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PROSPECTUS 2015/2016 Joy Lane Primary School A Love of Learning, for Life, for All Joy Lane, Whitstable, Kent, CT5 4LT Tel 01227 261430 PROSPECTUS –OYSTERS SRP 2019/2020 Joy Lane Foundation Primary School

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    Joy Lane Primary School

    A Love of Learning, for Life, for All

    Joy Lane, Whitstable, Kent, CT5 4LT

    Tel 01227 261430



    Joy Lane Foundation Primary


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    On behalf of the whole staff, Governing Body and pupils, I would like to warmly welcome you to Joy Lane Foundation Primary School, Oyster Bay Nursery and the Oysters, our Specialist Resource Provision (ASD). Entering a school for the first time at the start of, or at any time during, an academic career is a very big step in a child’s life. At Joy Lane Foundation Primary School, our priority is to make this step as smooth and as easy as possible. I hope that this prospectus will be useful in presenting an insight into our school environment. If there is anything at all about which you would like further information, please contact the school office and we will find the best person to help with your query. We look forward to working with you and your family, and helping your child to become a happy, successful member of our school community, reaching their full potential and becoming a life-long learner.

    Oysters “Who’s Who?”

    Ms Hines is our Executive Head Teacher and overall manager for Oysters.

    Mrs Dowling is Oysters Manager, Lead Teacher and SENCO. She is in charge of admissions, EHCP Annual Reviews, Curriculum Planning, Delivery and Consistency, Assessments, and is Line Manager for the Lead

    Adults in the Group Rooms:

    These Leaders are then supported by the remainder of our Oysters Team,

    who support children, according to need, across all Group Rooms in Oysters, as well as during Integration into mainstream.


    ‘A Love of Learning, for Life, for All’

    In our school, we are confident that our ethos of providing a safe, friendly, caring, inclusive and respectful space will be evident to all who come into contact with our community. The School ethos is the foundation that underpins every aspect of our educational practice. We believe that all children should be encouraged to aspire to lead a happy and fulfilling life, whatever form that may take. As a Specialist Resource Provision for children with ASD diagnoses, Oysters aims to provide access to the mainstream curriculum, with integration to mainstream as the backbone of our whole-school Inclusion Policy, for which we have been awarded the Gold Mark for Inclusion. We believe that children with ASD deserve a broad and balanced curriculum and should be included in mainstream lessons and extra-curricular activities as much as possible. As a Specialist Resource Provision, we also recognise the need for our children to learn in a structured, supportive environment where they can feel relaxed, safe and secure. We recognise that, at times, learning can be challenging, but will ultimately be something to reflect upon with pride. We aim to equip everyone in our learning community so that they can adapt to situations as they meet them and move towards the future with confidence.

    Ms Hines

    Mrs Dowling

    Mrs Bowles

    Mr Coultrip

    Mrs Watson

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    1) Why choose a Provision? 2) How does an SRP compare to Special

    Schools or Mainstream? 3) Why Oysters SRP? 4) Oysters Admissions 5) The Oysters Environment

    6) Oysters Curriculum

    7) Integration

    8) Speech and Language

    9) Behaviour

    10) Parent and Carer Involvement

    11) Lunch

    12) The School Day

    13) Punctuality

    14) Transport

    15) Breakfast Club and After School Club

    16) Medicines

    17) Sun Cream

    18) Water Bottles

    19) Absences

    20) Homework

    21) Electronic Devices

    22) Swimming

    23) School Trips and Visits

    24) Oysters Exit Criteria

    25) School Uniform

    26) Appendices

    Why choose a Provision?

    What is an SRP? SRP stands for ‘Specialist Resource Provision’. Provisions vary from setting to setting but, in general:

    An SRP consists of a designated building, or area within a mainstream school, where a small group of children with SEN can receive additional support and interventions, designed to enable them to continue to access the mainstream curriculum.

    The SRP is a hub which offers interventions under the supervision of a specialist teacher.

    The environment is specially-adapted to meet children’s needs (eg: low-stimuli, low class numbers, high adult-to-child ratio, visual supports and aids used throughout).

    The amount of time a child spends within the SRP (as opposed to within a mainstream classroom with additional support) will vary according to the individual child; however, the aim is that all core learning happens within the mainstream classroom, with access to the SRP for specialist interventions and support. (As a rough guide, the aim is that a child should spend up to 80% of their time within mainstream classrooms).

