Aims Meet Greet Primary

Aims • • • Meet & Greet Primary Liaison with Haverstock Transitional Support Summary of Provision Question & Answers

Context • 62 students at Haverstock have Statements of SEN • 545 Year 7 -13 students are identified with additional needs representing 45% of pupils at Haverstock. • 57% of students are bilingual at Haverstock • 69% of students from ethnic minority backgrounds • 21% of students have refugee status with 6% as early stage learners of English

Inclusion at Haverstock offers a wide range of Inclusion services, with expert staff in several teams. Learning Support ESW Connexions EMAS Inclusio n School Nurse Learning Mentors Headway School Counsello r

Inclusion at Haverstock

Inclusion at Haverstock: external services on-site CAMHS: Art Therapist: 1 day HI Specialist: OT: 1 x ½ term Social Services: 1 -2 days BSS: 1 x ½ term Physio SLCN & Behaviour: 1 -2 days 1 x ½ term

Inclusion interacts with multiple outside agencies Haverstock maintains close links with many external agencies on behalf of students. Occupatio CAMHS nal Therapists Brandon Centre BSS Social Services SEN Borough support SALT Haverstock LAC YOT/YIS P Traveller Support Art Therapis t 115/Suc cessplus Building Bridges Tavistoc k/Greenl Ed. Psyc and Rd h.

Transition Support • Completion of forms – input is valuable. • Transition Programme: June/July. This is for Statemented students/others who would be suitable for our Nurture group programme/vulnerable pupil: Dates: Tuesday 23/6 (9. 30 -12. 30) Tuesday 30/6 (9. 30 -12. 30) Tuesday 7/7 (9. 30 -12. 30) – with a catch-up on Tuesday 14/7 • Friday 26 th June 2009: Whole Year Group Transition Morning • Summer school.

Transition Support • Collation of information – Inclusion booklet for staff • Observations by Inclusion staff + in-class support for Year 7 • Full-time Nurture Group (September – December) + ILS • Intervention programmes begin for most students after the October half term. Mentoring & Headway usually begin at the start of the autumn term for identified students. • Regular Inclusion Manager and Head of Year Meetings for referrals and provision

Interventions In house: Curriculum • Soundwaves, 3 rd wave Maths, Chisanbop, Units of Sound, RAPID reading, dyslexia / literacy support, Extended Writing, Motoring Forward (fine motor skills), Nurture Group, Beginners EAL group, National Strategies, B 232 Lunch & B 227 homework clubs, Transition support and Team/Partnership Teaching. In house: EBSD • Headway, Learning Mentors (1: 1 and small group), Counsellor, Anger Awareness, Art therapy, Crime Prevention, Girls’ groups, Boys’ groups, Self Esteem Groups, Peer & buddy support, KS 5 mentors, Alternative programmes. In house: Communication and Interaction • Speech and Language groups including programs in: ‘Active Listening’, Vocabulary, Memory, Story Telling, Social Stories, Organisation and Thinking Skills and Narratives. In house: Family Support (Jackie Williams) • Attendance & punctuality; social needs: housing, benefit entitlement; financial support with school clothing

Nurture Group • 2004 -5: Trial run of programme. • 2005 -onwards: Full programme established. Provision includes: v Small Groups sizes (maximum 18 students identified), pupils identified as most vulnerable in transfer. v Full timetabled support whereby pupils are taught by subject specialists and support by at least one other teacher. v Full time pastoral support including an attached mentor during registration. v Less movement around school as the pupils have their own classroom and teachers move to them. v An effective and lengthy reintegration programme beginning in November and lasting the rest of the year.

Nurture Group Is it Successful?

EMAS Ethnic Minority Achievement Service

English Language Acquisition –Skills Transfer Bereavement or Loss Trauma or Injury Learning New Social Contexts No Previous Experience of Education Teaching staff Children in LAC Refugee mentor Home link workers English language Acquisition –Initial Literacy Bilingual Students with Other Learning Needs Immigration Issues Family/Housing Problems Home-school communication difficulties

Home Links Bengali Community Albanian-speaking Community Afghani/Iranian Community Somali Community Congolese Community Refugee Mentor All students and families from refugee backgrounds

Who’s who? + Q&A: Kate Clark Lead Learning Mentor: Needs / Strategies / Interventions Anthony Jones Head of EMAS: Needs / Strategies / Interventions Allison Hendrick LSU Manager: Needs/Strategies/Interventions Taryn Neale SENCO: Needs, Strategies, Interventions Jackie Williams Family Support Worker: Family information / issues (CP? ) Nikki Haydon Assistant Headteacher