Specialist Education Provision in Lambeth

PUBLISHED SEPTEMBER 2018

Contents 3 Section 1: Overview and procedure 3 Introduction 4 SEND Strategy 5 The Local Offer 6 Mainstream schools SEND provision 8 Resource Bases in Lambeth 9 Admissions Procedure 10 Transfer to Secondary School 11 Lambeth Sensory Support Service 12 Lambeth Autism Advisory Service

15 Section 2: Nursery provision for SEND children 16 Enhanced Nurseries 18 Early Years Inclusion Fund

20 Section 3: Primary Special Schools 21 The Livity School 22 Turney School

23 Section 4: Secondary Special Schools 24 Elm Court School 26 Lansdowne School 28 The Michael Tippett School 30 Turney School

–31 Section 5: 16–19 Specialist Provision 32 Lansdowne School 33 The Michael Tippett School 34 Elm Court School 35 Lambeth College 38 The Michael Tippett College 40 Supported Internships

41 Section 6: Primary Resource Bases 42 Allen Edwards Primary School 43 Archbishop Sumner Primary School 44 Aurora House Primary School 45 Crown Lane Primary School and Children’s Centre 46 Dunraven School 47 Hill Mead Primary School 48 Jubilee Primary School 49 Lark Hall Primary School 50 Wyvil Primary School

51 Section 7: Secondary Resource Bases 52 City Heights E-ACT Academy 53 Dunraven School 54 The Elmgreen Secondary School 56 The London Nautical Secondary School

57 Section 8: Secondary Resource Bases 57 Development of Specialist Education Provision 58 The Vanguard School

59 Section 9: Lambeth Information, Advice and Support 59 Information Advice and Support Service for parents and carers 60 Information Advice and Support Service for children and young people Cathy Twist Cllr Jennifer Braithwaite Adam Yarnold Director, Education, Learning Deputy Leader of the Council Special Educational Needs and Skills Cabinet Member Children and and Disability Lead Young People

2 Section 1: Overview and proceedure Section 1: Overview and procedure Introduction

Lambeth council, the CCG and Lambeth has recently published a differentiated curriculum. The success our partner organisations view new Children and Young People’s of the strategy is reliant on a whole SEND as a high priority. Our plans Plan, ‘Our Children, Our Future’ which school approach rather than a stand- and strategies demonstrate that focuses on SEND as one of its alone and therefore fragmented ‘silo’ partners are committed to working programmes of work. approach to children/young people together to improve the lives of with SEND. We continue to invest in local disadvantaged and vulnerable specialist provision with the aim of It is important to remember that the children and young people and offering a mixed economy of inclusive term ‘special educational needs’ does their families in Lambeth. mainstream schools, specialist not mean the child and young person’s We want to be aspirational and resource bases, special schools needs are only educational. Whilst ambitious for all our children and and specialist colleges within the education progress is the core of the young people, including those boundaries of Lambeth so that, as far SEND reforms, ensuring that children with SEND. as possible, all our children and young and young people with SEND make people can be educated within their progress educationally, can require a Achieving fully inclusive education local community. broader approach which includes means that the majority of children family and health needs. and young people with Special This strategy requires a robust system Education and / or Disabilities are of identification of children and young We are developing a shared welcomed by their local mainstream people’s needs, in the context of high understanding of need between the schools neighbourhood schools quality teaching and learning for all Local Authority and Health and are supported to learn, contribute children. Most children with SEND Services of the holistic packages of and participate in all aspects of the life attend mainstream schools, so our support required by individual children of the school alongside their peers. strategy has been developed on the and young people and are focusing on This strategy recognises the roles principle of evidence based, targeted improving joint commissioning to put that all partners have in supporting interventions delivered by trained the right support in place and make that goal. staff as part of the universal offer of a the best use of resources.

Section 1: Overview and procedure 3 SEND Strategy

We believe that all children with special educational needs and/ or disabilities have the right to a fulfilling life, with equality of access to opportunities that improve their life chances and empower them to be the best they can be. Our SEND strategy is based on six core design principles: 1 A person-centred approach to service delivery: Central to our strategy is thinking about and working with the whole family in an integrated and joined up way, drawing on family strengths fully included and benefit from an based to ensure maximum and supporting family members appropriately differentiated curriculum impact on outcomes for children, to help each other. This means that helps build their skills and young people and families through co-producing plans and ensuring we resilience. cost-effective solutions. take account of the parents’, carers’ and child’s feelings, aspirations, 3 Developing capacity in 5 Building alliances with the needs and strengths. By adopting mainstream schools: voluntary and community sector: this principle across the system, we We must share our knowledge Our community has a wealth of will transform services to embed an and expertise, through training, experiences, skills, knowledge and integrated, person-centred approach coordination and advice, so that relationships. We intend to build on to early intervention and support mainstream schools can support the our existing strengths and increase into adulthood. majority of children and young people collaboration across sectors. themselves without having to refer 2 Systematic and proactive 6 Using digital solutions to on. This will help to ensure that needs identification of SEND: build capacity and community can be met at the earliest possible We need to ensure all children’s connections: opportunity. practitioners are consistently We need to exploit the potential identifying children and young people 4 Integrated, evidence-based of technological advances to use with Special Educational Needs and services, interventions and new, more efficient and potentially Disabilities. This includes those approaches: more effective ways of providing working in the Health services such as Support for SEND must be built information and changing attitudes Health Visitors as well as Early Years around children and families, not and behaviours. This could include settings and schools. We want all institutional or professional boundaries. new online portals, promotion of children with SEND to have their needs This means closer integration between self-help apps or videos and group assessed and met as early as possible health, education and social care, forums that support peer-to-peer so that they are ready for transition including better information sharing. relationships in the community. from one setting to the next, are Interventions should be evidence-

4 Section 1: Overview and procedure Local Offer

Lambeth sets out in its Local Offer the support available for local children and young people with SEND. This is published online on the Young Lambeth website at younglambeth. org.uk/localoffer and in a number of leaflets which are available at various locations throughout the borough including schools, children’s centres and libraries. The Local Offer has two main purposes: • To provide clear, comprehensive, accessible and up-to-date information about available provision and how to access it, and

• To make provision more responsive to local needs and aspirations by directly involving children with SEND and their parents, young people with SEND, and service providers in its development and review. Lambeth Council’s principles for delivery of its local offer are: • That the needs of children and young people are identified and assessed as quickly as possible and matched by appropriate provision, • That parents, carers and the children and young people themselves are placed at the centre of the process. • That all partner agencies including Health and Social Care work together in the total interest of the child, young person and their families, as laid out in the SEND Code of Practice January 2015.

Section 1: Overview and procedure 5 Special Educational Needs and Disability (SEND)

Children and young people with SEND a mainstream school, but for some You can also talk to: have learning difficulties or disabilities we may identify a need for additional • Your GP that make it harder for them to support. For a very small number progress in school than most children of children with significant needs a • The EHCP Team at Lambeth or young people of the same age. statutory assessment may be carried 0207 926 9460 out, which may lead to an Education, Lambeth’s SEND service ensures that • Information Advice and Support Health and Care Plan (EHCP). those children and young people with Service 020 7926 9805/1831 the highest level of need receive the If you think your child may have a You can also contact the Lambeth support they need to make the best special educational need or disability Information Advice and Support possible progress, both academically (SEND), contact the person in your Service for impartial advice about and developmentally. We aim to do child’s setting, school or nursery special educational needs. this in a flexible way which meets their responsible for special educational lambeth.gov.uk/send-local-offer/ individual needs. needs. The school’s website will information-advice-and-support/ tell you who to talk to if you do not Children and young people with SEND get-confidential-and-impartial-advice- already have that information. This in Lambeth should enjoy a happy and about-send person is usually called the ‘SEND healthy childhood, be socially included Coordinator’ or ‘SENCO’. You can find For more details on this process and grow up to achieve their full information about how to contact the please see our Local Offer. potential as adults. SENCO on your school’s website. lambeth.gov.uk/send-local-offer For most children this will be within

6 Section 1: Overview and procedure Choosing a school for your child: SEND Information Report

When choosing a school for your child • arrangements for assessing and • how the school involves other it is useful to know what each school is reviewing children and young people’s bodies, including health and social able to offer and what you can expect progress towards outcomes, including care bodies, local authority support from the school. From September the opportunities available to work with services and voluntary sector 2014 each maintained and academy parents and young people as part of organisations, in meeting children and school, in line with the Local Offer, this assessment and review young people’s SEND and supporting will have details of how they support their families. • arrangements for supporting pupils with SEND on their websites in children and young people in moving In addition consideration should be their SEND Information Reports. between phases of education and given to: The SEND Code of Practice (DfE, in preparing for adulthood. As Children and young people looked Jan 2015) states: young people prepare for adulthood after by the local authority who have outcomes should reflect their ‘The governing bodies of maintained SEND and how the curriculum has ambitions, which could include higher schools and maintained nursery been made accessible. education, employment, independent schools and the proprietors of living and participation in society It should also include: academy schools must publish information on their websites about • the approach to teaching children • The name of the teacher with overall the implementation of the governing and young people with SEND responsibility for special educational body’s or the proprietor’s policy for needs usually called the SEND • how adaptations are made to the pupils with SEN.’ Coordinator or Special Educational curriculum and the learning Needs Co-ordinator. What must the SEND Information environment of children and young Report include? people with SEND • Visiting schools together with your child will also help you decide which The revised SEND Code of Practice • the expertise and training of staff school to name. The “Secondary (Jan 2015) set out that on page 106 to support children and young people Schools in Lambeth” and “Starting para 6.79 that the information report with SEND, including how specialist Primary School in Lambeth” booklets must include information about: expertise will be secured will have details of open days/ • the kinds of special educational • evaluating the effectiveness of the evenings for each school. Booklets needs that are provided for provision made for children and young are available online via people with SEND lambeth.gov.uk/eadmissions • policies for identifying children and young people with SEND and • how children and young people assessing their needs, including with SEND are enabled to engage in the name and contact details of the activities available with children and SENCO (mainstream schools) young people in the school who do not have SEND • arrangements for consulting parents of children with SEND and involving • support for improving emotional them in their child’s education and social development, and includes extra pastoral support arrangements • arrangements for consulting young for listening to the views of children people with SEND and involving them and young people with SEND and in their education measures to prevent bullying

Section 1: Overview and procedure 7 Resource Bases in Lambeth

Resource Base Provision A Resource Base is a specialist provision within a mainstream school for a specific area of special need or disability. Lambeth have a programme of putting Resource Bases in place in primary and secondary schools for a range of needs. A Resource Base aims, to support children and young people who have a Statement ofSEN or an EHCP, who will benefit from additional specialist support in order to achieve full inclusion in mainstream classes and access the curriculum. Resource Bases have their own admission number, and admissions are through the SEND team as for special school admissions.