    Where children are not accessing up to 80% of their learning in the mainstream classroom, it is expected that their time in a mainstream classroom will increase incrementally, with this as a target.

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    Children attending an SRP will have an EHCP or a Statement of Special Educational Needs.

    SRPs do not generally have the resources to offer 1:1 support or to support children with severe or complex learning difficulties in addition to their ASD.

    An SRP placement is considered a mainstream placement. Therefore, children should be included in all activities and experiences in which mainstream children are included. How does an SRP compare

    to Special School or Mainstream?

    Special School: In general, Special Schools provide for children with multiple and/or more complex special educational needs. They are able to tailor the curriculum to the needs of each child and can therefore provide an adapted approach to the National Curriculum. There is more flexibility to design individually differentiated and paced programmes, supporting young people through their education and ensuring they achieve the specific outcomes identified within their EHCPs, with the aim of working towards independence. Mainstream: Mainstream schools and Early Years settings can provide education for most children with learning difficulties, including those who have difficulty learning to read and write, learning how to manage their behaviour, and/or how to listen and communicate. However, for some children, the mainstream setting is overwhelming and there is less flexibility to tailor the curriculum for a child’s specific needs. SRP: An SRP is a part of the mainstream system and offers support and intervention over and above that available in mainstream, whilst still expecting children to access and follow the mainstream curriculum. Although an SRP provides targeted support and interventions, it is intended to be neither a replacement for mainstream, nor a small, standalone ‘Special School’. Rather, an SRP is designed to provide a low-stimuli, ‘safe base’, away from mainstream, where children can take part in their interventions with reduced

    distractions and anxiety, before returning to their mainstream class. Many SRPs also provide interventions for children on the mainstream roll, providing a ‘hub’, where Specialist Intervention Programmes are run for the whole-school community (accessed as appropriate, including, but not limited to: Sensory Rooms, Speech and Language Therapy, Occupational Therapy, Sensory Circuits, Practical Life Skills, Functional Maths and English Interventions, etc).

    Why Oysters SRP?

    The SRP at Joy Lane is known as ‘Oysters’ and is located on the Joy Lane Primary School mainstream site.

    Oysters has 3 Group Rooms; Moore, Morris, and Mackintosh (named after artists, as are all Joy Lane classes) and provides a safe ‘base-hub’, whilst enabling children to continue accessing learning within mainstream.

    In addition, ‘The Harbour’ and ‘Harbour Master’ provide a nurturing space for children returning from integration, where they can work on EHCP targets with their Link-Workers, or access “quiet time” away from overstimulation.

    Oysters children follow the mainstream curriculum and their assessment data feeds into the data for the mainstream school. Therefore, Oysters children are included in all internal and external assessments, including: EYSS Assessments, Year 1 Phonics screening, Key Stage 1 and Key Stage 2 SATS tests, and Kent Test exams (where parents opt for this).

    Our designation is for age-appropriate learning, with the expectation that children could move on to mainstream secondary placements (as required by the Ofsted framework 2014 for Mainstream and Specialist Resourced Provisions).

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    Within Oysters, we run intervention groups for Maths and English (called Nests). If your child attends a Nest, they will learn in a small group, with high staff-to-child ratios.

    All adults will work across all rooms, to ensure that all our children are familiar with, and confident working with, everybody.

    We provide a structured, calm, visually-supported environment, with resources such as: individual timetables, Communicate in Print symbols, and individual workstations, tailored to the needs of each learner (see Appendix iii).

    There is a play-based learning philosophy, as children learn best when they are motivated, engaged and having fun.

    We ensure there is a strong focus on communication skills, with personal development embedded across the day.

    We focus on functional skills in both English and Maths, as well as in our Life Skills Curriculum, which we offer in the afternoons.

    The SRP can respond flexibly to the needs of a child. For example, if a child has a meltdown on the way to school in the taxi, that child would have the opportunity to work in the SRP building, supported 1:1, for the first part of the day and until calm and relaxed.

    Oysters Admissions:

    Oysters SRP was purpose-built for 24 children; later expanded to 28 spaces and, as of September 2019, will have 30 commissioned places.

    In order to be eligible for a place in the SRP, children require the following:

    Educational Health Care Plan (EHCP).

    A diagnosis, and primary need, of ASD; without severe or complex learning difficulties in addition to their ASD.

