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Curwen Primary School is committed to inclusive education, supporting and promoting the development of the whole child with a learning journey that leads every child to be the best they can be, from all starting points, and ready for the next phase in their education. We want all children at Curwen to SHINE and in order to ensure progress, they work in a vibrant, inclusive and welcoming atmosphere.

We aim to:

Prepare our pupils to live independently and responsibly

Teach our pupils to understand the rights of other people

Foster a respect for the environment and adults we work with

Ensure good to outstanding achievement and attainment for the pupils of our school

Have high expectations for all pupils

Develop and create an environment with outstanding behaviour and safety for all

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Assess: The SENCO and class teacher, in consultation with parents and professionals, conduct a detailed assessment of the child's needs, identifying specific barriers to learning. This process is ongoing and helps in a growing understanding of the child's difficulties.

Plan: Based on the assessment, the school and parents agree on the expected outcomes (targets), the support and teaching strategies required, and a date for the next review. This plan is often captured in an SEN Support Plan or a Pupil Passport.

Do: The school puts the agreed-upon support plan into practice. The class teacher remains responsible for the daily learning, but the SENCO and any support staff work closely to track progress and ensure the provision is effective.

Review: The effectiveness of the support is reviewed regularly (typically termly) by all involved parties, including parents and the pupil. The review evaluates the progress made toward the agreed outcomes. The results of the review inform the next cycle of assessment and planning, adjusting the support as needed.

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Types of Visual Support for our pupils at Curwen

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Types of Visual Support for our pupils at Curwen

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Timetables & Schedules: Pictures or symbols showing the day's/week's activities (e.g., "Now, Next, Then" boards) to prepare for transitions.

Choice Boards: Offer choices for activities, snacks, or rewards using pictures or words (e.g., "I want ____").

Communication Boards: Use symbols or photos for basic needs (e.g., "toilet," "drink," "help").

Emotion & Behaviour Visuals: Zones of Regulation, traffic lights, or "How Big Is My Problem" charts help children identify and manage feelings.

Task Analysis/Checklists: Break down multi-step tasks (like washing hands or getting dressed) into visual steps.

Reward Charts: Visual progress trackers for motivation, such as stars or stickers.

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Our intention at Curwen Primary School is to support and promote the development of the whole child with a learning journey that leads every child to be the best they can be, from all starting points, and ready for the next phase in their education. In order to do this, we have developed the mnemonic SHINE: Successful; Healthy and Safe; develop a sense of Identity; feel supported and Nurtured; are Engaged in an exciting curriculum.

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At Curwen, we follow the National Curriculum. As part of this, there are year group expectations that the majority of pupils are expected to achieve by the end of that academic year.

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The Education Endowment Foundation are an independent charity dedicated to breaking the link between family income and educational achievement. They do this by supporting schools, colleges, and early years settings to improve teaching and learning through better use of evidence.

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High quality teaching: The 'five-a- day' principle

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Adaptive teaching involves making adjustments to instructions and teaching materials for children, based on how their needs present in the moment.

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Whilst pupils are awaiting an ECHP assessment we will...

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The school makes the necessary referrals for specialist assessment and, where it deems necessary, for a request for an Education Health Care, EHC, assessment. This can lead to an EHC Plan, above is the timeframe for this process.

Provision of interim enhanced adult support whilst the process runs is extremely limited. However, it may be made at the level to support a pupil's emotional regulation where it disrupts learning.

When an EHCP is in place, personalised assessment arrangements, individual target setting and personalised progress tracking and assessment are managed through an ongoing assess, plan, do and review process that includes annual reviews.

The provision outlined in section F of the EHCPs for all the children with one currently at the school, forms the model of provision at the different banding levels. This is how the school balances a strategic approach to provision and the individual needs of each child.

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Our staff have access to AET training as part of our internal continuing professional development.

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About the Autism Education Trust

The AET is a not-for-profit organisation, led by the National Autistic Society and  Ambitious about Autism, and supported by the Department for Education.
We work in Partnership.
Our training programme and education resources are created in partnership with our panel of Autistic Young Experts, parents/carers, and our network of Training Partners, education professionals, experts, and specialists.

All our materials bring to life the latest research in autism and the current, lived experiences of autistic children and young people in education.
The AET Board
The AET programme is governed by its Programme Board which determines its strategy, protects its values and supports, and holds the staff team to account for the delivery of its objectives.

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Since 2007 we have been helping you to develop good autism practice for autistic children and young people. Discover our vision, mission & journey.

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Details of the targeted intervention that it runs. (The ELFT SCYPS and Support Services YouTube channels and the Newham Children's Therapy Education Pack are on tiles in the section but they are not separated into intervention i.e. colourful semantics).

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Our staff have access to Team Teach training as part of our internal continuing professional development.

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Team Teach:
About Us About Us Who We Are FAQ About Us Who We Are FAQ Our mission is to support individuals and organisations in moving beyond behaviour management; using strategies that lower risk, build relationships, minimise physical intervention, and create positive environments. For

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Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.

Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.

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Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

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Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

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Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health

Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

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IPSEA are the leading charity in the field of SEND law in England, and they provide free and independent legal advice and support to families of children and young people with SEND. They also provide training on the SEND legal framework.

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(IPSEA) Independent Provider of Special Education Advice

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(IPSEA) Independent Provider of Special Education Advice

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IPSEA (Independent Provider of Special Education Advice) - helping children and young people with special educational needs and/or disabilities (SEND) get the education they are entitled to by law

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Verbo is an online speech and language therapy toolkit that empowers education staff to support children and young people’s communication skills. All Newham schools have access.

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Why Verbo

Verbo is actively being used in over 750 settings with new settings joining in the autumn term

3,525 pupils have already been screened with over 1,409 targets met

Verbo is being adopted by individual settings, Local Authorities/County Councils, Integrated Care Boards and Speech and Language Therapy teams

What is Verbo?

Verbo is an online speech and language therapy toolkit that empowers education staff to support children and young people's communication skills.