8 Section 1: Overview and procedure Admissions Proceedure

Admissions Procedure • Papers are referred to the • In rare cases, where it is for Resource Bases and Headteacher/Governors of the school demonstrated that the pupil’s needs Special Schools for consideration; cannot be met within the school, a pupil may be referred to alternative The Admissions procedure is the same • Parents/pupil are invited to visit the provision; whether to a mainstream school, a school; • The transfer review, held in Year 5 Resource Base or a Special School, • School either confirms the is a key planning stage in ensuring if a child has an EHCP. placement or raises concerns about smooth transition to secondary school. • In line with parental preference the school’s ability to meet the pupil’s The evidence of professionals and consideration of evidence regarding need with the LA via SENP; wishes of pupils and parents are individual needs is made at the • If a placement is confirmed, the considered by the SENP. outcome of a statutory assessment parents and the school are informed The needs of children and young and completed EHC Plan, as a and the start date is agreed; response to an Annual Review or people change over time. Proper following a move into the borough. • If concerns are raised, the LA will use of specialist places, with children This is made by the borough’s Special consider, in consultation with the and young people moving on when Educational Needs Panel (SENP) Headteacher and, where appropriate, appropriate, is essential in supporting other agencies, what additional success and preparing for transfer to • Decision by the borough’s Special support may be required to ensure the next phase of education. Educational Needs Panel (SENP) the pupil has appropriate access; about the placement of a pupil; Mainstream schools with Resource Bases and special schools have a responsibility to ensure that places are not filled by pupils who still have special educational needs but no longer require a high level of specific support. Any change in provision should follow a recommendation from an Annual Review. The child/young person will have: • Shown consistent improvements over time; • Spent time successfully integrated into a mainstream resourced environment and will have become less dependent on specialist support; • Shown evidence of developing social skills and peer relationships.

Section 1: Overview and procedure 9 Transfer to Secondary School for children with EHCP

Leaving primary school for secondary Accompanying this guidance is an You can apply online for your school is an important stage in your ‘Application to secondary school for secondary school choice on Lambeth’s child’s life. The secondary transfer pupils with an EHCP form to indicate Local Offer: process is different for a pupil with a preference for a secondary school. Website: lambeth.gov.uk/send- an Education Health Care Plan. This should be returned to: local-offer/education/choosing-and- Lambeth’s SEND Team sends parents Special Educational Needs applying-for-a-school-for-a-child-with- and carers guidance at the end of Lambeth Council an-echp Year 5 that outlines the arrangements PO Box 734 for the transfer of Lambeth pupils Winchester with an EHCP from primary to SO23 5DG secondary school. Your child’s school or email a copy to will issue you with a ‘Secondary [email protected] Schools in Lambeth’ booklet which provides information about Lambeth’s mainstream and special secondary schools as well as those with Resource Bases. If you have not been given a copy please contact your named SEND officer to request a copy. This is also available from your current school and on line at lambeth.gov.uk/eadmissions In Lambeth all maintained secondary schools provide help for children with special educational needs. Lambeth is committed to inclusive education and will place children in local mainstream schools where appropriate. To help with the decision of choosing a secondary school we recommend visiting schools that interest you and your child. The ‘Secondary Schools in Lambeth’ booklet provides dates of school Open Days – which normally take place in September and early October.

10 Section 1: Overview and procedure Lambeth’s Sensory Support Service

Lambeth Sensory Support impaired are skilled in the support We remain in close contact with Service offered to deaf or visually impaired parents / carers throughout their child’s children, some of whom may have education and support transitions to Lambeth’s Sensory Support Service additional needs. school. (LSSS) is a centrally funded sensory support service commissioned by We offer support to families with home We support the child’s inclusion in to Lambeth Borough Council. Our team visits helping them to understand their the community where appropriate. child’s needs and the information and of specialist staff provide education, Support for schools care and support to children, young services available to them. We support inclusive education people and their families from 0 to 25 The Visual Impairment years of age, who reside or study in wherever appropriate by providing a Support Service (VISS) the London Borough of Lambeth and peripatetic service across Lambeth. who have a diagnosed hearing loss or Our team includes three Visual We work with other professionals visual impairment. Impairment Teachers, a Mobility from educational, medical and social Officer, and a Media Resources Officer. The Service comprises of Jubilee services to meet individual needs. Primary School, which is the Lambeth What we offer We liaise with SENCOs and class Primary provision for children with a The Lambeth Visual Impairment teachers to provide information on eye hearing loss. We support inclusive Support Service provides information, conditions and to suggest strategies education by providing a peripatetic advice and support to children and to ensure pupils have access to the (outreach) service across Lambeth young people aged 0 to 25 years curriculum and school environment. through the Lambeth Hearing Support who have been diagnosed as visually We assess the functional vision of Service (Outreach) and Lambeth impaired and are Lambeth residents or pupils referred to us. Visual Impairment Support Service attend a Lambeth educational setting. (Outreach). We suggest strategies to help visually Support for Parents / Carers impaired pupils make the best use of This provision, in addition to the their functional vision. Secondary provision for deaf young We visit babies and young visually people at The Elmgreen School, forms impaired children at home to help part of the continuum of support them make the best use of the vision available for children and young people they have. with a sensory impairment. We loan suitable books and toys from The Outreach service provides advice, our library. information and support to children We provide information about eye and young people diagnosed with a conditions and support groups. hearing loss or a visual impairment. We support visually impaired children We work in partnership with the child in playgroups, early years settings or young person, their family and and schools. all those agencies involved in their education and management. We link with other professionals including Early Years Alliance and Our small teams of qualified teachers The Mary Sheridan Centre as well of the deaf and teachers of the visually as Paediatricians and Therapists

Section 1: Overview and procedure 11 Lambeth’s Sensory Support Service

The Visual Impairment Support Service (VISS) / continued

We advise on the use of low vision aids and technology to ensure access to the curriculum. We suggest appropriate equipment to promote visual access. We teach specialist skills such as Braille and touch typing where appropriate. We provide individual mobility programmes to identified pupils, to develop independent travel skills such as using a cane, crossing roads safely and using public transport. How to contact us We adapt visual curriculum materials Hearing Support Service in to large print, Braille and Moon. Office address: (HSS) Lambeth Sensory Support Service We contribute to Education Health Our team includes five qualified Special Educational Needs and and Care Plans (EHCP) and annual Teachers of the Deaf, two Specialist Disabilities reviews where appropriate. Early Years Educators and an Education Learning and Skills Educational Audiologist. We support the social and emotional Civic Centre What we offer well-being of our visually impaired 6 Brixton Hill pupils throughout their school career. London SW2 1RH We are able to provide advice, information and support to a child We provide in-service training for [email protected] diagnosed with a hearing loss who teachers and support staff on the 020 7926 9061 is either a resident in the London effects of visual impairment and Postal Address: Borough of Lambeth or attending strategies to help. Lambeth Sensory Support Service a school in Lambeth. When to refer to us London Borough of Lambeth The team aims to work in partnership PO Box 734 Most visually impaired children are with deaf children and young people, Winchester referred to us by the medical services. their families and all those involved SO23 5DG with their education and audiological Nurseries and schools can refer a child management. Children are assessed to us using our referral form, if they are to determine their level of need. From concerned about a child’s vision and this assessment and in partnership have supporting medical information. with those involved in the education Please contact us for a referral form. and management of the child, the type and frequency of support is determined. The support is reviewed regularly to ensure the appropriate use of resources.

12 Section 1: Overview and procedure Lambeth’s Sensory Support Service

Support for Parents / The service works closely with How to contact us colleagues in the Health Authority Carers in the Early Years Office address: to ensure optimum amplification. Lambeth Sensory Support Service Home visits are offered to the Hearing aid wearers and cochlear Special Educational Needs and families of a child identified with implant users have their equipment Disabilities a hearing loss to discuss the monitored on a regular basis by a Education Learning and Skills nature and degree of the hearing Teacher of the Deaf. All hearing aid Civic Centre loss and the possible impact on wearers are assessed for a personal 6 Brixton Hill language development and future Radio Aid system. management. London SW2 1RH We contribute to Education Health [email protected] We aim to empower parents/carers & Care Plans (EHCP) and annual 020 7926 9062 to take positive action for their deaf reviews where appropriate. children. We support the social and emotional Postal address: We offer Information and advice well-being of our pupils throughout Lambeth Sensory Support Service sessions, Family Signing sessions their school career. London Borough of Lambeth and Family Social events and PO Box 734 pre-school sessions. Winchester SO23 5DG We remain in contact with parents / carers throughout their child’s education. Support for schools We support inclusive education by providing a service across Lambeth. We work with other professionals from educational, medical and social services to meet individual needs. We liaise with SENCOs and class teachers to provide information and guidance as well as to suggest strategies to ensure pupils have access to the curriculum and the wider community. We monitor the child’s communication and language development as well as their hearing aid/cochlear implant benefit and use in the educational setting.