    In addition, to be able to access learning within Oysters and the mainstream, children should be:

    Within the chronological age that falls within the range of Foundation Stage (Reception) to Year 6.

    Within the normal range of average ability for their age (e.g. a 9-year-old child should be able to access the Year 4 or 5 Curriculum).

    Able to communicate verbally without full reliance on communication aids (although they may still need support and programmes devised by a Speech and

    Language Therapist (SaLT) and delivered by trained support staff).

    Independent with personal care and hygiene. (Whilst we understand that accidents happen, we do not have care suite facilities).

    Able to integrate into their partner class in the mainstream for up to 80% of the school day and benefit from inclusion, with the long-term expectation that they would have the potential to attend a mainstream secondary school.

    Able to benefit from working alongside their mainstream peers.

    Oysters is not a suitable setting for children who:

    Do not have the social capacity to enable them to integrate into mainstream academic lessons.

    Require one-to-one support to access heavily-differentiated work or to manage behaviour.

    Have severe or complex needs in addition to their ASD diagnosis.

    Applications to Oysters:

    The Local Authority (LA) manages all admissions to Oysters. The referral pathway is always via the LA and no pupil can be admitted without prior agreement from KCC.

    For a place to be considered, a child’s EHCP and supporting documents must be sent to the school from the Local Authority SEN team (usually: [email protected])

    Each application will be considered, after careful scrutiny of a child’s EHCP. At this point, if it is felt that the child may be successful in Oysters, an observation will be carried out in the child’s home or current educational setting.

    Decisions about placements will also take into account the current cohort, ensuring a suitable mix of abilities, age, gender and needs.

    The decision whether to offer a place will be made by the Oysters Manager and SENCO, in collaboration with the Executive Head Teacher and the full Governing Body.

    mailto:[email protected]

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    The decision will then be sent back in writing to the Local Authority SEN team, who will then contact parents and carers.

    If a place is not offered, it is due to the fact that Oysters would not be able to meet the needs of the child, thereby denying the child their right to have their needs met, and the opportunity to reach their full potential.

    The Oysters Environment:

    Oysters was purpose-built to provide a low-stimuli environment. We have two Sensory Rooms, which the children can access during their school day:

    Visual supports are used to prepare the children for transitions and expected changes, as well as to help them understand the school day:

    Visuals are also used to support the children’s communication, language development, and ability to process information (see Appendices for more details and examples).

    Oysters also has a shared area where children can work on Gross Motor Skills and Sensory Circuits:

    In addition, Oysters has a designated, secure playground which is also accessed by some mainstream peers, just as some Oysters children access the mainstream playground:

    Our designated Speech and Language Room allows the children to receive specialist intervention by our SaLT team:

    Oysters children also have full access to Joy Lane Primary School mainstream facilities.

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    All staff working in Oysters have had training to enable them to work successfully with children on the Autism Spectrum, including in-house training, Local Authority training and University level training.

    Oysters Curriculum:

    Children have access to a broad and balanced curriculum, based on the mainstream curriculum and modified to support and differentiate for individual needs. The children’s projected end of key stage attainment is expected to fall within the expectations described in the National Curriculum end of year descriptors for children from Years R-6. To help our children achieve this, the SRP supports our mainstream teachers to provide:

    A multi-sensory approach which accommodates kinaesthetic and visual learning styles.

    Tasks and activities broken down into manageable chunks, to help students with organisation and sequencing skills.

    A pace of learning which is adapted to meet the needs of the individual child.

    A strong focus on individual EHCP outcomes.

    A heavy emphasis on social skills, which play a vital role in helping our children to develop friendships, as well as positive interactions and self-image.

    A strong focus on functional skills, embedded across all core subjects, as well as our explicitly-taught Life Skills and Independence Curriculum.

    For more information about the curriculum at Joy Lane, please refer to the mainstream prospectus.

    Integration: (Partner Classes)

    A fundamental principle of Oysters SRP is that every child has the potential to be included in a number of mainstream classes for part of their learning. We believe that children with autism should have frequent opportunities to develop their social skills by learning together with their peers. Therefore, there is an expectation that children within the SRP spend between 50%-80% of their timetable in their mainstream Partner Class. It is expected that Oysters children have age-appropriate cognitive abilities, enabling them to access learning whilst supported in a small group within the mainstream setting.

