At Gilbert Scott, we have two facilities for the Enhanced Learning Provision: Little Owls and Robins Class with 14 places for pupils with Moderate Learning Difficulties across both classes.

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 class is headed by a specialist teacher and supported by two trained and experienced SEN TAs.

Pupils generally start in the Reception Year group in Little Owls Class and will move to Robins Class in year 3. Occasionally, following discussions with parents, pupils can remain in Little Owls for year 3 because their needs would be better met in this class.

The ELP is supported by an attached Speech and Language Therapist and Occupational Therapist who work closely with the staff to continuously set and review targets, model new targets and support staff to deliver those interventions to the children.

To be considered for a place in the ELP, your child will need an Education Health Care Plan or Inclusion Funding. The referrals will be made by the Nursery and discussed by the SEND Placement panel in the spring term. If you feel your child may need to be considered for an ELP placement, please discuss your concerns with the Nursery staff in the autumn term.

Throughout the year, the SENCO runs regular open days to enable parents to visit the ELP, enabling them to ask questions and find out more about our provision. Please call the office on 0208 6574722 to arrange a visit.

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 Makaton 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  Robins class 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 Robins class we follow the school passport behaviour 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 are also given the opportunity to join in lessons with their mainstream year group when appropriate. For Example, they may join in with PE, or enrichment week activities, whole school behaviour treats, assemblies, School Council, clubs, Year 6 school responsibility jobs, whole school presentations, Gilbert Scott has got Talent show.
 

Additional SEND Support

Where necessary, interventions are put in place to offer additional support for example, dough gym, Lexia, fine and gross motor skills. Several of our children are supported through Precision Teaching, an evidence-based intervention which uses overlearning to support English and Maths. This is especially helpful for children with dyslexia. We have an ‘Ocean Room’ which is used as a sensory room to help with calming activities for sensory needs.

‘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