Section 1: Overview and procedure 13 Lambeth Autism Advisory Service

The aim of the Service is to deliver We provide training, workshops and Special educational Needs advice and support to schools advice for staff through modelling, Office address: enabling them to meet the additional informing, planning and supporting Special Educational Needs educational needs of children and target setting. We work directly with Lambeth Council young people with a diagnosis of the child or young person. 1st Floor Civic Centre autism. We work collaboratively 6 Brixton Hill Our training and staff support with schools in their continuing London SW2 1EG includes free termly Open Mornings at development in order to create an Lark Hall Centre for Autism, enabling Telephone: 07849 079 140 inclusive and autism friendly learning staff to experience strategies and environment. Lambeth Autsim Advisory Service resources in action, annual training The Service enables children and and many workshops for school staff Postal address: young people to reach their full as well as bespoke INSET training London Borough of Lambeth potential academically and socially which can be arranged to support PO Box 734 whilst promoting independence. schools, groups or individuals. Winchester We provide support in schools in We also offer monthly drop-in SO23 5DG order for staff to develop a greater Parents Support Groups held in understanding of autism and to different mainstream schools across empower staff to apply good the borough. These aim to provide practice. opportunities to meet other parents of children and young people with The team consists of specialist autism, to share experiences and to teachers trained in interventions discuss strategies and share ideas such as TEACCH, PECS, SCERTS, with both parents and professionals. Social Stories and other autism specific strategies. The Service is How to make a referral funded by the Local Authority. Every We work with children and young school is offered an agreed level of people who have a formal diagnosis monitoring and support. We work of ASD, are Lambeth residents in collaboration with parents/carers, and who currently are between Special Educational Needs and Reception and Year 11. Disabilities Co-ordinators (SENCOs) and school staff to implement Children and young people can be interventions, to support staff training referred to our service through their and to develop inclusive practice. school by the SENCO using our referral form which can be requested We also work in partnership with via e-mail. parents/carers, Speech and Language Therapists (SALT), Occupational Each referral received will be placed Therapists (OT), Educational on a list according to priority and Psychologists (EP), Child and allocated to a member of our team. Adolescent Mental Health Services The team member will then contact (CAMHS) and Social Services. the school directly. The team works term time only.

14 Section 1: Overview and procedure Section 2: Enhanced Nurseries Specialist Nursery Provision Map 1

Enhanced Nursery Provision 1 Coin Street Children’s Centre 108 Stamford Street London SE1 9HN 2 Cherry Tree Children’s Centre 8 Barston Road London SE27 9HE 3 Dewdrops Nursery 1-4 The High Parade 4 London SW16 1EX 4 Clapham Manor Heathbrook Park Site St Rue Street London SW8 3EH 5 Rosendale Children’s Centre Rosendale Road London SE21 8LR

5

2 3

Section 2: Enhanced Nurseries 15 Enhanced Nurseries: Specialist Early Years Provision

The Early Years enhanced provision Accessing the service Lambeth has enhanced early years is for children with significant social nurseries that offer up to 4 places per Children aged between 2 and 5 years and communication needs, either nursery for children with significant and known to at least three specialist diagnosed with autism or awaiting needs. services as well as the Early Years an autism assessment, having SEND Team are eligible for the To find out more about an enhanced complex developmental needs, early years enhanced provision. placement please contact any of the or a combination of both. Enhanced nurseries listed opposite:

16 Section 2: Enhanced Nurseries Enhanced Nurseries: Specialist Early Years Provision

Cherry Tree Children’s Centre Clapham Manor – Heathbrook Park Site 8 Barston Road, SE27 9HE St Rue Street Telephone: 020 8761 3835 London SW8 3EH Website: rosendale.cc/childrens- Telephone: 020 8673 5736 centre/find-contact-the-centres/ findcontact-cherry-tree-childrens- Contact: centre/ Fatemeh Mozaffari Teacher and Early Years SENCO Contact: Email: fmozaffari@claphammanor. Natasha Byrne lambeth.sch.uk Children’s Centre Strategic Partnership Manager Rosendale Children’s Centre Email: [email protected] Rosendale Road Coin Street Children’s Centre London SE21 8LR Telephone: 020 8761 7411 Coin Street Neighbourhood Centre, 108 Stamford Street Contact: South Bank, SE1 9HN Email: [email protected] Website: rosendale.cc/childrens-centre Telephone: 020 7021 1670 Website: coinstreet.org/community/ families-children/nursery/ Contact: Kate Yiannadji Head of Early Years Education Email: [email protected]

Dewdrops 1-4 The High Parade, Streatham High Road, SW16 1EX Telephone: 020 8769 8967 Website: dewdropsnursery.co.uk Contact: Sophia Sheldrick Childcare Manager Email: [email protected]

Section 2: Enhanced Nurseries 17 Early Years Inclusion Fund

The Early Years Inclusion Fund is for The funding is for use in the setting How much is available? early years providers to help them and will be given to the provider. For this financial year (2018-19), support the needs of individual The funding is not for: there is a maximum fund of £350,000 children with lower level or emerging available for children in Lambeth. This SEN. • 2 year olds receiving free early amount will be reviewed at the end of education funding Who is it for? the financial year. • children with more complex needs The Early Years Inclusion Fund is to The fund is based on a banding and those in receipt of an education, support 3 and 4 year olds who: system. The SEND panel will allocate health and care plan – they continue to support and possible funding based • get free early education funding be eligible to receive funding from the on the application submitted by the high needs block of the DSG. • are behind their expected level of setting. development in at least 2 prime areas of learning.

Banding levels Annual Additional support Termly amount amount

Level 1 (Delay of 6 months) £0 * 3 specialist outreach sessions £0 * (from September 2018)

Level 2 (Delay of 12 months) £1,300 1 educational psychologist £1,300 session

Level 3 (Delay of 18 months) £2,000 2 educational psychologist £2,000 sessions

Level 4 (Delay of 24 months) £2,500 2 educational psychologist £2,500 sessions

*nursery signposted to Lambeth SEND training offer, SENCO network and SENCO drop-in.

For more information on the Early Years Inclusion Fund, email [email protected] or visit the local offer page: lambeth.gov.uk/send-local-offer/early-years-and-childcare/childcare-funding-for-children-with- send

18 Section 2: Enhanced Nurseries Banding levels Annual amount Additional support TEarlyermly amount Years Inclusion Fund

How to claim the Early Years What can settings use the Early benefit more than one child Inclusion Fund Years Inclusion Fund for? • support for coordinating key worker Early years providers are responsible The funding is to put in low level, early duties, such as team around the child for identifying eligible children. support to improve outcomes for the • helping children who are child and reduce longer term costs. Providers will need to demonstrate transitioning to school. This could be Examples of how providers can use how they are meeting the child’s needs by spending time at the school and the Early Years Inclusion Fund include: and monitoring progress during their releasing key workers to support the time at the setting. • extra staff time to support specific process interventions Providers will need parent’s signed • support to produce resources for consent before submitting the • specialist or one-off extra training, or specific children where they may not application form. to upskill a team or staff member need one-to-one worker support. • specialist support, such as speech and language therapy, which may

Section 2: Enhanced Nurseries 18 Section 3: Primary Special Schools Primary Special Schools Map

Primary Special Schools 1 The Livity School 35 Adare Walk London SW16 2PW 2 Turney Primary and Secondary School Turney Road London SE21 8LX

2

1

20 Section 3: Primary Special Schools Primary Special Schools

The Livity School Our Aims: curriculum is enhanced by a wide range of creative activities with The Livity School is a primary school The school aims to offer all its Dance, Drama and Music forming an for children with severe learning children a motivating and accessible integral part of pupils experiences. difficulties, PMLD, ASD and complex education, within a safe and secure Pupil groups also participate in a medical needs. The school building environment. Importance is placed range of educational visits. is purpose built to meet the needs of on developing a communication all the pupils with special educational skills and offering a sensory We work as part of a multi-disciplinary needs and disabilities (SEND). approach to the curriculum. team including Physiotherapists, Speech and Language Therapists, All pupils have an Education, Health How do we cater for children’s Occupational Therapists, Clinical and Care Plan and individual learning needs? Psychologists, Educational programmes detailing what and As a school we use and develop all Psychologists, the School Nurse, how they learn. forms of communication including the specialist dentist and the School Makaton Signing, gesture symbols, Doctor. objects and photographs. The

The Livity School 35 Adare Walk London SW16 2PW Telephone: 0208 7691009 Fax: 0208 7693661 Email: [email protected] Website: thelivityschool.co.uk Headteacher: Carol Argent Designation: Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD). Many young people in The Livity School will also have ASD. Age Range: Primary

Section 3: Primary Special Schools 21 Primary Special Schools

Turney School the school as independent young In Key Stages 2 and 3 and 4 all people. Life skills are taught across pupils have a Guided Reading lesson Turney is a school for children the school and involve the practical each day. This includes learning and young people with special use of money, communication and phonics, high frequency words and educational needs aged from 4-18 independent travel. reading and writing for meaning. years. The primary need of our Trips and practical learning form pupils is autism, with associated How we do this a significant part of the curriculum communication difficulties and All pupils follow the National across all key stages. complex global delay. The school is Curriculum, which is broken down Food Technology and swimming are on one site and caters for five key into small achievable steps. Pupils taught across the school. stages. are supported by a teacher and Developing the whole child and at least two Teaching Assistants Physical Education and Leisure young person is important to us. Our in classes of 10, depending on for Life individual need. ethos is to provide a secure, caring All the children and young people and supportive environment in which Learning is personalised and targets learn to swim, from Reception Class there is an expectation of pupil are set for pupils from their individual to Year 13. We believe it is important achievement, raised attainment, starting points. Pupils follow the Early for pupils to understand the role of success and pupil well-being. Years Curriculum in the Reception exercise and games for a healthy Our Aims Class and the National Curriculum life-style and emotional well-being. We aim for our pupils to be part of in KS1. the local community and to leave

