Rodney House School Offer
Teaching and Learning
- At Rodney House the curriculum is delivered through focused activities, supported play, individual and group activities. Emphasis is placed on firsthand experience, play skills and the importance of consolidation. Assessment is carefully used to plan children’s next steps in learning.
- A different theme is explored each half term that over the year provides children with a wide range of exciting learning experiences. Pupil led planning and carefully differentiation is embedded practice in each class.
- The EYFS prime areas are at the centre of learning at Rodney House, a total communication approach through which symbols, objects, signing and AAC to support the spoken word is embedded both in and out of the classroom.
- Key Stage One and Two learning builds upon the principles of the EYFS while ensuring the subjects of the National Curriculum are delivered in a challenging and thematic way, as children are gently introduced to more formal learning styles in addition to learning through play.
- The school has a school development plan, including identified training needs for all staff to improve the teaching and learning of our children. All staff in school have personal development plans which contribute to achieving the aims of the school improvement plan.
- The classes at Rodney House are staffed to reflect the individual needs of the children in that class. High levels of staffing facilitate small group and individual working. Lessons are carefully planned so children experience achievement and are given time to practise early skills.
- ‘Readiness to learn’ is central to the educational approach at Rodney House, characterised by the embedded use of the ‘active listening cue cards’, celebrating small steps and working in conjunction with parents and carers.
- Regular educational visits are planned throughout the year. Accessing facilitates in the local area allows for the opportunity to practice PSED, communication and physical skills. Half termly visits provide stimulus and firsthand experience of the learning theme for example local farm visit.
- Through supporting children to learn about the world around them, planning reflects the seasons and religious and cultural traditions of the children who attend Rodney House and those of the wider community.
- Tailored intervention programmes are delivered as appropriately. Implementation of specifically tailored support strategies and programmes devised by the Speech and Language therapist, occupational therapist or physiotherapist. Interventions are suitably resourced with the purchase of equipment as advised by specialist e.g weighted blankets, scooter boards etc.
- All children have an individual education plan (IEP); these are targets to work on key skills and the children’s specific next steps in learning
- ICT is used skilfully by staff to support learners; assistive communication aids are used to increase access to the curriculum
- Where appropriate, regular ICT access to support learning includes the use of interactive whiteboards and iPads.All children are supported by speech and language therapy ( 1 day per week core offer). Where appropriate the input of occupational therapy (0.5 of a day per week core offer) and physiotherapists’ supports class teams to meet the learning needs of individuals. The staff teams at Rodney House receive a comprehensive induction, training and refresher training on key strategies such as sensory integration and PECS help to maintain their high level of skill.
- The curriculum is enhanced by a visiting staff including a specialist music teacher and dance teacher support the delivery of high quality learning at Rodney House School.
- Each child has an IEP. Targets are set to overcome barriers to learning that children experience. Achievable targets are set in conjunction with professionals who support the child’s learning. Targets are shared and discussed with parents/carers. All children have a communication target.
- At the end of Key Stage, where appropriate, National Tests are administered following statutory guidance.
- Throughout the year, teachers and lead teaching assistants share children’s achievements with parents and targets from class teaching and their IEP that will be included in an educational report. The report is discussed with parents/carers prior to their child’s educational review/EHC plan.
- Rodney House closely liaise with parents and other professionals eg Educational Psychologists, Speech and Language Therapists, to prepare evidence to request a Statutory Assessment.
- Where appropriate children’s views are collected in a variety of ways eg photographic evidence, switch technology, talking mats
- Rodney House promotes close working relationships with other SEND services to support families in a holistic way eg CAMHS referrals are made regarding sleep, eating, behaviour issues
Keeping Children Safe
- Safeguarding is a high priority at Rodney House. Disclosure and Barring Checks are carried out on all staff appointed to the school; as well as ensuring visitors, volunteers, supply staff and students have checks. Any people regularly coming into contact with pupils undergo safeguarding induction training before they work in class. All staff at Rodney House undergo level one safeguarding training. Each class base has a designated person on site: all of the school’s senior leadership team are designated people for safeguarding.
- Collaboration and communication with all external professionals involved with children, as appropriate, e.g. MCAF process.
- Many of the pupils attending Rodney House arrive on home to school transport, managed by the local authority. There are procedures in place for all staff to receive the children from the vehicles in the morning and to return them to their vehicles in the afternoon. This procedure is risk assessed.
- All rooms that the children use are risk assessed; in addition individual activities are risk assessed before being delivered including PE and food technology.
- All educational visits are risk assessed: educational visit risk assessments for trips out of the immediate locality are reviewed by the head teacher.
- At Rodney House School we have a fire officer who is trained and has responsibility for ensuring practice evacuations take place each half term.
- Children have individualized risk assessments, these are used in conjunction with children’s behaviour plans to ensure they are supported to learn safely throughout the school day.
- A password system is in place for adults other than regular parent/carer to be permitted to collect a children from school.
- At Rodney House consistency is highly valued, consequently children are supported by the same staff throughout the day. Meal times are recognised as a key learning session at Rodney House, therefore skilled and familiar adults from the class team support children to develop their feeding and social skills during the lunch session. As any learning session the level of support is dependent on the individuals need.
Health (including Emotional Health and Wellbeing)
- All medication is clearly labeled and kept in the Nurse's office. It is signed in and out when taken on educational visits. All administered medication is recorded.
- Rodney House has an allocated School Nurse who is on site part of the week.
- The majority of class based staff are trained in paediatric first aid, in addition we have a workplace first aider.
- All staff are trained by a school nurse in medicine administration protocols with regular training refreshers. Staff are also trained in administrating emergency Buccal Medication, Specialist Hoist Training, First Aid, Care of Gastrostomy and use of Infinity Pump and Bolus Feeding. Further training and regular refreshers are done with class teams who care for children with specific medical needs.
- Pre admission meetings are held with multi disciplinary team, including the school nurse and parents to establish the child’s needs in school and, where appropriate, draw up care plans to ensure the child thrives at Rodney House School.
- Staff are trained in Team Teach Positive Behaviour Management Strategy.
- Individual risk assessments and behaviour plans are in place as appropriate to the individual. Behaviour and anti-bullying policies implemented and are evaluated annually, behaviour plans and the use of team teach strategies are discussed with parents on a regular basis. The development of the behaviour plan is a child centred process where the skills of the speech and language therapist and occupational therapist can be drawn on best support the child.
- Attendance of every child is monitored on a daily basis by the Admin department. Lateness and absence are recorded and reported upon. Support is given through an incentive scheme (termly certificates) where good attendance is actively encouraged throughout the school.
- Referrals for assessment to external agencies are made as required follow discussions with parents.