At Gilbert Scott Primary school we have two ELPs catering for 14 pupils. In ELP1 (Early Years Foundation Stage/Key Stage 1) we have the Little Owls class and in ELP2 (Key Stage 2) we have the Robins class.
It is our aim to provide an inclusive and caring learning environment which enables our children to make excellent progress within a mainstream school.
Each unit is headed by a specialist teacher and supported by trained SEN TAs. All our children are statemented and are allocated a place in the ELP by the SEND Placement panel. OSTED (2017) found that the pupils’ leaning needs within the ELP are being met and they make good progress.
ELP 1 – Little Owls
The children attend ELP 1 for the whole day. During the day the children are given the opportunity to learn through play, develop their listening and social skills and to develop their maths and literacy. The morning is broken down into activities covering TEACCH tray time exercises, greeting time, table top activities and play. The children have a mixture of 1:1 teaching and small group work. The ELP uses a visual timetable, visuals and signing to aid language, instructions and understanding. We have a ‘time out’ place and individual behaviour charts and a reward system in place to help with behaviour and the development of right and wrong. The children also have access to a soft play room and weekly swimming sessions in the summer term. Children (with support) are also given the opportunity to join in lessons with their mainstream year group.
ELP 2 – Robins
The children attend ELP 2 for the whole day. The focus for morning learning is usually English, Maths, Reading, Speaking and listening and social skills. The afternoon learning is topic based activities. The work is highly differentiated and whilst children are encouraged to work independently, there is always support where needed. All children have the use of visuals, a multi-sensory approach to learning, 1:1 and small group teaching to support instructions, language and learning. We have established routines, as part of the ELP, which cover; greeting time, social skills and learning time with reward systems in place for appropriate behaviour and learning, to aid concentration, confidence and behaviour. In ELP 2 we follow the school passport system to promote good behaviour. There is a timeout place to help with understanding of right and wrong although this is not usually needed. Children (with support) are also given the opportunity to join in lessons with their mainstream year group.
Additional SEND Support
Where necessary, interventions are put in place to offer additional support for example, we have a trained speech and language TA who takes groups of children out of class for 20-30 minute sessions. There is also a listening group to support children who have listening difficulties. Several of our children are supported through Precision Teaching, an evidence-based intervention. This is used to support English and Maths. This is especially helpful for children with dyslexia.
‘Pupils who have special educational needs and/or disabilities are supported well by additional adults. Consequently they make good gains in their learning. For example, inspectors noted how well pupils were supported to learn within main lessons.’ OFSTED 2017