Turney School Turney Road SE21 8LX Telephone: 0208 670 7220 Fax: 0207 766 7588 Email: [email protected] Website: turneyschool.co.uk Executive Headteacher: Linda Adams Head of School: Jo Tovey Designation: Learning Difficulties with associated ASD. Age Range: Through School

22 Section 3: Primary Special Schools Section 4: Secondary Special Schools Secondary Special Schools Map

5 Secondary Special Schools 1 Elm Court Secondary School Elm Park London SW2 2EF 2 Lansdowne Secondary School Argyll Close Dayell Road London SW9 9QL 3 Michael Tippett Secondary School Heron Road London SE24 0HZ 4 Turney Primary and Secondary 2 School Turney Road 3 London SE21 8LX 5 Vanguard Autism Free School (Due to open September 2019) Lollard St London SE11 6PX 1

4

Section 4: Secondary Special Schools 23 Secondary Special Schools

Elm Court School going from class to class to subject opportunities. All students study for teachers. qualifications including GCSE, BTEC, Elm Court is a special secondary NCFE, Functional Skills, Arts Award, school for students who have Learning Our students are set challenging LAMDA and Entry Level. There are Difficulties with associated Social and academic and personal targets to a wide range of after school clubs Communication Needs. Many of our ensure that they achieve the best and students have the opportunity to students have Autism. that they can whilst at the school take part in activities such as chess, and are well prepared for the We provide a creative and practical skating, boxing, music technology, next stage in their education and learning environment with a tuition and dance. Students have employment. focus upon achievement and the many opportunities for off-site visits development of Citizenship and We provide a range of therapies including residential trips. Life Skills. such as Art Therapy, Music Therapy, How do we cater for specialist Speech and Language Therapy, Our Aims and individual needs? Occupational Therapy and Play At Elm Court School we place Therapy. In addition to all the National The facilities at Elm Court include students in classes that are Curriculum subjects, students a well-stocked library, interactive appropriate to their individual needs from Year 9 study for vocational panels in all classrooms, fully – for example some students make qualifications off-site for one day equipped science laboratories, more progress by being taught by per week and participate in work Sports hall with viewing area, mainly one tutor whilst others thrive experience and work shadowing showers and gym training

Elm Court School Elm Park London SW2 2EF Telephone: 020 8674 3412 Email: [email protected]. sch.uk Website: elmcourt.lambeth.sch.uk Headteacher: Joanna Tarrant Designation: Learning Difficulties with associated social communication needs. Many students have Autism. Age Range: Secondary School

24 Section 4: Secondary Special Schools Secondary Special Schools

Elm Court School / continued

equipment, floodlit Multi Use Games Arena, outdoor classroom with performance space, gardening areas, Performing Arts space with recording studios, viewing gallery and green screen technology, Design Technology Resistant Materials workshop and Food Technology room, dedicated textiles and Art and Design rooms and a sensory room. Ofsted, January 2016 – ‘A strong culture of inclusion promotes the welfare and safety of all pupils. Leaders regularly review the curriculum so that it is broad, flexible and supportive. As a result there is a broad range of subjects that include both vocational and academic learning.’

“I like that you don’t get bullied. I like that the teachers are kind. I like that the students are kind to each other. I love the school activities like swimming and ice skating.” Written by Kasim, Class 9AF

Section 4: Secondary Special Schools 25 Secondary Special Schools

Lansdowne School Our Aims teacher and at least one Teaching Assistants in classes of 10, depending Lansdowne is a secondary school The school aims to ensure that our on individual need. for young people aged 11–19 years students receive all the support and who have special educational challenge they need to achieve within Level and Functional Skills: needs. The primary need of our a safe and secure environment. We English students is autism with associated provide an environment in which Maths communication difficulties and students are taught a curriculum Science speech and language delay or appropriate to their needs, and are Art disorder. offered the level of support they Religious Education need to be successful. The school is in a purpose built new Physical Education building which has been designed How we do this Humanities specially to meet the needs of young ICT All pupils follow the National people with autism. Curriculum, including GSCE as well In addition all students have a as studying PSHCE and life and Guided Reading lesson each day. independent living skills. The curriculum This includes learning phonics, is broken down into small achievable high frequency words and reading steps. Students are supported by a and writing for meaning.

Lansdowne School Argyll Close, London SW9 9QL Telephone: 020 7737 3713 Fax: 020 7738 6877 Email: grabinarain@lansdowne. lambeth.sch.uk Website: lansdowneschool.co.uk Executive Head Teacher: Linda Adams Heads of School: Jon Juckes and Joe Hilton Designation: Learning Difficulties with associated ASD.

Age Range: Secondary School

26 Section 4: Secondary Special Schools Secondary Special Schools

Lansdowne School / continued

Guided Number, Food Technology visits and shopping trips contribute towards the life skills programme. The school encourages students to be fully involved in the local community with volunteering, links to the local college and school visits. The school works closely with a range of therapists and professionals to meet the needs of the pupils and access to the curriculum. These include the speech and language therapists, occupational therapist and educational psychologist. Lansdowne School is part of the Lansdowne Turney Federation of Schools.

Section 4: Secondary Special Schools 27 Secondary Special Schools

The Michael Tippett Our Aims We live by our core values: School (TMTS) As an organisation we want to host • Respect In the heart of Herne Hill The Michael the best provision possible for our • Enjoyment Tippett Group is a stand out special students in order to enable them to • Unity needs organisation for students with develop their full potential for and • Success and Achievement a range of complex needs. full active lives, by being passionate, • Compassion The TMTS Group consists of a aspirational and creative in our • Responsibility practice. School and College. The school And through this support every child caters for student 11–19. At the Michael Tippett Group we are in their continued development as working with an enriched curriculum part of our community. to enhance the student experience and encourage lifelong learning for all students.

The Michael Tippett School (TMTS) Heron Road, Herne Hill London SE24 0HZ Telephone: 0207 326 5898 Mobile: 0750 5859701 Email: [email protected] Website: tmts.me.uk Headteacher: Marilyn Ross Designation: Severe Learning Difficulties (SLD) or Profound and Multiple Learning Difficulties(PMLD). Many of our learners are also on the Autistic Spectrum, have sensory needs or are physically disabled. Age Range: Secondary School

28 Section 4: Secondary Special Schools Secondary Special Schools

The Michael Tippette School / continued

How do we cater for needs? We look at the individual student and their abilities, interests and in collaboration with parents/ carers, multiagency and a multidisciplinary team we set out the targets for the students: both the short term targets and the long terms aspirations. Our resources are focused on enabling students to learn and minimising what are known as “barriers to learning”. As a standard, classes have a high staff/student ratio so that those students who need it receive appropriate support. Students at TMTS follow educational pathways from year 7 through to year 14. This journey has a structure that prescribes a range of opportunities but is sufficiently flexible to account for the complexity of need and profile that make every student at TMTS an individual. When combined with the high level of specialist support, students receive a powerful package that promotes their development and ability to achieve. Staff at TMTS have developed a bespoke curriculum for our students. It is designed for secondary aged students with complex learning Students in Post 16 follow a “Skills for organisations who enhance a variety difficulties. It provides for a full range Life” curriculum which is designed to of curriculum experiences. These of needs from those working at P1 prepare them for life beyond school. organisations include the Ebony Horse through to those whose attainment Its focus is on skills that individuals Club, Oily Cart Theatre Company is at NCLevel 1+ or in some subjects will need in their lives, with particular and London City Learning Centre. on occasion, NC Level 2+. Whilst reference to the community, their Our curriculum is a tool for all to our most able students are working living, leisure and other circumstances ensure that there is no poverty of well below the levels of age-related as well as their family’s (and their own) ambition for our learners. We are peers, our curriculum is designed to personal goals. committed to ensuring equality of opportunity for our students at TMTS. stretch their academic abilities. TMTS works with a range of partner

Section 4: Secondary Special Schools 29 Secondary Special Schools

Turney School Pupils in Key Stages 3 and 4 have in Key Stage 4 complete work a Guided Reading lesson each day. experience in the local community Turney is a school for children This includes learning phonics, high and attend a college link programme. and young people with special frequency words and reading and educational needs aged from 4-18 Physical Education and Leisure writing for meaning. years. The primary need of our for Life In Key Stage 4 pupils start work pupils is autism, with associated All the children and young people experience and college links. Other communication difficulties and have opportunities to learn to swim. subjects taught are: English, Maths, complex global delay. We believe it is important for pupils Humanities, Food Technology, The school is on one site and consists to understand the role of exercise Physical Education, Science, of five key stages. Developing the and games for a healthy life-style Music, ICT. whole child and young person and emotional well-being. Trips and practical learning form is important to us. Our ethos is Turney School is part of the a significant part of the curriculum to provide a secure, caring and Lansdowne Turney federation of across all key stages. supportive environment in which there schools. is an expectation of pupil achievement, Food Technology and swimming raised attainment, success and pupil are taught across the school. Pupils well-being. We aim for pupils to leave Turney as confident, independent young people ready to start their next stage of learning. Turney School Our Aim Turney Road We aim for our pupils to be part of London SE21 8LX the local community and to leave Telephone: 020 8670 7220 the school as independent young Fax: 020 8766 7588 people. Life skills are taught across Email: [email protected] the school and involve the practical Website: turneyschool.co.uk use of money, communication and independent travel. Executive headteacher: Linda Adams How we do this All pupils follow the National Head of school: Curriculum, which is broken down Jo Tovey into small achievable steps. Pupils Designation: are supported by a teacher and Autistic Spectrum at least two Teaching Assistants disorder with associated in classes of 10, depending on communication difficulties and individual need. complex global delay. Learning is personalised and targets Age Range: are set for pupils from their individual All through School starting points.