    All children will be expected to have the ability to work independently at some level.

    Whilst children will have additional needs on the ASD spectrum, they must be able to access the National Curriculum with support from the adults in the mainstream and in the SRP.

    Many of our children will also take part in mainstream events, such as school trips, residential trips and sharing assemblies.

    It is important to note that, when children are in their mainstream partner classes, they do not have 1:1 support, but will access the mainstream with a small group of children from the SRP with one Oysters adult.

    Some of our children access mainstream with no adult support at all.

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    Speech and Language:

    At the start of September 2019, Oysters will not have an allocated NHS Speech and Language Therapist (SaLT), but every effort is being made by the NHS to recruit one. Previously, their working hours have been:

    Speech & Language Therapist: all day Monday and Wednesday mornings

    The therapists have been able to support Oysters children who have difficulties with speech, language and communication in association with their ASD diagnosis. As our entry criteria state, Oysters children must already have functional verbal communication. Therefore, therapy serves to support and extend this communication, rather than catering for children who have not yet reached functional communication and rely on augmentative and alternative communication (AAC). Working alongside children’s specific SaLT sessions, staff in Oysters are trained in interventions which include Active Listening and Language through Colour; both of which are designed to be used as whole-class approaches, which all children are expected to benefit from. Oysters staff are not trained in supporting children who do not yet have a functional verbal communication system; a more specialist educational setting would be recommended in these cases.


    As part of the mainstream school, Oysters follows Joy Lane Primary School’s Behaviour Policy, which includes the consideration of pupils with additional educational needs and behavioural difficulties. Children in Oysters who are having difficulties will have a Positive Behaviour Plan, which outlines their strengths and difficulties, along with the best strategies to deal with incidents and unacceptable behaviour.

    Oysters follows Proact SCIPr strategies of behaviour management, de-escalation and intervention. Please be aware that Oysters is not appropriately resourced to deal with very challenging or disruptive behaviour, and that significant behavioural needs will be considered in terms of the expectations of the mainstream school.

    Parental and Carer Involvement:

    Oysters actively encourages a working partnership between parents, children, staff and governors, as well as the wider community. This is regarded as essential for the successful development of all children. Parent/Carer/Teacher consultations are held regularly; every child has an Annual Review attended by parents/carers and other support agencies, in accordance with their Education, Health and Care Plan (EHCP) issue date anniversary. In addition to these, Oysters also provide interim reviews and regular phone calls home.

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    In Oysters, there is daily communication between home and school, using our specifically-designed Home Contact books to inform home of the day's events and future plans. Oysters staff use contact books to liaise with parents daily, and we ask our parents and carers to check these and sign them every day. If parents and carers have any worries or concerns they can also use the contact book to inform Oysters staff of issues, or request a phone call home. As you will be aware, children with ASD find transitions particularly challenging. We would, therefore, ask that all messages are communicated via the Home / School Contact book. This enables staff to give their full attention to the children at the beginning and end of the School days. The children’s safety is always our paramount concern. We are very happy to speak with parents and carers during pre-arranged appointments or, alternatively, you may request a telephone call home (via the Home Contact Book) to discuss any worries or concerns.


    Joy Lane Primary School has an on-site kitchen and is able to cater for special diets. Oysters children are able to choose a packed lunch from home, a school packed lunch, or a school dinner. They can also choose where to have their lunch; in the main hall, or within Oysters.

    Whether children eat in Oysters or in the mainstream hall, they are always supported by Oysters staff. NB: Reception, Year 1 and Year 2 pupils are entitled to a Universal Free School Meal. Cost of school lunch £2.25 per day* *paid at the main School Office in advance

    Joy Lane is a nut free school.

    The Oysters School Day:

    The Oysters door is open for drop-off between

    8.50am and 9am, and children will be ready to

    leave their Group Rooms at the end of the school

    day from 3pm.


    The school day begins at 9.00am and the register will be taken as soon as possible after this. The registers close at 9:10. Children arriving after this time, without a communicated reason for doing so, will be registered as absent without authorisation. Children who arrive after 9:10 should report to the School Office, as cars and taxis are not permitted on the playground after this time. Where needed, a member of Oysters staff will come to the School Office to bring the child to the Provision or to their partner class. The School accepts that the majority of Oysters children arrive by taxi and there may, on occasions, be unavoidable delays. If parents or carers know their child is going to be

    late, for any reason, they should let the school

    know, by phoning, as soon as possible.