Communication skills are vital for all children and young people, with a wide-reaching impact on academic attainment, employment prospects and emotional well-being. Evidence shows us that a communication rich environment and upskilled staff are essential in supporting pupils to achieve their potential.

Our aim is to ensure every child and young person has the opportunity to maximise their communication potential by accessing the right support at the right time.

Verbo can help education staff in settings have instant access to speech and language tools.

Verbo can support Speech and Language Therapists by providing universal and targeted resources and training, enabling their limited time to be focused on delivering the direct input the only they can provide.

Early identification, built in target tracking and data reporting can also support with better quality referrals.
Click to hear what our users have to say about Verbo
Hear what our users have to say about Verbo

The Verbo Team

The Verbo platform has been developed by a team of Speech and Language Therapists at Homerton Healthcare NHS Foundation Trust, in collaboration with a tech team at Blum Health Ltd. Verbo was first funded by NIHR and the Knowledge Assets Grant Fund to address the increasing need for speech and language support in schools. We are grateful to the schools and education staff to date who have provided invaluable feedback and ideas throughout the development of Verbo.
The Verbo team are proud to be nominated as finalists for:

The Chief Allied Health Professional Awards 2023

The Health Service Journal Driving Efficiency Through Technology Award 2023

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Verbo upskills staff to maximise the communication potential of children and young people.

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Welcome to Newham’s Family Information Service and our Local Offer for children and young people with Special Educational Needs and Disability (SEND) and their families.

The website aims to provide information and advice to enable families to access support, advice and activities.

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-Visual system for communication

-Regular ongoing speech and language therapy

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-Individual visual support

-Blocks of speech and language therapy groups

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-Visual support for communication

-Regular blocks of speech and language therapy

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Child and Adolescent Mental Health Service, CAMHS

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Child and Adolescent Mental Health Service, CAMHS

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The school make referrals to and works in partnership with this service.

The Child and Adolescent Mental Health Service (CAMHS) provides outpatient assessments, support, and treatment for children and young people up to the age of 18 experiencing moderate to severe mental health problems.

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CAMHS

Mental health conditions are problems such as depression, anxiety and eating disorders. Dealing with these problems can be hard so it is important that you get the support you need.

The Child and Adolescent Mental Health Service (CAMHS) provides outpatient assessments, support and treatment for children and young people up to the age of 18 experiencing moderate to severe mental health problems.

The service works to provide them with a greater knowledge of their condition and improve coping techniques.

We provide help to children and to the wider family, including those with living with foster parents, adopted children and young people living in children's homes. The service may see children and adolescents on their own, with their parents or with their family, and may also see parents on their own.

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CAMHS | East London NHS Foundation Trust

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Mental health conditions are problems such as depression, anxiety and eating disorders. Dealing with these problems can be hard so it is important that you get the support you need

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Newham Specialist Education Support Service

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Newham Specialist Education Support Service

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The school make referrals to and works in partnership with this service.

These services are run by the local authority. They provide the Language, Communication and Interaction Service (LCIS), the Sensory Service for children with deafness, hearing loss, visual impairment and multi-sensory impairment, the Complex Needs and Dyslexia Service (CNDS) and other specialist staff for children with specific learning difficulties, learning difficulties and physical disabilities.

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The Specialist Education Support Service (SESS) is made of 3 long established teams: Sensory Service; Complex Needs and Dyslexia Service; Language Communication & Interaction Service. These teams provide the targeted and specialist offer in early years and school settings and transition advice and support for post 16.

The service as whole has specialist team offers designed to build capacity in educational settings for provision across the SEND continuum through training offer, specialist advice, early identification and prevention, access and accessibility support and arrangements and individual pupil specialist assessments

Please subcribe to our youtube channel Newham Support for SEND - Youtube

Useful Specialist Education Support Service resources

Related Information

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lcis; lauguage; dld; deafness; deaf; hearing; visual impairment; social communication; learning difficulties; physical disabilities

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Newham Families Advice and Support | Specialist Education Support Service

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The Specialist Education Support Service (SESS) is made of 3 long established teams: Sensory Service; Complex Needs and Dyslexia Service; Language Communication & Interaction Service. These teams provide the targeted and specialist offer in early years and school settings and transition advice and support for...

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-Personalised curriculum planned by a SEN staff and including recommendations for speech and language therapy and other input

-Enhanced adult support to access learning full-time and individually, may include unstructured times for health and safety reasons, this level of support indicates a specialist placement is required to meet the pupil's needs, therefore, a specialist placement will be sought

-Individual work station or system if required to ensure emotional regulation and/or access to learning

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-Personalised curriculum planned by teachers within the year group

-Blocks of group work

-Enhanced adult support to access learning for 25% of the timetable or shared in a group of 3/4 part-time not including unstructured times

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-Personalised curriculum planned with input from a SEN staff

-Regular blocks of group work

-Enhanced adult support to access learning for 50% of the timetable or shared with 3 pupil/s full-time not including unstructured times

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Family Hubs offer a wide range of services through key areas of support, including parenting, health, learning, and well-being. These areas work together to provide early help, ensuring families receive the right support at the right time. Our timetables show the activities available at each hub, making it easy to find what you need.

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The Family Hubs Network has officially launched in Newham!! Family Hubs are designed to offer early support to children, young people and families, building upon the existing Early Help offer, and acting as a 'one stop shop' for general advice and guidance on a range of needs and services. Families can access various support including health services (antenatal, maternity, health visitor, school nurses); infant feeding support, early years education and childcare, youth services, parenting and relationship support and much, much more!

Please click on the brochure to find out what is going on across the East Ham and Plaistow Family Hubs Network.

The first pilot hub launched in April in the East Ham and Plaistow locality and offers local families a range of support and guidance. A number of hubs will be launched over the next two years and we are keen to hear what would work for you.

Get involved with our Family Hubs Parent and Carer Advisory Panels

We need the help of local residents who use our services to make sure that Family Hubs are designed to meet the needs of our local community.

