the difference such a small intervention programme has achieved.  We have taken very small steps, listened to what the club members have had to say and changed or developed as necessary. We introduced an ICT "drop in" for members to learn how to search the internet, make spreadsheets and produce leaflets and promotional materials for events.  The club has gone from strength to strength and we are watching in disbelief as the families are pulling together, laughing together, working together, cooking together, the list goes on and on.  Parents/carers are beginning to enjoy their children, want to be part of what they are doing and most importantly listening to them.