30 Section 4: Secondary Special Schools Section 5: 16–19 Specialist provision 16–19 Specialist Provision Map

Post 16 Specialist Provision 1 Lansdowne School Argyll Close London SW9 9QL 2 The Michael Tippett School Heron Road Herne Hill London SE24 0HZL 3 Turney School Turney Road London SE21 8LX 4 Elm Court School 1 Elm Park London SW2 2EF 2 5 Lambeth College 45 Clapham Common 5 Common South Side London SW4 9BL 4 Post 19 Specialist Provision 6 The Michael Tippett College 6 3 Belthorn Crescent Weir Road, Balham London SW12 0NS

Section 5: 16–19 Specialist Provosion 31 Post 16 Specialist Provision

Lansdowne School will study towards functional skills Life Skills and Independent Living qualifications which are Level 1,2 Pathways to college and • Hospitality and retail skills. & 3 qualifications in English, maths employment and ICT which equip learners with • Leisure for life The post 16 option offers students practical applied skills needed to • Independent travel training. the opportunity to gain nationally live, learn and work successfully. recognised qualifications to enter They are stepping stones • Budget and money skills vocational courses at Further qualifications for young people • Meal planning, shopping and Education Colleges which will, in who have not achieved A*-D in laundry skills. turn, lead to apprenticeships and English and/or maths. employment. • Work experience Subject Options Lansdowne offers two pathways to • Horticulture • English, Mathematics – Functional further education, apprenticeship skills, Step Up to English • College link and employment. • BTEC - Health and Social Care Part of the Lansdowne Turney Working towards Level 1 (Science), Art, Physical Education, Federation of Schools Students working towards GCSE ICT in the workplace. Grades D-G or new grades 3-1 & BTEC Level 1 through functional skills and BTEC courses leading to vocational FE college courses. Lansdowne School Working towards Level 2 Argyll Close, London SW9 9QL Students working towards GCSE Grades A-C or new grades 9-5 & Telephone: 020 7737 3713 BTEC Level 2 though functional Fax: 020 7738 6877 skills and BTEC courses leading Email: [email protected] to vocational FE college courses Website: lansdowneschool.co.uk and apprenticeships. Executive headteacher: Life, independent living skills and Linda Adams work experience Head of school: Food Technology, horticulture, Joe Hilton meal planning, shopping skills, Designation: hospitality, independent travel Learning Difficulties with training, college link work associated ASD. experience. Age Range: English and Mathematics Post 16 All students will continue to study English and Mathematics across the two years. Students

32 Section 5: 16–19 Specialist Provosion Post 16 Specialist Provision

The Michael Tippett SLD Pathway 1 Progress is now measured in School (TMTS) An SLD curriculum designed to M-Levels and Entry Levels 1-3. improve students’ skills for those These tools are designed to assess Vision And Mission Statement working at P4 and beyond. Pathway progress of essential life skills rather Our mission is to provide the best 1 focuses on students predominantly than the national curriculum (which provision possible for our students in in years 12 and 13. students in post 16 have already order to enable them to develop their completed). The level of detail Students in Post 16 each have an full potential for full and active lives, captured in this assessment process Individual Action Plan (IAP). This by being passionate, aspirational is comparable to P-Levels. details the personalised goals for and creative in our practice. that student. Students’ progress and achievement Our Post 16 department is the final is accredited using both ASDAN The assessment of students’ key stage students experience at awards and AQA’s Unit Award progress in Post 16 is different from TMTS, covering years 12,13 and Scheme. when they were in key stages three 14. Students follow a ‘Skills for Life’ and four. curriculum in Post 16. It is designed to help prepare them for life beyond school and to enable attainment of personal goals most relevant to the individual. During this key stage, there is a stronger emphasis on community access than there is The Michael Tippett during key stages three and four. School (TMTS) PMLD Pathway Heron Road, Herne Hill London SE24 0HZ A specialist PMLD curriculum for studentsd working between Telephone: 0207 326 5898 P1-P3 aged 16–19. A range of Mobile: 0750 5859701 activities designed to broaden their Email: [email protected] experiences and help them Website: tmts.me.uk take their place in the wider world. Headteacher: SLD Pathway 2 Marilyn Ross An SLD curriculum designed to Designation: improve students’ skills for those Severe Learning Difficulties (SLD) working at P4 and beyond. Pathway or Profound and Multiple Learning 2 focuses on students predominantly Difficulties(PMLD). Many of our in year 14 who are in their final learners are also on the Autistic year at TMTS or are achieving Spectrum, have sensory needs or at the higher levels. A majority of are physically disabled. their learning takes place in the Age Range: community. Secondary School

Section 5: 16–19 Specialist Provosion 33 Post 16 Specialist Provision

Elm Court Food, Resistant Materials and Textiles, Spanish, Art, Creative Media, Students in the 6th Form follow Humanities, History, Geography, a highly-individualised learning RE, PSHE, Life Skills, Employability, programme based on their needs and Citizenship, PE, Business & Enterprise, interests. Horticulture, Hair & Beauty, Health & All 6th Form students are expected Social Care, Dance, Drama, Music, to complete programmes in Literacy, Performing Arts and Music Technology. Numeracy, Life Skills, Independent We ensure that all students are Living and a BTEC qualification in thoroughly prepared for the next stage Work Skills. In addition, students may in their life whether this be further choose options from a vast range of education, training or employment. academic and vocational subjects with All students receive appropriate appropriate qualifications available careers advice and the school works from Entry Level to Level 2 / GCSE. with local employers to secure Subjects currently being studied extended work experience placements are: English, Mathematics, Science, and training opportunities for 6th Computing, Design Technology: Form students.

Elm Court School Elm Park London SW2 2EF Telephone: 020 8674 3412 Email: [email protected]. sch.uk Website: elmcourt.lambeth.sch.uk Headteacher: Joanna Tarrant Designation: Learning Difficulties with associated social communication needs. Many students have Autism.

Age Range: Secondary School

34 Section 5: 16–19 Specialist Provosion Post 16 Specialist Provision

Lambeth College central to college life; staffed solely by We encourage our learners to aim learners enrolled on our Employability to get a job (this could be paid, Lambeth college offers a range of courses, it provides a vital service to fulltime, part-time, supported work or courses that may meet your needs. the rest of the college. voluntary work). If you are not ready Programmes are offered that have for employment we encourage you been specially created for young The Healthy Gourmet Café to develop your independence skills. people with SEND in order to Located at our Brixton site, offer LDD All students have an Individual provide pathways to employment, student’s work experience throughout Learning Plan (ILP). This is to help you independence and being a full workskills units in Hospitality and focus on developing the right skills to member of the community. Other completing a work placement within achieve your long term goal. Your ILP programmes offer the opportunity the catering industry. for young people with SEND to be includes targets in literacy, numeracy included with appropriate support Teaching learning in LLDD is or ICT. Your ILP will also have to promote success. outstanding, and our success outcomes related to independence or rates are consistently high for all employment. Your ILP will be different Mission Statement our students. There is an emphasis from everyone else’s - It is your own We aim to provide a unique learning in all our courses on progression plan. Your tutor and support staff will opportunity for young people with towards meaningful destinations help you choose and work on targets SEND. Supported learning is made for all young people. and you will have regular meetings to up of a discrete provision split into review your progress two pathways. Discrete Provision Our Employability curriculum prepares learners for paid or voluntary employment. The independence pathway provides learners with skills for life. Those on the independence pathway are more likely to progress to voluntary work and community activities when they leave College. Those on the employability pathway usually progress on to paid work, voluntary work and/or further study. The college has also two internal enterprise projects: The ReCo College Shop at Clapham which gives learners an opportunity to gain practical retail experience. The shop is

Section 5: 16–19 Specialist Provosion 35 Post 16 Specialist Provision

Lambeth College / continued

What will I learn? Enriching Your Life All the learning programmes have The College also has an enrichment opportunities to develop ‘Skills for programme which is additional to Life’ / ‘Functional Skills’ This can your timetable. You can choose from include: a wide variety of sports and leisure activities like drama, football, singing • Communication / English (Reading, and cooking. You may also decide writing, speaking and listening). to become a Student Ambassador • Numeracy / Maths (Number, (a paid job) within the College. The measuring and handling data). Ambassadors help us promote the College to other prospective students. • Information Communication Technology is about using Their main roles in the job are to technology to communicate. work with other students, act as You can practice your Skills for Life wherever possible we seek external tour guides and assist at parents’ in practical activities. placements to give students a wider evenings and careers events. experience of work. We will work When you are in your final year, with external partners to find you Mainstream provision you will focus on what you will do a suitable work placement and/or Lambeth College offers a wide after college to be as independent voluntary work. range of vocational courses. The as possible. The programme will first step for any applicant with help you find opportunities in you ProWork – Partnership with the support needs is for you to identify local community that you can do Camden Society the course(s) that interest you and when you leave college. If you Students on our adult employment make an application. You should have support from Adult Social programmes can access additional contact the department concerned Services, we will work with them to support from an Employment for any information about the course help you find appropriate opportunities Development Worker, from the including the entry requirements and in the community. Camden Society. We work closely any other specific details. with the Camden Society to help you Work Experience find work. We can also support you On your application form you should tick the box declaring a support need No education or training would be on the job by providing you with a and you will then be assessed by complete without giving you the skills Job Coach, who can support you in a specialist tutor who will discuss needed to survive in the real world. work and help with travelling to work. a support programme with you. That is why many of our courses Progression to work Additional Learning Support (ALS) is are designed to meet the needs of designed to help you achieve your employers and to equip you with the When you are ready to leave college primary learning aim while at college. skills you need to be competitive in and get a job, we will help you as today’s job markets. Whilst at the much as possible. We will work with Lambeth College offers a very College, we encourage as many your parents/guardians and other wide range of vocational courses learners as possible to complete professionals so that they know including: catering, construction, work experience placements. These what the plans are for when you sport, engineering, motor vehicle, may initially be within the College but leave college. health and social care, art and media