We are establishing locality based Parent and Carer Advisory panels where parents and carers will work together with the Co-Production Lead and service partners to help design and evaluate services delivered at the Family Hubs. Feedback from this groups will inform local decision making.

We welcome families from different backgrounds and parents with children of different ages including from pregnancy upwards.

If you would like to become a panel member please register your interest by emailing us easthamfamilyhub@newham.gov.uk

Name

Gender

Telephone No.

Address and postcode

Please tell us why you would like to be a Parent/Carer panel member

Related Features

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Newham Families Advice and Support | Newham Family Hub Network

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The Family Hubs Network has officially launched in Newham!! Family Hubs are designed to offer early support to children, young people and families, building upon the existing Early Help offer, and acting as a 'one stop shop' for general advice and guidance on a range...

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Specialist Children & Young People's Services, SCYPS

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Specialist Children & Young People's Services, SCYPS

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The school make referrals to and works in partnership with this service.

SCYPS (Specialist Children & Young People's Services) provides a wide range of health services for children and young people who are registered with a Newham GP and aged up to 18 years old. They provide speech and language therapy, specialist nursing, physiotherapy and occupational therapy.

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During the COVID-19 pandemic, we are running reduced services in most area's, with reduced staffing. We continue to provide care for your children, mainly via non-face to face methods to adhere to social distancing. Please see individual service information using the 'Our Services' tab. Here, you will also find relevant contact information. You can also contact each service directly via the 'Contact Us' tab.

You may also wish to visit Newham Talking Therapies for therapeutic support during this time. Click here to be redirected to their webpage.

Please click here for additional guidance and information on what support is available during the pandemic.

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SCYPS | East London NHS Foundation Trust

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During the COVID-19 pandemic, we are running reduced services in most area's, with reduced staffing. We continue to provide care for your children, mainly via non-face to face methods to adhere to social distancing. Please see individual service information using the 'Our Services' tab. Here, you will also find relevant contact information.

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The school make referrals to and works in partnership with this service.

This service supports mainstream schools/settings to meet the needs of children with social, emotional, mental health difficulties and challenging behaviour.

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Newham Families Advice and Support | The Primary Behaviour Support Service 2024-25

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Becky Evans Ruth Donovan Advisory teacher with extensive experience of working in Newham schools with children who have SEMH needs. Specialist practitioner with extensive experience working with children with SEMH across East London schools and settings. What we do: Support staff in mainstream schools/settings to meet the needs of children with social, emotional, mental health difficulties and challenging behaviour. We observe pupils, consult with staff and meet with parent/carers to develop an understanding of the child’s behaviour and needs. We put together, with you, a package of interventions to be implemented by school/setting-based staff, supported by a BSS member of staff. Interventions may include: in-class modelling of target behaviours; developing systems of individual rewards and sanctions; 1:1 and/or small group sessions focusing on play skills, social skills, anger management or building confidence. We can support you with baseline assessments, planning, meetings, producing reports and measuring progress. Develop and deliver bespoke training based on the needs of your staff. The benefits of our input: Increase in schools’ knowledge, expertise and capacity to meet SEMH needs Professional development and enhanced staff skills Improvement in behaviour for individual pupils and their families Improvement in academic progress Improvement in inclusive practice Reduction in number of suspensions Packages: We work in 3 hour sessions, which we will book in advance with you The content of these sessions will be planned and agreed beforehand. Parental consent is required for direct work with children

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-Key worker

-Individual work station or system if required to ensure emotional regulation and/or access to learning

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-Key worker

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-Key worker

-Individual work station or system if required to ensure emotional regulation

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Newham Parent Forum are a group of parents and carers in Newham of children and young people (0-25) who have special educational needs or disabilities (SEND). NPCF is a voluntary organisation giving families a voice in shaping local SEND services.

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Here is a link to training for parents from NASEN.

NASEN supports those working with, and for, children and young people with SEND and learning differences by having an influential voice at a national level through our partner networks, developing useful resources and delivering effective CPDL

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nasen supports those working with, and for, children and young people with SEND and learning differences by having an influential voice at national level through our partner networks, developing useful resources and delivering effective CPDL

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The Newham Educational Psychologist Service, Language Communication and Interaction Service, Complex Needs and Dyslexia Service and Sensory Service YouTube channel.

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This is the channel for ELFT Specialist Children and Young People's Services in Newham. They provided a variety of services for children and young people in the borough.

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This is the channel for ELFT Specialist Children and Young People’s Services in Newham. We provided a variety of services for children and young people in the borough and are using this as a platform to make content more accessible!

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The Communication Trust, now SLCF, is a coalition of over 50 not-for-profit organisations. Working together they support everyone who works with children and young people in England to support their speech, language and communication. Here is their guidance on creating communication friendly environments in schools.

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The Council for Disabled Children is part of the National Children’s Bureau family. They are the umbrella body for the disabled children's sector with a membership of over 300 voluntary and community organisations and an active network of practitioners that spans education, health and social care.

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TTLT Supporting Pupils with Medical Conditions

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TTLT Supporting Pupils with Medical Conditions

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Our policy for supporting pupils with medical conditions.

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The school health service aims to support children and young people and their families. They offer information and support in the following areas; emotional health and well-being, managing complex and additional health needs, monitoring growth and development and support with growing up and preparing to become an adult. They work with schools to create individual healthcare plans, IHCP, to manage long-term health conditions in school.

