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Social story

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**It is important to note that official diagnosis cannot be made by the school. Our tools work to provide additional evidence for external agencies to use**

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By harnessing the power of tech, we give every learner an equal opportunity to thrive.

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Kingsmead School works in collaboration with Words First Speech and Language Therapy Service. Here is their website explaining the service.

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Home - Speech And Language Therapy London | Words First

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Specialising in Speech and Language Therapy for mainstream schools and specialist provisions in London and across the UK

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We offer a range of services for school age children and young people who have speech language and communication needs. We work in partnership with parents, families, schools and other professionals.

Contact details

Admin Hub: 020 8702 6930

Service Manager: Judy Sleat

Opening hours: Monday to Friday 9am-5pm (excluding bank holidays)

Who we are

Speech and language therapists are the lead professionals for children who have speech language and communication needs and or difficulties with eating and drinking. Speech and language therapists must be members of the Royal College of Speech and Language Therapists to ensure that they have completed an appropriate degree programme of academic learning and practical clinical placements. They are registered with the Health and Care Professional Council to ensure that their skills are updated regularly.

What we currently offer (Academic Year 2019-20)
Please note that the service is currently under review.
We offer ( see referral flow-chart):

Specialist assessments to determine the communication strengths and areas of need for children and young people who fit the criteria for the service.

Highly specialist intervention of for children and young people to develop eating and drinking skills.

Highly specialist intervention for children and young people who stammer.

Highly specialist intervention for children who have speech sound difficulties.

Highly specialist intervention for children with selective mutism.

Support for children and young people, on a speech and language care pathway, to contribute their views and opinions about their care (free resources and information are available here).

Reports which summarise difficulties and the impacts on learning and interacting with others, suggested targets/outcomes and strategies and activities to support outcomes.

Training to school staff.

Modelling of strategies and activities to school staff and parents.

Workshops for parents of children who stammer.

Intervention and therapy programmes involving parents and schools

Who is the service for

The service is for children and young people (from reception to school leaving age) who attend mainstream schools in Enfield or who have an Enfield GP, who have difficulties in the following areas:
Health needs
For children who have difficulties with:

speech sounds

stammering

eating and drinking

communication difficulties resulting from severe hearing impairment

communication difficulties resulting from an injury or illness

selective mutism

voice difficulties.

These areas are designated as health needs. Once a referral is received a speech and language therapist will aim to see the child and parents within 13 weeks for assessment.
Educational needs
We offer a service to children who have difficulties with understanding or using language in school for learning and whose school have applied for a statutory assessment leading to an education, health and care plan (click here for the local offer which explains the support for children with special educational needs).

Schools can access advice and support for children without EHCPs through discussion with a Clinical Lead Speech and Language Therapist ( see Clinical Lead input flow-chart).

For those children and young people who attend special schools and additional resource provisions in Enfield including speech and language resource bases, speech and language therapists work closely with classroom staff to determine the communication, eating, drinking needs of children and find the best way to support their communication or feeding.

Where we work

We work in Enfield mainstream primary and secondary schools, in additionally resourced provisions based in these schools. We work in special schools across Enfield and we deliver some clinic-based interventions.

How you can access our service

Discuss your concerns with the SENCO (Special Educational Needs Coordinator) in your child's school who can talk you through what can be put in place to support your child and discuss possible referral. If you would like to discuss your concerns you may call the service manager, Judy Sleat on 020 8702 4284.

Other useful information

These websites contain useful information about speech, language and communication for parents and children:
www.ican.org.uk www.radld.org www.afasic.org.uk https://actionforstammeringchildren.org www.autism.org.uk www.communicationtrust.org.uk www.nationalliteracytrust.org.uk www.rcslt.org

We offer a range of services for school age children and young people who have speech language and communication needs. We work in partnership with parents, families, schools and other professionals.

Children, young people and families

Community Services in Enfield

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We offer a range of services for school age children and young people who have speech language and communication needs. We work in partnership with parents, families, schools and other professionals.

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Educational Psychologists work with parents and carers, education staff and other professionals to support the learning, wellbeing and mental health of children and young people up to the age of 25.

The EPS is the main provider of psychological services to Enfield schools and early years settings. They have direct links to services in education, health and social care which promotes a coordinated approach.

Who can get support

Schools can usually meet the special educational needs of children or young people, but if you're concerned about your child's learning, wellbeing or mental health, you should speak to the school first. They will talk to you about your concerns and discuss setting up a 'Learning Support Plan' or an 'Individual Education Plan'.

