We are committed to ensuring that pupils with medical conditions are fully supported in school so that they can:
If a student has a medical need, they will have a Care Plan, which is compiled in consultation with parents and one of our medical assistants. The plan is discussed with all staff who are involved with the student and is added to the student’s profile, so staff can access it.
Staff receive regular medical training delivered by the school medical assistant and are aware of where they can access further information as required.
Where necessary and in agreement with parents, medicines are administered in school but only with signed parental consent and with medicines in the original packaging.
Pioneer is a day special school for children and young people aged 3-19 years. Our pupils’ identified needs are complex and significant in the area of cognition and learning (Severe Learning Difficulties or Profound and Multiple Learning Difficulties) and communication and interaction (Autistic Spectrum Disorder and Speech and Language Difficulties) as described in the SEN Code of Practice. In addition many pupils have sensory, physical and/or complex medical conditions. We also have a growing number of pupils who can be identified as CLDD (Complex Learning Difficulties and Disabilities).
Our pupils all have significantly greater difficulty with learning and often make significantly less progress than their mainstream peers. Some pupils also have a disability that prevents or hinders them from taking advantage of facilities provided in mainstream schools or colleges for pupils of a similar age.
Admission to the school is through the statutory assessment process where the school is named on the Education Health and Care Plan (EHCP). Through this process a child’s Special Educational Needs are identified in terms of learning, communication and interaction, emotional health, physical and sensory needs. Some pupils in Early Years and Foundation Stage join the school before they have an EHCP; the school’s assessment then contributes to the statutory process leading to an EHCP.
The school is committed to working in partnership with parents and carers and fully involves them in making decisions about their child.
This includes:
The school has wide experience in supporting learning needs, specialist care needs and health issues and work as a team with the family and other agencies to secure the best approach and outcome for pupils. This is done through:
All transitions throughout the school are well planned as children and young people move from class to class and phase to phase. Prior to the move, pupils have a session with the new class teacher and other members of the class team. Handover meetings also take place between teachers to ensure the receiving class is in the best position to continue meeting the young person’s needs and working towards their agreed objectives.
When transfers into school or from school occur, the school organises a number of supported visits, exchanges of data and staff expertise to ensure a smooth transition. For younger children starting school and transitioning from home, the school puts in place a staged programme which is agreed by parents, the local authority and as necessary health and social care. This would be in the form of part time attendance as the transition to school is often a worrying time for both parents and children. The school works with the Transition Service to ensure a smooth transition to college, independent supported living or independent living as agreed with the young person and supported by their family. Key workers employed by the school provide specific support to young people and their families during this transition period.
The school uses a wide range of approaches. Work is differentiated to meet the needs of individual pupils and delivered by well trained, experienced staff.
Approaches include:
All pupils have access to a broad and balanced curriculum designed to involve pupils in exciting and engaging learning opportunities. The school has a well designed curriculum that has been thoughtfully considered to meet individual needs and promote independence.
The school has made adaptations to the learning environment to keep pupils safe. There is a secure door access system fitted to all the main entrances and key internal doors. Once pupils are in school all doors are closed and can only be accessed by staff and authorised visitors. This not only prevents unauthorised access but also prevents students “wandering off”. Failsafe procedures are in place that allow entrances and exits to open automatically should the fire alarm sound.
We have a technology rich learning environment including a cutting edge Immersive Room providing interactive learning opportunities. Our hydro-therapy pool has full sensory capability with a computer controlled light and sound system. The school has 3 sensory spaces providing three different types of sensory experiences and a soft play room where pupils experiencing anxiety or displaying signs of stress are able to work out their emotions in a safe environment.
For our older pupils we have an independent living flat where they can practice real life domestic skills and an Enterprise area which is run like a café by students, preparing food and serving customers. The space also acts as a display or gallery area for products made and sold as part of the Enterprise curriculum.
We have medical/therapy rooms used by NHS staff for our pupils and out of hours for mainstream pupils requiring specialist support.
All classes and specialist areas have direct access to high quality outdoor learning areas. The school has an outdoor gym appropriate for all ages with wheelchair accessible equipment.
Visual timetables are used across all phases and signs and symbols are used as a way to support understanding and access to information across the school day. Switches and other assistive technology is also used with many pupils.
The school uses Sign a Long signs and Communication Boards to teach vocabulary and support communication.
Training for epilepsy, feeding, administration of medication and meeting complex needs is also provided by health colleagues who are based in the school. Speech and Language Therapist (SaLT), Physiotherapists and Occupational Therapists (OT) provide programmes to support access to learning and provide guidance to classroom staff supporting their learning. They also deliver training to staff to ensure they have the skills needed to carry out identified programmes. Classroom staff are experienced in using a wide range of communication approaches and ensuring mobility, personal care and medical needs are handled effectively.
The school has a large number of trained first aiders.
Pupil progress is monitored in a variety of ways including:
Parents/carers are kept informed through:
The specialist nature of the school, the purpose built design and the skilled staff ensure that no child is excluded from any activity on the grounds of their special educational needs.
The overall health and well-being of our pupils is a priority for us.
The local authority has published a local offer www.essexlocaloffer.org.uk that provides information on the services and support for special educational needs and disability. The website also contains details of support services for parents of pupils with special educational needs.