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We are a team of qualified nurses with specialist training in public health for children, young people and families, Child Health Practitioners, Child Health Screeners and skilled trained School Health Assistants. We work with children and their families as well as other partners such as maternity services, GPs, schools and social care, to deliver the Health Child Programme, to improve the health and well-being of all children and young people from five to 19* years (*extended to 25 years for SEND), and their families.
What do the school health team do?
Our school health service aims to support children and young people from five to 19* years and their families, to enable them to reach their full potential. We offer information and support in the following areas; emotional health and well-being, managing complex and additional health needs, monitoring growth and development and support with growing up and preparing to become an adult.
When more help is needed...
The school health service support children, young people and their families when they need extra help. Some examples include support with specific parenting issues, additional and long term health conditions, accident prevention, emotional health and well-being, oral health, personal hygiene and puberty, domestic abuse, bullying, special educational needs, drugs and alcohol misuse, looked after children and young carers. School health service work together with other professionals to help keep children healthy, protected and safe.

The school health team respect individual's values, diversity and promotes good health.

Health promotion

We offer universal and bespoke health and wellbeing information - interactive, fun and informative workshop style sessions.

Our health promotion sessions take place in schools and a variety of community settings such as health centres, youth centres, local libraries, food banks and more recently online.

The workshop style sessions are designed to offer useful information to support families and children/young people to make informed choices and access health and wellbeing information.

School Entry Health Assessment (SEHA)

It is our aim in Newham Children's Health 0-19 to ensure every child has the best start in life to enable them to meet their full potential. One of these aims is to help make your child's transition into school as smooth as possible by working together to achieve this.

www.newham.gov.uk/SEHA

As your child starts to get ready for school it is important that you start to support them in activities they will need to do for themselves when at school, this may seem like a mission impossible, with guidance and support this mission truly is possible. By you supporting and encouraging your child with these independent skills they will be able to start school relaxed, happy and ready to learn. Take a look at our short film where you can see just a few of the skills we use when starting school.

Keep a look out for the 'Ready for school' information sessions advertised  in your local child health clinics, libraries, nurseries and children centres around the borough, where help and advice will be on offer.

Vision and hearing

The Children's Health 0-19 Service offer hearing and vision screening to all reception-aged children (4-5 years) who attend schools in Newham where we are already providing a service.

The programme will be delivered in line with national guidance and clear referral pathways have been agreed with our local partners in health to ensure a seamless approach for those children who are identified as requiring specialist support.

Please find below the information sent to all schools with a reception-aged cohort and the reception screening leaflet for parents.
National Child Measurement Programme Leaflet (PDF)
This programme is in addition to the National Child Measurement Programme (NCMP), find out more about the NCMP.

National Child Measurement Programme (NCMP)

What happens in the child measurement programme?
If you have a child in reception (ages four and five) or year six (ages 10 and 11), you will receive a letter from us before your child is measured. On the day, a trained Child Health Practitioner or Child Health Screener will weigh your child and measure their height, in their clothes at school. They'll ensure the measurements are done sensitively and in private, and your child's results will not be shared with teachers or other children.
Why is it important that my child is measured?
This will tell you if your child is in the healthy weight range. If your child is overweight, you can get support from the school health service or local NHS services. Your child doesn't have to take part, but every child measured is contributing to the national picture about how children are growing. The more children who participate, the clearer that picture will be. The information collected helps your local NHS to plan and provide better health services for the children in your area.
How do I find out my child's results?
Parents will automatically be sent their child's results in the post. The letter sent by your local provider before the measurements take place will explain how you will be informed about your child's results. If you're concerned that your child might be underweight or overweight, speak to your GP, School Nurse, who can offer advice and support.

If you do not want your child to participate in the programme, please complete and return the slip provided with the letter you receive from your child's school. Children will not be made to participate if they do not want to.

Special Educational Needs or Disabilities (SEND)

An additional part of the School Health service also provide support to children and young people with Special Educational Needs or Disabilities (SEND). As a school health service we are aware of some of the existing barriers within SEND. As a service we work with education and health and social care partners to ensure we overcome these barriers, by adopting a holistic approach to care whilst improving outcomes. If required school nurses also contribute to the formulation of Education Healthcare Plan (EHCP).

We offer support and training to school staff.

Individual Health Care Plans (IHCP)

All children attending schools in Newham receive a universal offer. Children and young people who have been identified as having a long term health condition requiring support in school including support in an emergency situation will have an Individual Health Care Plan (IHCP) or action plan. In addition to this, key members of education staff are offered training (undertaken within the service) in relation to this support.

The Whole School Asthma Approach

The Whole School Asthma Approach is a new and innovative approach to asthma care in schools designed by the Children's Health 0-19 Service in partnership with East London Foundation Trust.

It is recommended that every child and young person who has asthma should have a personal asthma action plan. These should be issued at the point of diagnosis whether that be in a GP, hospital or clinic setting; reviewed annually as a minimum and a copy of the personal asthma action plan should be brought into school. However we know that this isn't always happening, leaving the child or young person in schools without any asthma guidance.

To ensure that the child or young person's schools have asthma guidance, the Children's Health 0-19 Service have designed a School Asthma Action Plan that supports all children and young people in that setting with asthma. Whilst it does not replace a child or young person's personal asthma action plan it is aligned so that either can be used if a child or young person is experiencing asthma symptoms or in an emergency, and used where there is no personal asthma action plan available. To be eligible for the School Asthma Action Plan there is a set of criteria that must be met and maintained to support an asthma friendly environment, this includes an offer of asthma awareness training for your whole workforce.

ChatHealth

The school health service has embraced the use of technology and have a digital platform where young people, aged 11-19 can get confidential advice around health and wellbeing, including but not limited to; emotional health, bedwetting, sleep, sexual health, healthy eating and oral health.

ChatHealth is a confidential text messaging service for 11-19 year olds. It is a quick and easy way for young people to access health advice and support. There will be a qualified nurse responding to messages within 24 hours, Monday to Friday between 09am and 5pm.

Contact no: 07507 326645

Access ChatHealth: www.chathealth.nhs.uk find @NwhmSchHealth

Training for professionals

To support children and young people with medical conditions in school, we offer free awareness training for school professionals. This is to ensure emergency situations can be identified at the earlier point, and the child or young person can receive the appropriate emergency intervention.

