Designated Specialist Provision (DSP)

Our DSP Staff:

Natalie Clarke
Inclusion/DSP Lead

Miss Lowe
Lead Teacher in DSP

Mrs Maddern
Child-Centred Teaching Assistant

Mrs Hassim
Child-Centred Teaching Assistant

Our SEND Vision:

Every child, from every starting point to fulfil their potential and have talents recognised. Physical, mental and learning needs met, and social development barriers reduced. Agencies work effectively to remove barriers and allow pupils to have a voice and ownership of their own independent learning journey. All staff are accountable and empowered to meet the needs of all children. Difference is celebrated and individuality is encouraged.

 

Our Nest vision/ Our offer:

“We will provide all of our children with a broad, relevant and enriched curriculum so that they have the character to make a positive contribution to our society and are knowledgeable, skilled and ready for the next phase of education.”

Knowledgeable and skilled staffKnowledgeable and skilled studentsEnriched experiencesCharacter development and positive contribution
Principal and Inclusion leader created vision and curriculum to suit the needs of the pupils and link to the school vision.

Drawing on the inclusion excellence in the EYFS and Infant school, expertise is shared and learning in celebrated.

Training is provided for staff working within the DSP on the Attention Autism approach to learning as well as AET training for all staff.

Weekly time is dedicated within the Inclusion leaders timetable to support and develop the provision within the base.

The staffing model draws on prior expertise. HLTA hours are allocated to allow a lead teacher over the lunch hour, recognising this is a key learning time for pupils. HLTA hours also allow for consistency and familiarity when the teacher is on PPA or in meetings.

Joined up thinking, gathering expertise from other settings and sharing good practice is strongly encouraged.

All students are seen as individuals who have specific strengths, talents and areas of development.

The curriculum is designed to not place a ceiling on pupils attainment and achievement in different areas. Exposure is pitched high and personalisation towards small steps is specific.

A broad and balanced curriculum is delivered to pupils, linking with the Sticky Curriculum and tailored to the needs of the pupils.

The TEACHH approach allows success against small step targets in Literacy and Maths. We acknowledge that these are important indicators for future development and all opportunities to enhance progress in these areas will be taken.

Independence will be encouraged, with the Nest designed as a purpose built building that allows safety and boundaries, alongside independence and growth.

Through our broad and balanced curriculum, pupils are exposed to rich experiences. These will appeal to all senses and will allow children to feel comfortable, yet stimulated.

Joined up school wide experiences will be encouraged, where this fits with children’s targets. Assemblies, sports days, shows and events will be a part of the lives of children who are ready for this.

Visitors to the base and trips out will be offered for pupils where this fits within their targets.

 

Discovering talents and celebrating these are a key part to our personalised approach. We supportively challenge children to ‘be the best they can be’ whilst celebrating learning that occurs. Children will be exposed to the character behaviour words of the school and expectations around growing character will be embedded into the curriculum.

Pupils will be encouraged to make positive contributions through whole school fundraising events, community events and local community links. Awe, wonder and reciprocity will feature in the wider curriculum.

Ready for the next phase of learningSuccess through a joined up approach
Pupils will be prepared, supported and appropriately signposted to the next phase of their education at the end of Year 2.

 

 

The DSP is integrated into the school vision and ethos. Pupils are integrated into school events as they become developmentally ready. A TMET joined up approach allows for sharing of expertise and good practice to enhance the provision and outcomes of pupils

The Nest Environment:

The Nest is a fully secure, purpose-built learning environment that is designed to meet the needs of pupils with ASD and co-occurring needs. It is a minimal and natural setting where pupils have access to their own extensive outdoors provision. The Nest is interlinked with the mainstream Nursery outdoor learning area, allowing integration when pupils can access this. Pupils have 2 main teaching spaces, a sensory space, accessibility changing facilities and 3 dedicated outdoor areas; a physical development playground, a sensory development area including water play and a grassed area to encourage outdoor learning. The pupils in the nest are an important part of Kestrel Mead, wearing our uniform, joining in with school events where possible and completing an adapted curriculum in line with their peers. The meeting room in the nest allows of all of the school community and professionals to see the wonderful learning that is happening is this area of our school.

 

The Nest Curriculum and outcomes:

The Kestrel DSP curriculum is based on a personalised learning approach whereby children gain knowledge and understanding through a series of big questions/themes which link to their own personal, learning journeys. Through a use of different teaching styles and learning frameworks, the children will have incorporated new skills and new knowledge which will be embedded across the 3-year teaching period. Through use of Attention Autism, we will be able to support key prime areas of learning which would interleave throughout other areas of the child’s learning to play an integral part in their individual development. The use of communication systems such as Makaton and PECS will be incorporated throughout the teaching approaches to provide children with the best access to communicating with both adults and other children. Although the children’s EHCP outcomes will underpin the curriculum, both the EYFS framework and the AET framework will play a fundamental part in ensuring we provide a balanced and enriched curriculum for all children to access and enjoy. TEACCH approaches will incorporate English and Maths learning opportunities and will be structured through initially the EYFS framework and moving towards the National Curriculum to meet the needs of the children on an individual basis. Children’s character will be developed through a series of intensive interventions (play interaction, fun time and life skills sessions) ensuring emphasis is put on the whole child.

Placement within our provision:

Kestrel Mead Primary Academy does not have control over who is admitted to the Designated Specialist Provision (DSP), this is decided by the Special Education Service (SES) at panel meetings. Children attending this provision all require an Educational, Health and Care Plan (EHCP). Unfortunately, children who attend Kestrel Mead Primary Academy do not have priority access to a space within the DSP. 

Timings in the school day:

The school timings within the school day are slightly shorter than in the main site, this to support with transport and awareness that the main site can get busy with other children.

Pupil/Parents will arrive at 8:20am.

Parents will collect their children at 2:45pm

 

Identifying and reviewing Need:

The DSP will operate within the framework of the revised SEND code of practice and the Local Authority Guidance. All children with an EHCP will have individualised targets. Progress towards these targets will be continually monitored. They are formally reviewed 3 times year (once at an EHCP review meeting) with parents. At this meeting, new targets may be set in collaboration with other professionals, parents and the child as and when appropriate. Children’s targets are communicated with all professionals involved with the child.

Communication with Parents:

The DSP communicates with parents effectively to ensure we have an ongoing parent, teacher communication. The staff within the DSP feedback to parents daily as they pick their child/ren up at home time. The staff also complete EHCP trackers whereby they add information linked to their targets, these are sent to parents via class dojo 3 times a year. The parents also have updates via class dojo of what their children have been doing this week as a whole class. Staff also upload work that the children have been completing through seesaw. Parents can see their progress towards their personalised targets.

 

If you require any further information regarding our Designated Specialist Provision (DSP)- The Nest, please contact the school office on 0116 2461732 and ask for Miss Rowe our Inclusion and DSP lead.

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