BELB SENCOs Information afternoon

Harberton now. 6 main departments: Diagnostic nursery Mainschool Outreach Learning Outreach Behaviour The Intensive Support Classes (RUs) Nursery Support Service

 Harberton is an outstanding school.  Outreach provision is outstanding.  Quality of education is outstanding.  Ethos is outstanding.  Quality of pastoral care is outstanding.  The use of ICT is outstanding.  The promotion of healthy eating and physical activity is outstanding.  The leadership of the principal is outstanding.  Community links – local, national and international are outstanding.

Current staffing Administration – 2 (1f/t, 1 p/t) Building Supervisor – 1 Classroom Assistants – 60 Teachers - 50 Cleaners – 5 Supported by 3 Sp &Lang. therapists and 1 Sp & Lang. assistant and 2 Occupational therapists

 “The provision of quality education at Harberton will offer a child: moments of delight; moments of insight; moments of wonder; pride in achievement and happiness in being accepted. By doing this we hope that each child will achieve his or her full potential.” The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.

Mainschool Teaches and cares for pupils with a variety and diversity of special needs e.g. general global delay, speech and language problems, autism, aspergers, down’s syndrome, AD/HD etc. The school offers a very structured approach to the school day. Currently 186 pupils – 17 teachers – 25 assistants – 1 general assistant

Diagnostic Nursery Places for twenty pupils Two Classes Staffed by two teachers and four assistants Children assessed to determine – Mainstream – MLD – SLD

Nursery Support Supports between twenty and thirty nursery school pupils each year One teacher p/t Six assistants (4 f/t equivalents) Children who are having difficulty settling into the routines of nursery school are referred by the Educational Psychology Service. The referrals are varied and include A.S.D., Speech & Language disorders, Developmental Delay, Emotional/Behavioural difficulties and ADHD. The schools receive advice and support from a Harberton teacher and often a classroom assistant will work under the direction of the Harberton teacher with the referred child. At present we have one teacher and six classroom assistants. The Overarching aim is to support the inclusion of those children who have been referred, in their mainstream nursery placement.

Outreach Learning To assist/support pupils with special needs to maintain their place in mainstream schools Currently offering support to approx.336 pupils 19 Teachers (15.4 fte) Most teachers are reading recovery trained. The outreach teachers work in partnership with the SENCO in the mainstream school. A time allocation is given to each school l(pilot model). The SENCO prioritises those children s/he wants our teacher to work with. Our teachers work with the children either individually or in groups of two or three.

Outreach Behaviour To support pupils year 1 year4 (Foundation and KS1) who have been assessed as having SEBD Currently supporting approx: 145 pupils. Pupils referred through BELB psychology service – monthly update meeting between Harberton and psychologist. 6 teachers – 22 assistants Five levels of support – 1. advisory visit – 2. teacher visit once per week intervention plan – 3. teacher visit with assistant support – 4. two days in behaviour/nurture unit one teacher visit 5. two days unit teacher visit and assistant support

Intensive Support Classes To support pupils who have been diagnosed/assessed as dyslexic (SpLD) Currently 20 pupils full time. Two teachers and 3 assistants Both teachers and one assistant have been awarded the Dyslexia Teachers Certificate. Intense one year programme aimed at equipping children who have dyslexia with the skills to help them cope with their condition back in their mainstream setting

SEBDssDepartment Michael O’Kane

◦ Aims ◦ Referrals ◦ Levels of Support ◦ Delivery of the levels

◦ To support children from mainstream primary schools who are displaying social, emotional and behavioural difficulties ◦ To ensure as far as possible, full time or part time attendance in mainstream education ◦ To provide support and advice to teachers with regard to behaviour management ◦ Finding the child’s strengths and qualities ◦ To raise self-esteem

◦ Stages 1 and 2 of Code of Practice carried out by school ◦ Stage 3 - Principal refers child to Educational Psychologist ◦ Child referred to Behaviour Moderating Panel for assessment of problem ◦ Child referred to Harberton SEBD ss ◦ Child’s name added to Harberton SEBD ss waiting list ◦ Referral information

 Level 1 – Advisory visit – Observation & Teacher Consultation  Level 2 – Watching Brief – Advisory & General visit  Level 3 – Weekly Teacher Support Session – Intervention Plan  Level 4 - Weekly Teacher Support Session & Assistant Support – Assistant Support (1 Term Review)  Level 5 – Part-time place in Nurture Class & weekly Teacher Support Session  Level 6 - Part-time place in Nurture Class & weekly teacher support session & Assistant support  Watching Brief, Review & Discontinuation

 Process…informed by  Class Team  Implementation  Working Document  True Capacity Building…purest form  Success Criteria - SIP

 Allocated to children according to need  Amount of time allocated - individuals needs  The child remains the responsibility of the school at all times  SEBD assistants are deployed to assist the class teacher in the management of the referred child through the implementation of the identified strategies.  The assistant will take direction from the class teacher and will consult them before undertaking any tasks.  Assistant allocation is reviewed at the end of term.

 Structure  Reflection  Strategies  T & L  Concentration skills/executive functioning skills  Success  Emotions/Feelings  Social Skills  Self-esteem  Target Review/setting  Transitioning

Outreach Learning Department Katherine Calvert

Intensive Support Classes Philip Cromie

Intensive Support Classes (ISC)  Stage 5 provision for…  Children who have a ‘complex interaction of needs and below expected scores in Literacy and/or Numeracy.  Pupils who are subject to a statement of SEN  OR  Pupils who are not subject to Statements of SEN

Harberton ISC  Proposed Model of Support  Full-time placement -Year 5 pupils  Part-time placement with Outreach support -Year 6 pupils  Outreach support in mainstream Primary School - Year 7  Development of By-pass strategies

Current Provision  2 full time classes, supported by 3 part- time Learning Assistants  2 teachers and 1 LA achieved OCR Level 5.  1 teacher and 1 LA completing CCET.  2 day intensive Literacy intervention  Small class, group and 1-1 teaching opportunities  Harberton is a recognised training centre offering OCR Level 5 Diploma in Teaching Learners with Specific Literacy Difficulties (Dyslexia)