The plan will include areas to improve on, possible outcomes and support that will help in school and at home. You will meet with the school to review the plan and progress your child is making.

During this process, the school or educational setting may want to involve the Educational Psychologist for further assessment and guidance. Schools purchase this service and prioritise in line with the needs of children in their school.

Children, young people and their families are eligible for support from an Educational Psychologist when any one of the following apply:

the EPS receives a formal request for a pre-school child living in Enfield from a professional, for example an early years setting

the child or young person goes to an Enfield School that has purchased our Educational Psychology Service

the SEN service has asked for information and advice from the Educational Psychology Service as part of an Educational Health and Care Needs Assessment or to support the Education Health and Care Plan of a child or young person

the child or young person has been referred to another team which has asked for support from an Educational Psychologist, for example HEART

An Educational Psychologist will only have direct involvement with a child or young person if there is written agreement from the parent or carer, or from the young person if over the age of 16.

The role of an Educational Psychologist includes:

being part of meetings with school staff, parents and professionals to hear about a pupil's learning and their progress

working with staff in educational settings

observing and working with a child or young person in school

individual assessment to guide the support that would help the child or young person

training for staff and other professionals

providing parenting programmes

home visits where the child or young person is not in school

referrals to other agencies for further advice or support

Educational settings can purchase from the EPS. For more information, see our traded services page.

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Educational Psychologists work with parents and carers, education staff and other professionals to support the learning, wellbeing and mental health of children and young people up to the age of 25. The EPS is the main provider of psychological services to Enfield schools and early years settings.

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This club aims to assist students develop and improve their social skills. It enables them to build confidence and social competence.
The workshop covers topics to enable our students to-;
- Increase self-awareness
- Improve self esteem

- Understand, interpret and increase skills in body language
- Improving friendship skills
- Improving assertiveness

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Welcome to our SEND department padlet! Here you can find everything you need to know about SEND at Kingsmead School alongside some useful links.

Assistant Headteacher in charge of Inclusion
Gemma Clare
gclare@kingsmead.org

SENCO
Cathy May
cmay@kingsmead.org

SEND Administrator
Emmy Soyal
esoyal@kingsmead.org

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In line with Government advice, EASA is suspending all face-to-face group events (e.g. training, workshops, drop-ins and coffee mornings) at the current time. We are continuing to offer telephone and email support for school staff and parents. We can also support staff and parents by video link.

We are working together with colleagues in Special Schools and the Local Authority to plan support and provision for autistic children and young people, their families and those working with them during this period of national school closures. We are developing Home Learning resources which you can access in the Useful Links and Resources section of this website. Please check this website regularly as information may change. Please call or email for details.

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Enfield Advisory Service for Autism website

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In line with Government advice, EASA is suspending all face-to-face group events (e.g. training, workshops, drop-ins and coffee mornings) at the current time. We are continuing to offer telephone and email support for school staff and parents. We can also support staff and parents by video link.

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The Dyslexia Screener is an assessment that identifies dyslexic tendencies in pupils aged 5–16+ years and recommends intervention strategies to help them achieve their potential.

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Dyslexia Screener is an initial screener for teachers concerned about a pupil's literacy progress. Standardised to ensure accurate benchmarks, the assessment can be used to screen year groups or for individual pupils whose performance in literacy is causing concern. It distinguishes between general literacy difficulties and those associated with dyslexia. Comprising six digital tests, it identifies whether a pupil would benefit from further diagnostic assessments.
The Dyslexia Guidance Handbook provides invaluable advice for teachers and SENCOs supporting dyslexic pupils, from pre-school through to university. With activities based on real classroom experiences (including photocopiable materials), it covers each education stage, from common early dyslexia signs such as difficulty with letters, to recommended study techniques and how to make access arrangements for examinations.

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Dyslexia Screener is an initial screener for teachers concerned about a pupil's literacy progress. Standardised to ensure accurate benchmarks, the assessment can be used to screen year groups or for individual pupils whose performance in literacy is causing concern. It distinguishes between general literacy difficulties and those associated with dyslexia.

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Know the facts

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This website places cookies on your computer to improve your experience. By continuing to browse the site, you are agreeing to our use of cookies. For more details, see our privacy policy. I agree

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The British Dyslexia Association is the voice for the 10% of the population that are dyslexic

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Identifies dyscalculic tendencies in pupils aged 6–14+ years and recommends intervention strategies to help them achieve their potential.