36 Section 5: 16–19 Specialist Provosion Post 16 Specialist Provision

Lambeth College / continued

and many other subjects including Libraries and ILT Centres an assessment and a ‘taster day’ in English and maths at all levels. College before enrolment. We encourage you to study A range of support in and out of independently at college. There is a Applicants with an existing EHC class is available for students with library and ILT centre at each of the Plan will have that reviewed before SEND who are able and ready to three centres of the college. Here admission to ensure that the required study on a mainstream college you can get help to study – using provision is in place to support their course. We aim to work closely with computers, books or DVDs. programme. students and their parents/carers to implement and recognize the Lambeth Universal Performers Students who have disclosed an provisions of their Education and (LUP) additional support need on their application will have an initial Health Care Plan. Is a group of performing Arts Additional Learning Support (ALS) The ALS Team at Lambeth College students, some of whom have learning assessment prior to their course provide a range of assessments difficulties/disabilities. Each interview. This assessment will for learners on our mainstream year the LUP does a summer tour be attached to their application provision. Once a student has been which may include local schools. paperwork, and the recommendations assessed a support programme Joining as a Student with Special will be read by the interviewing tutor. is put in place to provide targeted Educational Needs and/or Disability assistance. All applicants: are offered an interview,

Lambeth College A college of Further Education based at two sites: Brixton Centre 56 Brixton Hill London SW2 1QS Clapham Centre 45 Clapham Common South Side London SW4 9BL

Section 5: 16–19 Specialist Provosion 37 Post 19 Specialist Provision

The Michael Tippett College Vision and Mission Statement Our mission is to provide the best provision possible for our students in order to enable them to develop their full potential for full and active lives, by being passionate, aspirational and creative in our practice. Aims • To build a culture of achievement and respect • Unity Work and Supported Living. • To nurture and equip all students • Success and Achievement • Study Programmes of up to with a set of moral values – kindness, three years based on ‘Preparing for • Compassion honesty and good judgement Adulthood’ curriculum directed from • To provide an engaging curriculum • Responsibility Government and Ofsted. underpinned by creativity and By the time our students leave The • On College Site Work Experience communication. Michael Tippett College our aim is for Opportunities them to have: • To promote the active involvement • Work related learning with outcomes of students in teaching and learning • developed independent, practical that are visible, genuine and needed, • To create pathways of skills, and vocational skills produced on college site by our students for our community: Art + independence and qualifications for • grown in self-esteem and confidence successful transition into adulthood Craft, Catering and Horticulture. • become more assertive and working life • Partnerships in the Community • improved their communication skills • To promote a healthy lifestyle and • Off Site Work Experience, and their ability to interact with those the development of self-worth Employment Opportunities around them • To promote partnerships with • During the final year of the student’s • started taking decisions and parents/carers, professionals and education pathway at college, the assessing choices the wider community curriculum targets employment and • To promote active citizenship • learned to respect each other, their supported living transitions. and a culture of willingness; peers and people supporting them. Admissions Policy encouraging students to make a • Have clear next steps for adulthood positive contribution to society. The Michael Tippett College seeks to Further Education for Adult Work demonstrate, through its admissions Core Values and Life 19–25 years procedures, that it is fulfilling its stated • Respect • Individualised programmes meeting mission statement • Enjoyment the young person’s aspirations for

38 Section 5: 16–19 Specialist Provosion Post 19 Specialist Provision

The Michael Tippette College / continued

“To be the best provision possible for accordance with the young person’s you can meet other students in the our students in order to enable them Education, Health and Care Plan college we will make the visit as to develop their full potential for and relaxed and enjoyable as possible. • clear confirmation that The Michael full active lives, by being passionate, After the visit, if you think this may Tippett College can meet these needs aspirational and creative in our be the right college for you, complete and the curriculum and individual study practice”. an application form our team will programme will support the desired review the application and decide Criteria outcomes and destination if we can offer an assessment. Students attending The Michael • successful application for funding Following the assessment if we feel Tippett College would not normally via the young person’s home local that The Michael Tippett College can be able to access mainstream college authority meet your continuing development provision. Admission to The Michael Application and aspirations, we will write to you Tippett College is dependent on: and offer a place. If this is accepted, Any agency or advocate may make • Young Person having an EHC Plan – we will submit an application for an application on behalf of a young naming the college. funding to the Local Authority. person, with the agreement of that • aged between 19 and 25 years individual and/or their primary carer. Once funding has been confirmed, Alternatively, where appropriate, the we will work with you to provide • a diagnosis of severe or profound young person themselves may make an individual study programmes and/complex learning difficulties an application. which will support and promote our • clear identification of aspirations, learning. Contact us to arrange a visit and destinations and outcomes in

The Michael Tippett College Belthorn Crescent Weir Road, Balham London SW12 0NS Telephone: 0207 326 5890 Website: tmts.me.uk/College Executive Head Marilyn Ross Designation: Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD). Many young people in Michael Tippett will also have ASD.

Section 5: 16–19 Specialist Provosion 39 Supported Internships

Supported internships are for young work you and the employer during internships and there has been a people aged 16 — 24 with learning the internship. good success rate in getting these difficulties or learning disabilities, young people paid work. What’s happening in Lambeth who want to get a job and need extra In September 2018, there will be support to do this. To be eligible you Lambeth special schools with post- more supported internships available need to have an Education Health 16 provision, The Michael Tippett at Lambeth College, The Michael and Care Plan. College, Lambeth College and Roots Tippett College and Roots and and Shoots are working together, What are they? Shoots. There will also be a small supported by the British Association number of additional supported A study programme put together to for Supported Employment (BASE), internships opportunities - being give each student exactly the training, to ensure that a range of supported delivered in partnership with Mencap. support and work skills they need internships will be available for young Young people will have the option of to help them get a job. Most of the people who want to work and that a supported internship working in a learning is done in the workplace. Your trained teaching staff and job coaches department of Lambeth council (as employer gives you work experience, are available to provide support. part of the Lambeth Inclusive Future trains you to do a job role and learn Each young person and will have a Employment project) or on Mencap’s the skills needed for work. vocational profile to find out about their Interns and Outcomes Programme. skills and the type of work they want You also have the chance to study A Supported Internship Forum will be to do. Then the supported internship for qualifications and other training established so that young people, their provider works with employers to find or learning as part of a personalised parents and local employers can join the right opportunity for each young study programme that helps you to be together with schools, college and person to match their interests. ready to take up a job. Lambeth council to make sure that In 2017–18 the first small pilot group of in the right supported internships are Internships are unpaid and last for at young people started supported available for young people. least six months and usually one year — they’re all about working towards getting a paid job, and wherever possible doing a supported internship will enable you to move into a paid job at the end of the programme. Qualifications are not needed to start an internship. How they work All further education colleges, sixth form and independent specialist providers can offer supported internships. They will work with local employers and supported employment services. You will be involved in planning your study programme and have a tutor and expert job coach to

40 Section 5: 16–19 Specialist Provosion Section 6: Primary Resource Bases Primary Schools Resource Bases Map

2 Primary School Resource Bases 1 Allen Edwards Primary School Studley Road, Larkhall Lane London SW4 6RP 3

2 Archbishop Sumner School 9 Reedworth Street London SE11 4PH 3 Aurora House Resource Base 22 Kennington Park Gardens 1 London SE11 4AX 8 4 Crown Lane Primary School Crown Lane London SW16 3HX 6 5 Dunraven Primary Department 94-98 Leigham Court Road London SW16 2QB 6 Hill Mead Primary School 7 Moorland Road London SW9 8UE 7 Jubilee Primary School Tulse Hill London SW2 2JE 8 Lark Hall Primary School Smedley Street London SW4 6PHZ 5 9 Wyvil Primary School Wyvil Road London SW8 2TJ

4

Section 6: Primary Resource Bases 41 Primary Resource Bases

Allen Edwards Primary language delay. We encourage • Admission to the Base will be School Speech and children to achieve their optimum through the Lambeth SEND Language Resource Base potential by providing specialist Team teaching and intensive speech and At Allen Edwards Primary School we Pupils admitted to the Base will language therapy in a supportive believe that learning should be fun, be included on the full roll of Allen environment. Some children in the purposeful and challenging. Through Edwards School, but will constitute a school will receive this through our creative and effective curriculum separate cohort within that roll. general support and advice from we aim to equip each child with the The Base will have a maximum of 15 the Speech and Language Service, skills they need for lifelong learning. pupils, distributed as 2 or 3 pupils however, particular children may per year group, and managed by the We aim to develop confident have more significant needs which school. learners, who take ownership of will be addressed by provision from their learning, are proud of their the Resource Base. achievements and are well prepared Admissions for life in modern Britain and that they understand the possibilities Admission to the Resource Base ahead. will be according to the following objectives and admissions criteria: What we do • All pupils admitted to the Base The school aims to help children with will have an EHC plan with a primary speech and language difficulties: a need of SLCN and/or SLI language disorder or a significant

Allen Edwards Primary School Studley Road Stockwell London SW4 6RP Telephone: 020 7622 3985 Fax: 020 7627 5004 Email: [email protected]. sch.uk Website: allenedwards.co.uk Headteacher: Louise Robertson Designation: Speech Language Communication Needs Primary School Number of Places: 15

42 Section 6: Primary Resource Bases Primary Resource Bases

Archbishop Sumner • Meet the child’s developmental • Structured therapy sessions Speech and Language and educational needs through and social skills groups, drama Resource Base professionals working closely activities and circle time sessions together. to encourage speech and Archbishop Sumner Speech and language development. Language Resource Base is a • Intensive speech and language specialist provision that is an integral therapy delivered by our on site Admissions speech therapist part of the mainstream school. We Admission to the Resource Base provide specialist teaching and • Differentiation of the curriculum will be according to the following intensive speech and language therapy to meet individual language and objectives and admissions criteria: within a supportive speech and learning needs language rich learning environment to • All pupils admitted to the Base maximise each child’s potential. • Integration into mainstream will have an EHC plan with a primary classes with opportunities for need of SLCN and/or SLI What we do additional 1:1 or small group • Admission to the Base will be learning led by a specialist The aims of the Speech and through the Lambeth SEND teacher or speech and language Language Resource Base are to: Team. trained Learning Support Assistant • Enable appropriate access to an inclusive mainstream education. • Enhanced pastural support • Implement strategies to • Dedicated visual and sensory overcome specific speech and resources to support understanding language difficulties. and learning