Free online courses for all parents, carers, grandparents and teen

Newham Council has partnered with the Solihull Approach to offer free access to expertly designed online courses for parents, carers, grandparents and teens living in the region.

Sign up to understand your child's feelings, as well as your own, as you go through life as a family. Learn to understand the changes in your child's development and how to support them, whilst also strengthening your relationship.
inourplace | Solihull Approach - Newham | inourplace

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shs; school health; school health service; bmi; ihcp; care plan; hearing; vision; mental health

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Newham Families Advice and Support | School Health Service

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We are a team of qualified nurses with specialist training in public health for children, young people and families, Child Health Practitioners, Child Health Screeners and skilled trained School Health Assistants. We work with children and their families as well as other partners such as maternity...

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The school aims to meet as many needs as possible through adaptation of the curriculum planned for the age of the child. However, we accept children as they are and that their stage of development may not be the same as their age. When children are working significantly outside of their chronological year group, teachers need to plan beyond adaptation and differentiation is required. This may require a personalised curriculum where staff draw on the knowledge of teachers with specialist experience and/or qualifications. This NASEN document explains the role of differentiation in current pedagogy.

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Newham Children's Therapies Education Pack

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Newham Children's Therapies Education Pack

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Newham Children's Therapies provide this Education Pack to the schools in Newham. The pack outlines the intervention and strategies that school can put in place to support children with speech and language, occupational therapy and physiotherapy needs.

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Special Educational Needs and Disability Information Advice and support Service, SENDIASS, is a statutory service designed to support parent/carers, children and young people 0-25, with issues relating to their special educational needs and disability (SEND) rights and provision.

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Empowering Families
Special Educational Needs and Disability Information Advice and support Service, SENDIASS Newham(formerly Parent Partnership Services), is a statutory service designed to support parent/carers, children and young people 0-25, with issues relating to their special educational needs and disability (SEND) rights and provision. The support offered is free, impartial and confidential, as the service works at arms-length from the local authority (LA). Support is given electronically, telephone and face to face meetings. SENDIASS will not share parent, carer, or young persons information with other professionals, unless we have explicit consent or there is a safeguarding issue.
How do SENDIASS help?

Knowledge, advice and support based on SEND statutory process and duties

Advice and support around SEN Support and all aspects of the education, health and care plan (EHCP).

Exclusions (where the pupil has an SEN).

SEND Tribunal cases

Meeting support.

If you are a parent/carer, child, young person or professional in need of advice or support please call: 0203 373 0707 or email sendiass@newham.gov.uk

Please be aware that SENDIASS is a self-referral service, therefore we require service users to contact us themselves, unless there are extenuating circumstances which prevent the parent/carer or young person from accessing the service independently.
SENDIASS Information and Documents: Young People's Flyer Parent Referral Process SENDIASS Newham Working Practices SENDIASS Newham Steering Group Terms of Reference Young People's Steering Committee Terms of Reference Complaints Procedure

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Newham Families Advice and Support | SENDIASS

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Empowering Families Special Educational Needs and Disability Information Advice and support Service, SENDIASS Newham(formerly Parent Partnership Services), is a statutory service designed to support parent/carers, children and young people 0-25, with issues relating to their special educational needs and disability (SEND) rights and provision. The...

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-Some individual visual support

-Some speech and language therapy input

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-Personalised curriculum planned by the class teacher

-Some small group work

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-Key worker

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-Sensory room

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-Sensory room

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-Sensory room

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-Sensory room

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If you would like to speak to a member of the inclusion team or highlight an initial concern, then please send a message via our studybugs app and a member of the team will get back to you within 48hours.

Our Special Educational Needs Co-ordinator (SENDCO) is Ms Kate Miles and she can be contacted by ringing the school on 0208 472 0290

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Curwen Primary School is committed to inclusive education, supporting and promoting the development of the whole child with a learning journey that leads every child to be the best they can be, from all starting points, and ready for the next phase in their education. We want all children at Curwen to SHINE and in order to ensure progress, they work in a vibrant, inclusive and welcoming atmosphere. Provision at Curwen is tailored to meet the individual needs of the child with a ‘stage not age’ approach, making use of specially adapted classrooms as well as working alongside their mainstream peers, benefiting from a wide variety of learning styles and stimulating resources which are appropriate to their level of progress.

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How long does the Flagship School Award last for?

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How long does the Flagship School Award last for?

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The Flagship School Award is reviewed annually to ensure that schools maintain the exceptional standards required. This renewal process focuses on continuous improvement, leadership in inclusive teaching, and innovation in inclusion within schools.

Schools are expected to contribute actively to national inclusion dialogues, participate in collaborative projects, and share expertise with other schools pursuing inclusion awards for schools.

For many schools, holding Flagship status represents the culmination of years of consistent, high-impact inclusion work. Schools are encouraged to use their expertise to mentor others, contribute to sector-wide research, and model best practice.

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What is Colourful Semantics?

Colourful Semantics is a language intervention strategy designed to support children in developing sentence structure, comprehension, and expressive language. Originally developed by Speech and Language Therapist Alison Bryan, this approach breaks down sentences into individual components and assigns each one a colour-coded visual cue. These cues help learners to understand and construct grammatically correct sentences, improving both oral and written communication through Colourful Semantics for oracy development.

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What is Colourful Semantics?

Colourful semantics is a psycholinguistic approach that is often used to develop children's speech and writing abilities. The technique was developed by Alison Bryan and was first published in a case study [1997] with the child Alison was working with. Colourful Semantics has been described as "a theory that explains how people understand language". The basic idea behind colourful semantic analysis is simple: we can learn about what someone means when they use words or sentences simply by looking for patterns in their speech.

We do this because there are regularities in our own linguistic behaviour which allow us to predict what will happen next. For example, if I say something like 'I am going home now' you know that it probably means that I want to go somewhere else later on. Furthermore, these predictions are not just based on my current state of mind; rather, they reflect an understanding of the way things work generally. This kind of knowledge allows me to make sense of your utterances even though I don't have any direct experience of them myself. In fact, all human communication involves such generalised inferences.