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Suitable for specialist and non-specialist teachers to screen entire year groups or individual pupils who show difficulty with numbers and arithmetic calculation, this screener distinguishes between those who have poor maths ability and those with dyscalculic tendencies.
Standardised to guarantee that results are accurate and reliable, and with British Dyslexia Association Assured status, it gauges pupils' abilities to understand number size and simple addition and multiplication. Strengths and weaknesses are revealed, with Standard Age Scores provided as well as recommendations for further assessment.

The Dyscalculia Guidance Handbook contains advice as well as intervention strategies to help dyscalculic pupils - from pre-school to university age - achieve their potential. It has activities (with photocopiable resources) grouped into specific areas of mathematics to help structure teaching plans, building knowledge vital for dyscalculic pupils' progress.

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Dyscalculia Screener and Dyscalculia Guidance

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Suitable for specialist and non-specialist teachers to screen entire year groups or individual pupils who show difficulty with numbers and arithmetic calculation, this screener distinguishes between those who have poor maths ability and those with dyscalculic tendencies.

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Strengths and Difficulties Questionnaire 

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Strengths and Difficulties Questionnaire 

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The Strengths and Difficulties Questionnaire (SDQ) is a brief emotional and behavioural screening questionnaire for children and young people. The tool can capture the perspective of children and young people, their parents and teachers

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A) 25 items on psychological attributes.
All versions of the SDQ ask about 25 attributes, some positive and others negative. These 25 items are divided between 5 scales:

1) emotional symptoms (5 items)

1) to 4) added together to
generate a total
difficulties score
(based on 20 items)

2) conduct problems (5 items)

3) hyperactivity/inattention (5 items)

4) peer relationship problems (5 items)

5) prosocial behaviour (5 items)

The same 25 items are included in questionnaires for completion by the parents or teachers of 4-17 year olds (Goodman, 1997).

A slightly modified informant-rated version for the parents or nursery teachers of 2-4 year olds. 22 items are identical, the item on reflectiveness is softened, and 2 items on antisocial behaviour are replaced by items on oppositionality.

Questionnaires for self-completion by adolescents ask about the same 25 traits, though the wording is slightly different (Goodman et al, 1998). This self-report version is suitable for young people aged around 11-17, depending on their level of understanding and literacy.

In low-risk or general population samples, it may be better to use an alternative three-subscale division of the SDQ into 'internalising problems' (emotional+peer symptoms, 10 items), 'externalising problems' (conduct+hyperactivity symptoms, 10 items) and the prosocial scale (5 items) ( Goodman et al, 2010).

B) An impact supplement

Several two-sided versions of the SDQ are available with the 25 items on strengths and difficulties on the front of the page and an impact supplement on the back. These extended versions of the SDQ ask whether the respondent thinks the young person has a problem, and if so, enquire further about chronicity, distress, social impairment, and burden to others. This provides useful additional information for clinicians and researchers with an interest in psychiatric caseness and the determinants of service use ( Goodman, 1999).

C) Follow-up questions

The follow-up versions of the SDQ include not only the 25 basic items and the impact question, but also two additional follow-up questions for use after an intervention. Has the intervention reduced problems? Has the intervention helped in other ways, e.g. making the problems more bearable? To increase the chance of detecting change, the follow-up versions of the SDQ ask about 'the last month', as opposed to 'the last six months or this school year', which is the reference period for the standard versions. Follow-up versions also omit the question about the chronicity of problems.

Last modified : 16/08/22

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A) 25 items on psychological attributes. All versions of the SDQ ask about 25 attributes, some positive and others negative.

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We work closely with Joseph Clarke School to support Kingsmead students who have a vision impairment.

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An internationally recognised centre of excellence, Joseph Clarke School successfully combines high-quality academic provision with specialist support for vision impaired pupils.

One of only a handful of specialist schools in the country for pupils with vision impairment, Joseph Clarke School delivers a strong academic curriculum designed to meet the needs of every child. Through excellent one-to-one support and by harnessing the latest technology available, Joseph Clarke does not just help pupils access the curriculum, it brings it alive for them. As such, pupils make excellent progress during their time at school and earn places at top universities and on vocational courses.