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    The Oysters School Day starts at 9am and ends at 3pm, with the majority of children coming to school by taxi.

    This service is run and managed by Kent County Council and operates independently from Oysters and Joy Lane, but our expectation is that taxi drivers and escorts have had ASD training before taking on the contract. Parents and carers can apply to KCC directly for free transport to and from school or, alternatively, apply for a Personal Budget so they can bring their child to and from the school themselves. Please follow the link to the following KCC website for more information:

    Breakfast Club and After School Club:

    Joy Lane Primary School runs Breakfast and After School clubs to assist parents with child care arrangements, and these are suitable for Oysters children who integrate fully into the mainstream. Breakfast Club operates from 7.30am in our Main School Hall. On arrival, the children must be signed in by parents and carers. Our friendly school staff provide a healthy breakfast for the children, served between 7.30 and 8.30am. After breakfast, the children are encouraged to join in with a variety of social games and activities, which could include card games, singing, arts and crafts, puzzles, reading and board games. Children are also given the opportunity to play football or have general, supervised outdoor play-time in our extensive grounds. After School Club provides a varied timetable of activities, ranging from more energetic sports and games, to time on the Wii. Children have the opportunity to play traditional board games,

    complete homework, relax with a book or watch a film, and are provided with a snack (all dietary requirements are catered for) whilst socialising with their school friends. Both clubs operate, open-plan, in our Main School Hall. Children who attend Oysters are welcome to join either club, as long as they are happy and can cope independently within this busy, highly-stimulating environment. Parents and carers should be aware that their children will not be supported by Oysters staff during these sessions. Breakfast Club charges: Drop off from 7.30am - £4.50 Drop off after 8.00am - £3.75 After School Club charges: Collection between 3:15pm & 4:30pm - £4.50 Collection between 4:35pm & 5:30pm - £7:50 Collection between 5:35pm & 6:00pm - £9.00

    For further information about Breakfast Club or After School Club; to book sessions, or to complete the relevant paperwork, please contact the main school office.


    In Oysters, prescribed medications can be given to children according to the prescribing doctor’s instructions; including ADHD medicine, anxiety medication, or antibiotics and painkillers in the case of illness (as long as they are well enough to attend school and not contagious). Medication brought into school should be handed over by the parent/carer or taxi driver/escort to the member of staff on the gate. We require a signed consent form before medication can be given in school (see Appendices). The medication should be as dispensed, in the original container, and must be clearly labelled with the following information:

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    • name of child • name of medication • strength of medication • how much to give (i.e. dose) • when it should be given • length of treatment /completion date • any other instructions (eg: with food) • expiry date (where none is shown, medication should be no more than 6 months old)

    Sun Cream:

    We ask that children come to school already wearing sun cream. We also encourage children to wear hats and to stay in the shade on very hot days.

    Water Bottles:

    All children are provided with their own water bottles, in Oysters and the mainstream classrooms, and are encouraged to drink from these regularly. If bringing water bottles from home, please ensure these are plastic and not the stainless steel variety, as these can cause problems within Oysters.


    Parents/carers should contact the school on the

    first day of their child’s absence, providing details

    of the reason for their absence.

    All absences are recorded by the electronic system as either ‘authorised’ or ‘unauthorised’. All information provided about the nature of the illness or absence helps to determine whether the absence is recorded as authorised or unauthorised. The ultimate responsibility of determining whether absences are authorised or unauthorised is with the Head Teacher.

    Telephone: 01227-261430

    Email: [email protected]


    Children in Oysters will receive homework if both school and parents feel this is appropriate.

    Electronic Devices:

    Electronic devices may be brought to school and

    are often a good distraction in the taxi. However,

    any and all electronic devices and electrical goods

    are brought in to school at parents’/carers’ own

    risk. We are unable to take responsibility for their

    safety while they are at school.

    If you are worried about an item becoming lost or

    damaged, we advise you to book it into reception

    on arrival, where it will be locked away until the

    end of the school day.


    Children in Oysters swim with their Partner

    Classes in the mainstream school but are

    supported by staff from Oysters, who will

    accompany them into the pool, where


    On swimming days, please ensure that your child

    has all necessary kit (costume, towel, goggles).

    We ask that children wear hats during these

    sessions if at all possible, but this is not necessary

    for children with sensory processing difficulties.

