Specialist Resource Provision for Autism: the Resource Base

Brunswick Park Primary School aims to be fully inclusive. We represent our local community, so take pupils with a range of abilities and needs. We treat each child as an individual and ensure they are supported to meet their potential and able to access the opportunities we provide.

When children have special educational needs and/or disabilities (SEND) we make every effort to give extra help in the usual classroom setting. This may mean that some children are given similar work to the rest of the class, but at a different level of difficulty. We keep detailed records of these children and note whether our efforts are met with success.

If we believe a child needs more help than we can provide using everyday school resources, a member of the Inclusion Team may meet with parents or carers to discuss additional support that could be made available. This might involve buying specific resources or exploring the possibility of involving other agencies, such as the Speech and Language Service or Educational Psychologist, to assess the child’s needs and to give the school advice.

In a few cases, if detailed records show that despite every effort the child is still not making the progress expected, then with the parent/carer’s agreement, an application for a Statutory Assessment of Special Educational Needs may be made. The Special Needs Team at Southwark Education Department then considers all the different kinds of help the child has been given and decides whether or not the level of progress has been adequate. This may result in the provision of an Education Health Care Plan (EHCP) that sets out the kind of support needed to support the child’s further progress, which may be in the form or additional resources, including adult support.

SEND Information Report

Here is a link to Southwark’s Local Offer:

https://localoffer.southwark.gov.uk

Watch this video to find out more about what NHS Speech and Language Therapists do:

https://www.youtube.com/watch?v=kqDjJAlrCq8

Specialist Resource Provision: the Resource Base

Brunswick Park Primary School has specialist resource provision for pupils with a diagnosis of autism (ASC/D/D: Autistic Spectrum Condition/Disorder). Called the Resource Base, it has spaces for 14 pupils from Reception through to Year 6 (age 4-11), allocated by the Local Authority to children with EHCPs. The Resource Base focuses on delivering a specific educational programme for these children, and has a curriculum that is adapted to meet their individual needs to develop the ‘whole child’, balancing the development of life and social skills with academic learning:

Resource Base Curriculum Overview

Resource Based children are grouped according to need, age and ability, and have access to a wide range of activities. They follow the Foundation or National Curriculum adapted to their needs and learning is developed in small steps. Children are taught individually, in small groups or as a class group with adult support and are encouraged to work with different adults to help them gain independence. The provision uses a highly structured teaching approach so that children know what is happening and what is expected of them at any time of the day. Physical activities such as soft play, movement, outdoor play and swimming are incorporated to calm the children and to develop their social communication skills.

The development of early communication skills has a high priority. The children work on the Picture Exchange Communication System (PECS) to improve their communication skills. Makaton signs and symbols are also used to support communication.

Resource Based children have individually designed timetables based on their individual needs, strengths and abilities. They access the mainstream environment and work alongside their mainstream peers where appropriate. Attainment and progress are tracked using a ‘small steps’ approach that shows progress in clear and precise stages. These small increments of progress are used to inform individual, personalised targets. Children in the Resource Base work in a structured, autism-friendly environment; our staff receive training regularly to support the delivery of a variety of strategies and techniques. We work closely with parents communicate with them regularly.

Some pupils in the Resource Base require a Behaviour Plan that is agreed by the school and parents. Behaviour Plans are written to address particular difficulties experienced by individual children. Physical, visual and verbal prompts are given to help children understand what is required, and gentle, low arousal approaches are used wherever possible to calm and distract the children if they are upset or in difficulty. In some cases physical restraint may be used.

Strategies and techniques used in the Resource Base:

PECS (Picture Exchange Communication System):

PECS consists of six phases and begins by teaching an individual to give a single picture of a desired item or action to a ‘communicative partner’ who immediately honours the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to use modifiers, answer questions and comment. Many children use PECS and build upon this knowledge to become more verbal in their communication.

To find out more visit: https://nationalautismresources.com/the-picture-exchange-communication-system-pecs/

Visuals and Communicate in Print:

Visuals, made using the Communicate in Print programme, are a vital tool that enable children with ASC/D to navigate through life. Visuals are key to supporting the structured environment we create in Resource Base and support the developing of confidence and independence as well as alleviating anxiety about what is coming next. These include visual timetables, now and next boards and visual instructions.
All staff around our school wear a lanyard with a set of visual instructions. This enables all staff to communicate and work with all children with ASC/D around the school. It easier for some children to interpret a visual cue rather than a verbal one.

All classes use visual timetables to enable children to navigate their school day. There are many visual signs around the school too.

TEACCH (Teaching, Expanding, Appreciating, Collaborating, Cooperating, Holistic):

The TEACCH approach is used by staff working with children who have ASC/D. TEACCH enables children to develop independence in learning and to consolidate skills in core areas of the curriculum and in other individual target areas for each child.

To find out more please visit: https://www.autism.org.uk/advice-and-guidance/topics/strategies-and-interventions/strategies-and-interventions/teacch

Sensory Provision:

We have a sensory room with a variety of apparatus that help children to navigate and manage their sensory needs. These include ear defenders, weighted blankets and fidget toys. We also run different sessions using lights, sand and water play, bubbles and play dough.

Fine and gross motor skills:

Many children with ASC/D have underdeveloped fine and gross motor skills. We use a variety of techniques to support children in this area including threading, writing and mark making and sensory circuits (balancing and climbing).

Have a look on the website below for more ideas to support your child.

https://theimaginationtree.com/40-fine-motor-skills-activities-for-kids/

Social and life skills:

We run afternoon social and life skill groups to help children develop the skills they need complete daily tasks. These include: developing emotional literacy; cooking; travel training; transition preparation (including secondary transition); and table top activities incorporating ‘learning to learn’ skills (waiting, eye contact, listening, sitting, turn taking and sharing). This is a provision offered to Resource Base and other children with ASC/D and/or Communication difficulties.

Children also take part in swimming sessions, cooking, PE, music and a variety of visits in the local and wider community. Children are additionally taught and provided with opportunities to practise everyday skills like looking after ourselves, making friends, staying safe and learning about the wider world.

SALT (Speech and Language Therapy)

All children in resource base receive SALT. Targets are part of their daily routine in base and the children receive sessions with our therapists.

Workshops and resources for parents:

We offer a variety of workshops for parents to help them support their children at home and in the wider community. We can support with routines, communication at home, being safe and any other areas of daily life. We can provide a variety of resources including symbols, social stories, visual timetables, charts, PECS boards and ideas to use at home.

We also invite speakers from outside agencies and are on hand to support parents in accessing any additional services.

Applying for a place in our Resource Base for Autism Spectrum Condition (ASC):

Applications for a place in our Specialist Resource Provision are managed by Southwark’s Special Educational Needs Section. If you are considering applying for a place in our Resource Base, there are a few things you need to know:

Your child must have a diagnosis of Autism;
Your child must have an Education, Health and Care Plan; and
If you, or your child’s current school, contact Southwark SEN regarding applying for a Resource Based place, this will be discussed by a team of SEN professionals before a place is secured. Places are allocated by the Local Authority, not by the school.

Decisions are based on children’s needs and availability of places at schools with Specialist Resource Provision.