Archbishop Sumner Primary School Reedworth Street Kennington London SE11 4PH Telephone: 020 7735 2781 Fax: 020 7820 8801 Email: [email protected] Website: archbishop-sumnersprimary. lambeth.sch.uk Headteacher: Ursula Ovenden Designation: Speech Language and Communication Needs Primary School Number of Places: 15

Section 6: Primary Resource Bases 43 Primary Resource Bases

Aurora House needs of every pupil. We do this families and therapists to extended the through: learning across home and school Aurora House is a Lambeth maintained specialist provision for primary aged • Small class groups with high staff • Working together with schools in pupils with autism. ratios. Lambeth to share and support best practice across the borough. The Wyvern Federation opened • Highly skilled and effective Aurora House, Centre for Children with Teachers and Teaching Admissions Assistants supporting each class Autism, in October 2014. Admission to the Resource Base In January 2017 a new purpose built • Accessible provision based on will be according to the following opened, providing a safe, calm and the National Curriculum and objectives and admissions criteria: Early Years Foundation Stage engaging learning environment that • All pupils admitted to the Base Curriculum, with a strong focus has been specifically designed to will have an EHC plan with a primary on academic learning and meet the needs of pupils with autism. need of ASD Each classroom has direct access to developmental skills. • Admission to the Base will be an outside learning space, and pupils • High expectations for every child through the Lambeth SEND Team. have access to a range of facilities to reach their potential in all areas including a large sports hall, soft play and sensory rooms. • Facilities suitable to learners with autism, such as a soft play room, Our Aims sensory room, therapy rooms • To provide a primary education and space for smaller group or of the highest quality through rich 1:1 work. and varied learning experiences. • Structured, calm, visually supported learning environments • To have high expectations and Aurora House achievement for all children. with resources such as individual timetables, PECS and Makaton 22 Kennington Park Gardens • To deliver highly effective teaching as appropriate to each learner. London SE11 4AX that ensures pupils make outstanding progress, and equips them • Use of the TEACCH approach Telephone: 020 7735 2760 appropriately for the future. and SCERTS Model across the Email: [email protected] school, as as other approaches Website: aurorahouse.org.uk/ • Commitment to the personal as identified in the child’s EHCP. Our-School/ development of each child to ensure a harmonious and happy • Play based learning philosophy: Head of Centre: school where we celebrate our as children learn best when they Executive Headteacher: diversity and share our goals. are motivated, engaged and Christopher Toye having fun. How do we cater to needs? Designation: • Strong focus on communication Every pupil is an individual with Autism Primary Resource Base skills and personal development their own strengths and needs, and Number of Places: 56 embedded across the day. Aurora House provides high quality, personalised learning to meet the • Focus on working together with

44 Section 6: Primary Resource Bases Primary Resource Bases

Crown Lane Primary School The overarching framework of • Explicit teaching of social and and Children’s Centre T.E.A.C.C.H. forms the basis of communication & life skills. structured teaching, and helps us Children with ASD at Crown Lane • Developing independence create individual programmes that have the opportunity to learn meet the long-term needs of the • Learning that is meaningful alongside their mainstream peers. students. and functional, focusing on Programmes and opportunities are the process as well as the final We also use PECS, Social Stories, carefully planned according to the outcome. needs of each individual child. SCERTS (amongst others). • Being able to self -regulate and The starting point is working with Children will also have access to manage stress and anxiety the child’s strengths, breaking down the following interventions: skills into small components, so that Admissions learning is meaningful and helps the • Speech and Language Therapy Admission to the Resource Base child generalise into other situations. • Occupational Therapy This builds the child’s confidence will be according to the following and self -esteem. • Dramatherapy (if required) objectives and admissions criteria: For pupils whose main difficulties • All pupils admitted to the Base The children in the mainstream are understanding and reacting to will have an EHC plan with a primary school also benefit, as they learn first social situations and developing need of ASD -hand about children who have a relationships, we believe that different way of looking at the world. there must be an emphasis on the • Admission to the Base will be This builds understanding which has following: through the Lambeth SEND Team. a long lasting impact for their lives. We are committed to:

• Focusing on the individual child, Crown Lane Primary School developing an understanding of and Children’s Centre autism, and making appropriate adaptations. Crown Lane Streatham • Work on meaningful and London SW16 3HX developmentally appropriate objectives Telephone: 020 8670 4713 • Working with strengths and Fax: 020 8766 6094 building on existing skills and Email: enquiries@crownlane. interests to address ‘differences’ lambeth.sch.uk • Ensuring that the child is engaged Website: crownlane.lambeth.sch.uk in purposeful activities throughout Headteacher: the day. Gavin Farrell Blended Approach Designation: Our starting point is based on an ASD understanding of how the childs Number of Places: 15 condition impacts on their learning.

Section 6: Primary Resource Bases 45 Primary Resource Bases

Dunraven School What we do Admissions Dunraven School has additional • Provide students with specialist Admission to the SLCR Resource provision for students with speech support targeted at those will be according to the following and language difficulties. Students are with Speech, language and objectives and admissions criteria: communication needs. fully integrated into the mainstream • All students admitted to the curriculum. The SLCR Resource will • Provide a structured, supportive resource base will have an EHC grow with the school, with 2/3 places environment where students can plan with a primary need of specific available in each year group. There feel secure, develop confidence language impairment / language are two, one in the primary provision and achieve their potential learning impairment and one in the secondary provision which can support up to 15 children • Provide opportunities to develop • Admission to the Base will be in each provision. independence and social skills through the Lambeth SEND Team. As students are part of the inclusive • Provide a broad and balanced integrated provision of the school curriculum, using a wide range they must also be able to cope of teaching methods and styles, with the demands, structures to meet the needs of named and expectations of Dunraven’s students. mainstream environment. All students are taught in mainstream classes.

Dunraven School Leigham Court Road London SW16 2QB Telephone: 020 8696 5600 Fax: 020 8696 5602 Email: [email protected] Website: dunraven.org.uk Principal: David Boyle Head of Primary: Michaela Christian Designation: Speech Language Communication Needs Primary and Secondary Number of Places: 15 Primary, 15 Secondary

46 Section 6: Primary Resource Bases Primary Resource Bases

Hill Mead Primary School • To provide support and advice to Admissions parents and families of pupils with Hill Mead primary school has a Admission to the Base will be SEMH needs resource base provision for children according to the following objectives with Social, Emotional and Mental • Interventions planned around the and criteria: individual needs of the pupils delivered Health (SEMH). We offer a specialist • All pupils admitted to the Base with mainly through: provision for up to 15 children ranging have an EHC plan with a primary need – Nurture groups from reception to year 6. This Resource of SEMH. Base is part of the support available – Activities focusing on developing for children with pupils with a primary emotional literacy • Admission to the base will be need of Social, Emotional and Mental – Specific therapeutic interventions through the Lambeth SEND Team. Health and their families within Lambeth. including cognitive-behavioural Pupils admitted to the Base will We will keep you fully involved in approaches, and play, drama, art and be included on the full roll of Allen supporting your child’s learning and music therapies Edwards School, but will constitute a separate cohort withn that roll. will keep you informed about the • Working with the whole staff and The base will have a maximum of support your child is receiving. pupils in the nominated host school in 15 pupils, distributed as 2 or 3 pupils Our aim is to include the pupils as fully order to achieve maximum inclusion. per year group, and managed by as possible in the life and curriculum of • Ensuring that staff receive the the school. Hill Mead Primary School. training and support they require to What we do enable them to respond to the needs • Support each pupil with specialist of pupils with SEMH needs. staff in developing effective coping strategies related to their SEMH, so that Hill Mead Primary School they are able to self-manage and able to be as fully included as possible in Moorland Road mainstream classes with pupils of their Brixton own age and academic abilities with the London SW9 8UE minimum of additional adult presence. Telephone: 020 7274 9304 • Enable each pupil to access the Email: [email protected] EYFS and KS1 and KS2 curricula Website: hillmead.org at their level and make their best Headteacher: progress, academically, socially and Richard West developmentally. This may be in mainstream classes with additional Designation: support or in small teaching groups Social Emotional Mental health according to individual needs. The Number of Places: 15 proportion of time spent in mainstream classes will depend on individual need. • Work with the whole staff and pupils in Hill Mead Primary School in order to achieve maximum inclusion.