The key point here is that although we may be able to infer meanings from individual instances of language, we cannot rely solely on those inferences.

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Who can use Colourful Semantics?

Anyone child who needs to get better at interpreting others' messages. You might think that only native speakers would benefit from learning colourfully-semantic methods. However, anyone who speaks more than one language could also gain from using CS. Why? Because most languages contain some form of colouring or structure - either through metaphor, simile or metonymy.

These forms of figurative expression provide additional information beyond literal interpretation. They help us interpret each other's statements without having to resort to explicit explanations. So, whether you're trying to communicate across cultures or within your family, Colourful Semantics offers a powerful toolkit for getting along with others.

A Colourful Semantics Resource can support language comprehension in many ways. First, it provides a framework for analysing the structure of natural language expressions. Second, it helps learners identify the kinds of inference processes involved in making sense of others' utterances. Third, it shows students how to apply these skills to their own writing. Finally, it encourages teachers to develop innovative teaching strategies that take advantage of the insights provided by CS.

A colourful semantics resource includes our innovative teaching tool, Writer's Block. This toolkit can help children spot the crucial patterns in grammatical structure. The learning strategy also supports children to take a playful approach to the learning. Collaborative approaches such as mental modelling enable children to talk about their learning and in doing so, develop a wider vocabulary.

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Why use Colourful Semantics?

Using colourful semantics as an approach to teaching grammar gives students access to a rich set of tools for thinking about language. By providing a systematic analysis of the structures underlying sentences, coloured semantic resources offer a clear explanation of why certain constructions occur together. Students learn to recognise common patterns in sentence construction and then discover how these patterns relate to real life situations. As well as helping students to become fluent communicators, this process teaches them important concepts such as:

* How words combine into phrases and clauses;

* What makes up a complete thought;

* How different types of word order affect meaning;

* How metaphors work;

* How idioms function;

* How similes and metonyms operate

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Colourful semantics helps children understand the structure of sentences. It can be used to colour code and identify grammatical structures. This approach acts as a code helping children to process the otherwise invisible details in sentences. Our block building process can be used to help children play with structure and develop complete sentences.

Because pupils are using a playful tool, the building blocks, the structure can be manipulated multiple times until the child creates the correct sentence. Our research has shown that this encourages children to try out new ideas and not be so worried about 'being wrong'. The incremental nature of using building blocks means that children can develop a three part sentence or four part sentence and gradually increase the complexity. Once children are comfortable with this new toolkit it can then be used to develop autonomous play and form the basis of an assessment of sentence comprehension.

Camouflaging assessment activities into play provides teachers with an authentic formative assessment opportunity. Getting the foundations for sentence production right using a colour coding approach builds confidence and autonomy.

The purpose of semantics is to explain what meanings are conveyed when we speak or write. In practice, however, there are two main problems associated with understanding meaning. Firstly, we often don't know exactly what someone means until they have finished speaking or written. Secondly, even if we do know what someone meant, we may not be able to tell precisely what they said because of ambiguity.

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9 Creative Ways Your School Could Use Colourful Semantics

In the realm of language learning, the use of Colourful Semantics can be a powerful tool to enhance sentence building and comprehension. Here are nine creative ways teachers can utilise this approach:

1. Storytelling: Use Colourful Semantics to break down the sentences in a story. This can help children understand the structure of sentences and how they contribute to the narrative. For example, in the story of "The Three Little Pigs", children can identify the 'who', 'what doing', 'what' and 'where' in sentences like "The pig built a house of straw."

2. Describing Pictures: Provide children with a picture and ask them to describe it using Colourful Semantics. This can help them form complex sentences and improve their descriptive language skills.

3. Creating Sentences from Words: Give children a set of words and ask them to create sentences using Colourful Semantics. This can help them understand how different words can fit together to form meaningful sentences.

4. Peer Interaction: Encourage children to use Colourful Semantics when communicating with their peers. This can help them practice their sentence-building skills in a natural setting.

5. Role Play: Incorporate Colourful Semantics into role-play activities. This can help children understand how sentences are used in real-life situations.

6. Writing Tasks: Use Colourful Semantics as a planning tool for writing tasks. This can help children structure their writing and develop their ideas in a logical way.

7. Reading Comprehension: Use Colourful Semantics to break down sentences in a text. This can help children understand the text better and improve their reading comprehension skills.

8. Grammar Lessons: Incorporate Colourful Semantics into grammar lessons. This can help children understand the function of different parts of speech in a sentence.

9. Vocabulary Building: Use Colourful Semantics to introduce new vocabulary. This can help children understand the meaning and usage of new words.

According to a study published in the Journal of Educational Psychology, Colourful Semantics can be an effective strategy for improving children's language skills. It can help children understand the semantic role of each sentence's element, thereby enhancing their comprehension and expressive language skills.

Another study found that the use of Colourful Semantics via telepractice was effective for children who are Deaf or Hard of Hearing, demonstrating the versatility of this approach.

As the renowned linguist Noam Chomsky once said, "Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied." Colourful Semantics is a testament to this, providing a structured yet flexible approach to language learning.

Statistic: According to the Department of Education, children who engage in structured language learning activities, like Colourful Semantics, are 70% more likely to achieve higher grades in English Language Arts.
Key Insights:

Colourful Semantics can be used to enhance sentence building and comprehension.

It can be incorporated into various activities, including storytelling, picture description, and writing tasks.

Studies have shown that Colourful Semantics can improve children's language skills and reading comprehension.

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How can colourful semantics develop expressive language skills?

You may well have children in your class with a developmental language disorder. Language development in children who struggle with speech sounds and/or vocabulary, is characterised by poor use of syntax and morphology, difficulty producing meaningful utterances, and difficulties comprehending others' messages. Children with phonological disorders tend to produce short, ungrammatical utterances which lack cohesion.