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    School Trips/Visits:

    During their time at Joy Lane Primary School,

    Oysters children will have the opportunity to go

    on school trips and residential trips with their

    Partner Classes.

    In addition, Oysters children visit the Marlowe

    Theatre at Christmas, and have a summer trip

    during June or July, fully subsidised by the Rotary


    Children’s safety is our first responsibility. If it is

    felt that a child is at risk of absconding during a

    school trip, we will provide a backpack with


    Oysters Exit Criteria:

    Transition from Oysters to a mainstream setting

    will be considered at the point where a child has

    made progress and no longer needs the

    Provision. This could include situations when:

    The child has developed compensatory

    and assertive self-help strategies to

    effectively manage their challenges and


    Resultant or additional learning needs can

    be met at the level of SEN with support,

    with interventions in a mainstream


    The child is at the end of Year 6 and

    transferring to secondary school.

    When a child is ready to leave Oysters, effective

    transition will be planned and supported to enable


    Transition to an alternative setting will also be

    considered when a child needs a higher level of

    specialist support or an alternative type of


    This may occur in situations where:

    There are frequent and/or intensive

    behavioural difficulties which present a

    risk to self and/or others, and prevent


    After one year, the pupil remains unable to

    access the mainstream learning

    environment on a regular basis.

    A child or parent expresses the wish to

    change provision.

    There is a consensus view that the priority

    need could be best met elsewhere.

    Exit from Oysters will normally be considered at

    the formal statutory Annual Review. An Early

    Annual Review may be called if it is felt to be

    urgent or necessary.

    School Uniform:

    Navy sweatshirt with logo* Navy cardigan with logo* White shirt/blouse Black trousers /shorts Black skirts / trousers Black pinafore dress Navy/orange striped school tie* Black school shoes Navy book bag* Navy cap* Black P.E. shorts P.E. T-Shirts* (House colour or white) Black jogging trousers Black plimsolls Football boots / Trainers as required

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    P.E. Bag/Swim bag* Cool lunch bag / box if packed lunch

    * Available from the School Office

    Socks or tights should be in a suitable colour such as black, navy, grey or white.

    Please ensure all uniform, P.E. kit, swimming kit, book bags, lunch bags and coats are all clearly named. They are often misplaced and cannot be easily identified without your child’s full name on them.

    School uniform can be ordered through the School office or purchased from Barnums Schoolwear in Herne Bay.

    Items can also be ordered through the Barnums website: and delivered free of charge to the School.


    Telephone: 01227-261430

    Email: [email protected]

    Please be aware that we aim to respond to email communication within two working days of receipt.


    Examples of Oysters adapted Curriculum lessons. Appendix 1:Visual Aids

    i. Sensory Circuits Programme ii. School Events iii. Individual Visual Timetable

    iv. Now and Next Boards v. Individual Dashboard vi. Self Check-In vii. Social Stories

    Appendix 2:Language Through Colour

    i. LTC dictionary ii. LTC Word Wardrobe iii. LTC Interactive English Display

    Appendix 3:Examples of Adapted Resources

    i. English ii. Science

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    Appendix 1:Visual Aids Many children on the Autism Spectrum are ‘visual’ learners. Providing a visual timetable or dashboard for activities allows children to manage their expectations which reduces anxiety and fosters independence. i. Sensory Circuits Programme:

    ii. School Events:

    (Sports Day)

    iii. Individual Visual Timetable: (Portable, for ease of use between Oysters and Mainstream encouraging and enabling Executive Function and fostering ownership and independence.)

    iv. Now and Next boards:

    v. Individual Dashboard: (Allowing self-assessment and task management.)

    vi. Self Check-In: (Feelings and emotions.)

    vii. Social Stories: (For coaching children about situations and circumstances which could cause anxiety.) This extract is about transitioning to the new school year.

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    Appendix 2:Language Through Colour (LTC) This approach was developed by Speech and Language Therapists and is now embedded within our English Curriculum:

    i. LTC dictionary

    ii. LTC Word Wardrobe:

    iii. LTC Interactive English Display:

    Appendix 3:Adapted Curriculum Resources

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    i. English Mainstream English Core Text differentiated for Oysters through use of Language Through Colour (LTC).

    ii Science

    (Visual word banks are used during lessons and for pre-teaching of vocabulary, using LTC).