Learning at Joseph Clarke goes well beyond the curriculum and through bespoke, high-quality mobility and habilitation training, pupils are given the tools they need to lead independent, fulfilling and happy lives.
Joseph Clarke School Website View Our Latest Tweets
Contact Details

Joseph Clarke School

31 Vincent Road, Highams Park, London, E4 9PP

Tel: 020 8523 4833

E-mail: school@josephclarke.waltham.sch.uk

For safeguarding issues E-mail: safeguarding@josephclarke.waltham.sch.uk

Family Support

Joseph Clarke Schools parents can call: Sarah Bent - 07871 778 470

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An internationally recognised centre of excellence, Joseph Clarke School successfully combines high-quality academic provision with specialist support for vision impaired pupils. One of only a handful of specialist schools in the country for pupils with vision impairment, Joseph Clarke School delivers a strong academic curriculum designed to meet the needs of every child.

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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National Autistic Society - Coronavirus tips for parents 

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National Autistic Society - Coronavirus tips for parents 

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Surviving lockdown

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Having a home test for Coronavirus

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Beating the Coronavirus

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Having a vaccination for Coronavirus

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Bereavement

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Access Arrangements is the name given to exam concessions and it covers all sorts of procedures e.g.: additional time, rest breaks, readers, scribes etc. These procedures are designed to help students with genuine needs to access exams. The awarding of Access Arrangements is governed by strict regulations as set out by the JCQ (Joint Council for Qualifications

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Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval.

Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. For example, readers, scribes and Braille question papers. In this way Awarding Bodies will comply with the duty of the Equality Act 2010 to make 'reasonable adjustments'.
Reasonable Adjustments
The Equality Act 2010 requires an Awarding Body to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment.

A reasonable adjustment for a particular person may be unique to that individual and may not be included in the list of available Access Arrangements.

How reasonable the adjustment is will depend on a number of factors including the needs of the disabled candidate/learner. An adjustment may not be considered reasonable if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment.

There is no duty on the Awarding Bodies to make any adjustment to the assessment objectives being tested in an assessment.
Special Consideration
Special Consideration is a post examination adjustment to a candidate's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment.

Forms

Within this section you will find JCQ forms for Access Arrangements, Reasonable Adjustments and Special Consideration.

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Access Arrangements, Reasonable Adjustments and Special Consideration - JCQ Joint Council for Qualifications

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Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ awarding body approval. Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment.

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Colour filter for children with Dyslexia

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ColorVeil: Reduce eye strain, help with Dyslexia and Visual Stress

A screen color filter over any application you are using

Helps users with Dyslexia and Scotopic Sensitivity Syndrome

Reduce eye strain along with screen brightness

Easily customize the color and opacity of the filter

Match the prescription from the optometrist

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Dim screen brightness, reduce eye strain, and save energy. It helps with eye strain, Dyslexia, Scotopic Sensitivity Syndrome, or Visual Stress.

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Supporting your child’s mental health

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Coronavirus - a book for younger children

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Pause Animations Play Animations

© Copyright 2021 Renaissance Learning Inc. All rights reserved | | |

All logos, designs, and brand names for Renaissance's products and services are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States.

© Copyright 2021 Renaissance Learning Inc. All rights reserved

All logos, designs, and brand names for Renaissance's products and services are trademarks of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States.

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myON reader personalizes reading for students by recommending books based on their interests, reading level, and ratings of books they've read . myON reader tracks book usage and reading growth over time and can project a student's future reading score based on their current reading activities within the system.

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Looking after your mental health - every mind matters

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Looking after your mental health - every mind matters

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Feeling stressed, anxious, low or struggling to sleep? Every Mind Matters can help with expert advice, practical tips and personalised actions to help stay on top of your mental wellbeing.

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This club aims to assist girls to build confidence and build relationships with other girls

The workshop covers various topics including:
.        Communication

·         Body changes

·         Group cohesion

·         Menstruation

·         Hormones
Topics may vary depending on the needs and interests of the students taking part

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Autism Spectrum Disorder Information Booklet

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Autism Spectrum Disorder Information Booklet

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Social Emotional Mental Health Information Booklet

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Social Emotional Mental Health Information Booklet

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Get support for children and young people with Special Educational Needs and Disabilities (SEND), and their family or carers.

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Supporting Wellbeing - Helpline for Students and Parents

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Year 6 to Year 7 transition - Support for Parents

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Year 6 to Year 7 transition - Support for Parents

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Supporting children's transition to secondary school | Childrens mental health and wellbeing in schools | Anna Freud Centre

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This evidence-based guide for parents and carers provides tips about how children preparing for, or going through, the transition to secondary school can best be supported. It includes guidance on why the transition can be difficult for some children and practical advice for parents and carers such as talking and connecting with the new school, as well as suggested resources that they may find useful.