They also make frequent errors involving sound-symbol correspondences. These children typically show little interest in learning their native language. Language impairments in children are common. According to the National Institute on Deafness and Other Communication Disorders, approximately 1% of school aged children suffer from some type of communication impairment. Of these, 10% will experience significant academic failure due to their inability to communicate effectively.

Children with specific language impairment usually display delays in acquiring basic linguistic abilities including grammar, lexis, morphosyntax, pragmatics, discourse, reading and writing. In order to succeed in school children need to develop a certain level of academic language proficiency. Children with language difficulties find it difficult to express themselves clearly and coherently. This makes them less likely to participate fully in classroom discussions and more prone to making mistakes.

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Children with semantic deficits are unable to recognise the relationships between different parts of sentences. For example, they might say: "I like my dog" rather than "My dog likes me". An expressive language disorder such as dyslexia affects both receptive and productive aspects of language processing.

The term ' dyspraxic' refers to those individuals whose motor control system does not work properly. Dyspraxia is one of several terms used to describe a group of conditions affecting movement coordination. Language therapists are often used in schools to provide extra support in enabling children to develop expressive language skills.

‍ Language development is a key part of literacy and its importance cannot be underestimated. The earlier a developmental language disorder can be diagnosed and treated the more chance a child has of having a positive school experience.

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Using Writer's Block for Colourful Semantics

For some children, building sentences is hard work. Adopting a playful and colourful semantics approach might provide a more engaging experience. As a classroom resource, some schools use colourful semantics sentence strips. These however, can get blown around the classroom and we all want to save paper.

Writers block comes with miniature whiteboards that can be wiped clean. They slot into the building blocks providing just enough room for children to write one word. The colour of the blocks can be used to identify the word classes, for example verbs could be read. This process enables children to explore the structure of sentences playfully. Starting with a simple three part sentence, a child can connect new words and try out different types of sentence structure.

Very quickly, a learner can realise that an adverb can go in more than one place. This type of approach for children builds autonomy in the classroom. In one of our research schools, we have seen how this type of approach has helped children with autism. It's not just for Special Schools, we think that a colourful semantics teaching approach brings a lot to mainstream classrooms.

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Colourful Semantics Teaching Resources

There are many different resource types available in the education market. Many schools create their own DIY solutions using the usual classroom materials such as laminated paper and post it notes. Writers block is a comprehensive resource pack that can be used to put colourful semantics into action.

There are lots of resources available on our website that support the use of this teaching approach. As always, if your school is interested in exploring this approach please do get in touch and we would be more than happy to explain the concept further.

School-aged children can benefit greatly from learning colour-based semantics. Since the concepts are implemented through play, it allows for a non-threatening environment in which students can experiment with new words and ways of expressing themselves. Schools can create activities that involve different coloured post it notes to help students recognize how emotions can be expressed through colour or find the right words to express their thoughts. By implementing the use of colour, semantic understanding becomes not only visual, but enjoyable as well.

Colorful Semantics is also a great approach to therapy. Therapists can use the colour-based learning method as an opportunity for students to explore both language and feelings in a safe environment. This allows students to become more comfortable with identifying their own emotions and understanding how colour can be used as an expression of self. By using this approach, they will gain a greater sense of self and the ability to express themselves more clearly.

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Using visuals to support children with speech problems

We have been researching how the block building methodology can be used to act as a stimulus for speech. As children build and make connections they engage in a continuous speech of explanation. This verbal reasoning enables pupils to adopt a wide range of vocabulary. Many of the early adopters use the miniature whiteboards for recording the core vocabulary from the topic. The child's role was to find the conceptual connections.

As groups of children explained their understanding to one another the grammatical content flowed naturally into the dialogue. We used the term 'thinking first'. The block building areas were essentially an extension of the child's mind. They were free to play with the content and organise their ideas before they committed pen to paper. The teaching staff were able to guide the class with their vocabulary selection. This meant that everyone had had an opportunity to rehearse their explanations orally.

For those children who were having difficulty accessing the language we were able to adopt a dual coding approach and incorporate visuals into the blocks. The pictures acted as a prompt for all members of the class. Presenting the core vocabulary alongside the picture bank helped the encoding process for everyone. The blocks were also organised with a colour scheme that everyone had access to on colourful classroom wall displays. The pictures were carefully chosen from a website called the noun project. We were also successful in finding images to reinforce the verbs.

As a classroom teacher, you can use Colorful Semantics to improve your students' language skills and help them to better understand sentence structure.

Here is a guide on how to use Colorful Semantics in the classroom:

Before starting with Colorful Semantics, it is important to explain the concept to your students. You can start by discussing how sentences are made up of different parts, such as the subject, verb, and object. You can also explain how different words have different meanings and how they are related to each other within a sentence.

To help your students understand the different parts of a sentence, you can use visual aids such as charts and diagrams. You can create a color-coded chart that represents the different parts of a sentence. For example, use red for the subject, green for the verb, and blue for the object. This will help your students to identify the different parts of a sentence and understand how they are related to each other.

When using Colorful Semantics, it is important to start with simple sentences. Start with short, basic sentences that are easy for your students to understand. For example, "The cat sat on the mat." Use the color-coded chart to help your students identify the different parts of the sentence. Ask them to point to the subject (red), the verb (green), and the object (blue).

Once your students have a good understanding of the basic sentence structure, you can start to build up to more complex sentences. You can gradually introduce more complex sentence structures, such as sentences with more than one verb or sentences with embedded clauses. Use the color-coded chart to help your students identify the different parts of the sentence and understand how they are related to each other.

Sentence builders are a great way to reinforce the concept of Colorful Semantics. You can create sentence builders using cards with different words on them. Your students can use these cards to create their own sentences, using the color-coded chart to help them identify the different parts of the sentence. This is a great way to encourage your students to practice their language skills in a fun and interactive way.

Like any language skill, the key to success with Colorful Semantics is practice. Encourage your students to practice using Colorful Semantics every day. You can use a variety of activities to reinforce the concept, such as sentence building games, role-playing activities, and writing exercises. The more your students practice, the more confident they will become in their language skills.

Finally, it is important to provide feedback to your students. As they practice using Colorful Semantics, provide feedback on their progress and offer guidance on how they can improve. Encourage your students to ask questions and seek clarification when they are unsure. With regular practice and feedback, your students will develop strong language skills and a deep understanding of sentence structure.

In conclusion, Colorful Semantics is a powerful language intervention strategy that can help your students to improve their language skills and understand sentence structure. By using visual aids, starting with simple sentences, and gradually building up to more complex structures, you can help your students to develop strong language skills that will serve them well throughout their academic careers. With regular practice and feedback, your students will become confident and proficient in their use of language, setting them up for success in the classroom and beyond.

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Reflective Questions about Colourful Semantics

1. What is colourful semantics?

2. Which members of your class might benefit from this concept?

3. Why should I consider adopting this approach?

4. Where can I find information about this topic?

5. Are there any examples of where this approach has worked well or failed?

6. Is this something that my school needs to adopt?

7. Can you recommend any books/resources that will help us learn more about this topic?

Key takeaways for Teachers

1. A good understanding of the cognitive processes involved in learning will help teachers make better decisions about what they teach.

2. Children learn best when they feel engaged and challenged.

3. Teachers need to know which strategies are most effective for each individual student.

4. Different approaches may suit different students.

5. Some learners find writing difficult but others enjoy the process.

6. Using visual supports helps children who struggle with reading.

7. Playfulness encourages creativity and imagination.

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A teacher's guide to Colourful Semantics: how can teachers use this instructional strategy to promote language development in the classroom?

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1 in 10 pupils have long-term persistent speech, language and communication needs (SLCN); approximately 3 pupils per class. These pupils may benefit from targeted interventions such a small language group. LEGs target receptive and expressive language skills, as well as attention, listening and social communication. There are six levels of LEG which align with the National Curriculum Programme of study. Children can be identified as needing a Language Enrichment Group (LEG) if: • It has been recommended by a Speech and Language Therapist; • They have completed the LEG level below, but still require additional support (e.g. completed LEG 2 and are moving onto LEG 3); • You have identified a suitable pupil from reading the LEG description for a particular level. You may like to include reluctant talkers and children with EAL.inform next steps.

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What is the Curiosity Programme?

This programme is designed to support children
• who need to work 1:1 before starting the Attention Autism 4 stage programme.
• are too young to be working in a group e.g. younger than 2.6 years old.
• have additional complex needs and would benefit from a programme to encourage them to flourish in the earliest stages of communication, interaction and attention development.
• do not yet have the skills needed for group working.

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Curiosity Programme – Attention Autism Ltd

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This programme is for those working with or supporting any very young child or children showing some early differences with communication and social interaction.

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Attention Autism is a learning approach that aims to develop natural and spontaneous communication skills for autistic children through the use of visually based and highly motivating activities.

The origins of the approach are in the idea that successful communication is dynamic, engaging and joyful. People learn best when they are filled with enthusiasm, motivation and creativity. The Attention Autism approach should provide children with a learning experience that they want to communicate about.

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Attention Autism is a learning approach that aims to develop natural and spontaneous communication skills in children with autism through the use of visually based and highly motivating activities..

The origins of the approach are in the idea that successful communication is dynamic, engaging and joyful. People learn best when they are filled with enthusiasm, motivation and creativity. The Attention Autism approach should provide children with a learning experience that they want to communicate about.

The Aims of Attention Autism:

As well as the ultimate goal of developing natural and spontaneous communication skills in children with autism, there are several other aims that Attention Autism strives to achieve. These include:

To engage attention.

To improve joint attention.

To develop shared enjoyment in group activities.

To increase attention in adult-led activities.

To encourage spontaneous interaction in a natural group setting.

To increase non-verbal and verbal communication through commentary.

To build a wealth and depth of vocabulary.

Most importantly, to have fun in doing so!

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Attention Autism Programme - Attention Autism Ltd

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Attention Autism is a learning approach that aims to develop natural and spontaneous communication skills in children with autism through the use of visually based and highly motivating activities.. The origins of the approach are in the idea that successful communication is dynamic, engaging and joyful.

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Box Clever is a targeted, evidence-based language-enrichment programme designed by speech and language therapists to improve the vocabulary, sentence construction, and narrative skills of young children, particularly those in nursery and reception. It is heavily used to support children with delayed or disordered language development through interactive, play-based sessions.

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What are The Zones of Regulation?

The zones of regulation are a framework designed to help individuals, especially children, develop self-regulation skills and emotional control.

The framework categorises emotions and states of alertness into four colour-coded zones, each representing a different level of emotional regulation. The four zones are:

Blue Zone (Low Energy/Down): In this zone, individuals may feel sad, tired, sick, or bored. The Blue Zone is associated with low energy and a lower state of alertness.

Green Zone (Good to Go): The Green Zone represents a calm and focused state. People in this zone feel happy, content, and ready to learn. It is the optimal zone for learning and social interactions.

Yellow Zone (Heightened State of Alertness): The Yellow Zone indicates a heightened state of alertness. Individuals may be experiencing stress, frustration, excitement, or anxiety. It's a state where individuals are not in complete control but are not out of control either.

Red Zone (High Alert/Overwhelmed): The Red Zone represents an extremely heightened state of alertness and intense emotions. Individuals may be angry, terrified, or out of control. The Red Zone is associated with a loss of control over one's emotions and actions.

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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Communication through touch and music

TACPAC draws together touch and music to create a structured half hour of sensory communication between two people. TACPAC creates sensory alignment and helps people of any age who have sensory impairment, developmental delay, complex learning difficulties, tactile defensiveness, and limited or pre-verbal levels of communication.

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Welcome to TACPAC - Communication through touch and music Parents Parent and Carer more Teachers Teacher in Special School more NHS NHS Occupational Therapist more New