Section 6: Primary Resource Bases 47 Primary Resource Bases

Jubilee Primary School by qualified and experienced • Access to a deaf instructor to teachers of the deaf. provide a Deaf Adult role model Jubilee Primary School has a Additional support in mainstream and specific support to develop resource provision for deaf pupils classes provided by specialist and assess BSL skills. integrated within their mainstream teaching assistants. school. It caters for pupils aged 3 Admissions Staff with BSL minimum level 2 or to 11 years. Our pupils use written Admission to the Resource Base equivalent. and spoken English, sign supported will be according to the following English and BSL in order to access Access to on site Speech and objectives and admissions criteria: the curriculum. Our aim is for pupils Language Therapists who have • All pupils admitted to the Base will to become proficient in their main specialist qualifications and have an EHC plan with a primary need mode of communication. This is experience with deaf pupils. supported by access to the wider of severe to profound hearing loss. Audiology management by trained range of communication strategies • Admission to the Base will be members of staff, including access on offer. through the Lambeth SEND to an Educational Audiologist. What we offer Team. • Acoustically treated classrooms, Within our current provision we teaching rooms and halls utilise the following resource to support our pupils. • Access to a range of technology Specialist teaching support provided including radio aids

Jubilee Primary School Tulse Hill London SW2 2JE Telephone: 020 86786530 Email: [email protected]. ukWebsite: jubilee.lambeth.sch.uk Headteacher: Joanna Eade Designation: Resource Provision for Deaf Pupils Nursery to primary age children Number of Places: 15

48 Section 6: Primary Resource Bases Primary Resource Bases

Lark Hall Centre for Autism their individual starting points. We with parents, carers and other family Lark Hall Primary School apply a variety of teaching methods member involved with the child. to suit our pupils’ different learning Communication between home and Lark Hall Centre for Autism is a styles. Many children benefit from school is key to ensuring the best Resource Base which is an integral a multisensory approach that outcomes for our children. part of Lark Hall Primary School. accommodates their kinesthetic and The Centre for Autism is situated in Admissions visual learning styles. Our curriculum the lower school building and offers planning promotes differentiated Admission to the Resource Base specialist provision for up to 32 targets and outcomes in every area, will be according to the following children ranging from Reception to always tailored towards an individual’s objectives and admissions criteria: year 6. There are four classes with needs. up to 8 children in each class. • All pupils admitted to the Base The building has been adapted We encourage physical activities and will have an EHC plan with a primary to offer a secure and safe space outdoor pursuits and employ specialist need of ASD suited to the needs of pupils with instructors who offer PE, cycling and • Admission to the Base will be autism. The classrooms offer a low gymnastics sessions each week. through the Lambeth SEND Team. distraction environment with clearly We offer a range of after school demarcated areas. clubs which are accessible to all of What we do our pupils. These clubs run weekly and provide the children with We use a range of evidence based opportunities to try new activities approaches which are suited to with a group of children different to the needs of children with autism. their usual class group. These include the TEACCH approach Lark Hall Centre for Autism which offers structure and visual Being part of a mainstream setting Lark Hall Primary School support to allow the children to be offers opportunities for inclusion. more independent, and SCERTS All of our children access the Smedley Street, Clapham which provides specific guidelines mainstream playgrounds and have London SW4 6PH for helping children with autism with lunch with mainstream peers. We Telephone: 020-7622 3820 building competence and confidence offer weekly special interest sessions Fax: 020-7627 8854 as social communicators, and with where children from the Centre join Email: [email protected] developing relationships. mainstream children in activities Website: larkhall.lambeth.sch.uk The Centre has a dedicated staff such as capoeira, sculpture, cooking team with high staff to pupil ratio as and sports. Children from the Centre Headteacher: well as input from specialists including can access sessions in mainstream Gary Nichol classes. Our year 6 children join SaLT, OT EP. All staff attend regular Designation: mainstream pupils on school training in skills and approaches Autism Primary Age suited to needs of pupils with autism. journeys to an outdoor learning centre where they stay overnight. Number of Places: 30 We follow the national curriculum but also offer a modified curriculum to At The Centre for Autism we place ensure children are able to participate high value on developing and in all areas and learn effectively from maintaining positive relationships

Section 6: Primary Resource Bases 49 Primary Resource Bases

Wyvil Primary school As children enter Key Stage 2, they independence and social skills become more fully integrated into The Centre for Children with • Enable students to be included the mainstream school, but still with Speech and Language Difficulties in mainstream lessons and extra the support and modified curriculum provides children with a specialised curricular activities wherever designed to meet their needs. curriculum tailored to meet their possible. What we do needs and to provide a wide • Work in partnership with parents range of speaking and listening Provide students with specialist and outside agencies. opportunities. All children in the teaching targeted at those with Admissions centre work from Individual Learning SLCN needs. Plans and take part in a range of Admission to the Resource Base • Provide a structured, supportive extra curricular activities. will be according to the following environment where students can objectives and admissions criteria: Ensuring that the children in the feel secure, develop confidence centre integrate and play with their and achieve their potential. • All pupils admitted to the Base counterparts in the rest of the will have an EHC plan with a primary • Provide a broad and balanced school is a priority. All children have need of SLCN a programme of inclusion into the curriculum, using a wide range of mainstream classes of the school teaching methods and styles, to meet • Admission to the Base will be and play with children from the the needs of named students through the Lambeth SEND Team. mainstream school during playtimes. • Provide opportunities to develop

Wyvil Primary school Wyvil Road South Lambeth Road London SW8 2TJ Telephone: 020 7622 1164 Fax: 020 7738 8435 Email: [email protected] Website: wyvilschool.org.uk Executive Headteacher: Christopher Toye Designation: Speech Language Communication Needs Primary School Number of Places: 12

50 Section 6: Primary Resource Bases Section 7: Secondary Resource Bases Secondary Schools Resource Bases Map

4

1 Secondary School Resource Bases 1 City Heights School E–Act Academy 33 Abbots Park London SW2 3PW 2 Dunraven School 94–98 Leigham Court Road London SW16 2QB 3 The Elmgreen School Elm Court Road London SE27 9BZ 4 The London Nautical School 61 Stamford Street London SE1 9NA

1

3

2

Section 7: Secondary Resource Bases 51 Secondary Resource Bases

City Heights Resources Include • The academy has strong communication links with E-ACT Academy • A creative approach to learning parents/carers of students The academy is additionally resourced • Flexible learning spaces to enable • Speech and language therapist for students with an Education Health a more personalised approach Care Plan who have Autistic Spectrum • Family support/CAMHS worker • ICT facilities Disorder (ASD) as their primary need. Admissions Three students a year will join the • Quiet work areas academy Resource Base up to a total Admission to the Resource Base of 15 students. • Cooking facilities will be according to the following objectives and admissions criteria: What we do: • Sensory garden • All pupils admitted to the Base • Home learning / homework club The key areas of the curriculum will have an EHC Plan with a primary will focus on language and • Speech and language therapy need of ASD. communication and the development room of social skills, including independent • Admission to the Base will be life skills. By creating an environment • A parent’s room through the Lambeth SEND Team. in which students can expect to be • A games room successful learners they will gain the • A room for specialist support for appropriate knowledge experience emotional/behavioural and social and skills considered essential for needs when required their integration into mainstream classes. The supportive and structured City Heights environment will play a significant role E-ACT Academy in the student’s growing confidence 33 Abbots Park in themselves as learners. London SW2 3PW Considerable care is taken in Telephone: 020 3691 4600 matching students to classes Email: [email protected] sets and teachers to ensure the Website: cityheightseactacademy.org continuing learning success of each student is maximised. Each Headteacher: student has a detailed written profile Jim Henderson outlining their success, strengths Designation: and weaknesses. ASD Secondary School This profile is discussed with the Number of Places: 15 significant adults in the students daily life in school and the parents to enable students to forge ahead with high expectations.

52 Section 7: Secondary Resource Bases Secondary Resource Bases

Dunraven School What we do Admissions Dunraven School has additional • Provide students with specialist Admission to the SLCR Resource provision for students with speech support targeted at those will be according to the following and language difficulties. Students with Speech, language and objectives and admissions criteria: communication needs. are fully integrated into the • All pupils admitted to the mainstream curriculum. The SLCR • Provide a structured, supportive Resource will have an EHC Plan with Resource will grow with the school, environment where students can a primary need of specific language with 2/3 places available in each feel secure, develop confidence impairment / language learning year group. There are two centres, and achieve their potential impairment. one in the primary provision and one in the secondary provision which can • Provide opportunities to develop • Admission to the Resource will support up to 15 children in each independence and social skills be through the Lambeth SEND Team. provision. • Provide a broad and balanced As students are part of the inclusive Curriculum, using a wide range integrated provision of the school of teaching methods and styles, they must also be able to cope to meet the needs of named with the demands, structures students and expectations of Dunraven’s mainstream environment. All students are taught in mainstream classes.

Dunraven School Leigham Court Road London SW16 2QB Telephone: 020 8696 5600 Fax: 020 8696 5602 Email [email protected] Website: dunraven.org.uk Principal: David Boyle Designation: Speech Language Communication Needs Primary and Secondary Number of Places: 15 Primary, 15 Secondary

Section 7: Secondary Resource Bases 53 The Michael Tippette School / continued Secondary Resource Bases

The Elmgreen • A daily Personalised Learning support audition and lip reading Session Secondary School • Signed English for specific What is the Hearing Support • A ‘Choice’ programme in Year 8 aspects of English grammar to broaden horizons and outlook Department (HSD)? • British Sign Language – a The Hearing Support Department • Enrichment and After School Clubs language in its own right can’t be is the Lambeth secondary provision such as Dance, Cookery or Sports used simultaneously with English for students with a hearing loss and • Educational visits – some residential • Writing – including note-taking accompanying communication and in lessons and content of lesson • Being part of their own Annual learning needs who will benefit from presented as text specialist Teacher of the Deaf and Review process together with Teaching Assistant (TA) support setting and reviewing of own IEP • Awareness of Deaf people’s throughout the school day. The targets communication needs department is located within The • After school study support sessions • Awareness of hearing people’s Elmgreen School, a state of the for individual learning and homework communication needs art, new-build comprehensive so enabling a high degree of inclusive • Performances of signed songs in • Visual support including ICT education and involvement in social the annual ‘Fusion’ festival What does inclusive learning look like in school? experiences. • Link activities with the Lambeth Since every deaf or hearing impaired Primary School Hearing Impaired The specialist role of the Department student presents a unique profile provision at Jubilee Primary School is concerned with: of language, personal and learning How does Total Communication • Facilitating access to a broad needs, the guiding principle for promote student inclusion and and balanced curriculum through delivering inclusive learning is one involvement? support by trained staff ‘at elbow’ of ‘meeting individual needs.’ The in mainstream classes and ‘Total Communication’ is an communication policy of ‘Total appropriately differentiated and approach which uses one or any Communication’ naturally follows on presented learning tasks from this. combination of the following to ensure maximum inclusion in school • Setting up customised learning As part of the School’s planned life while at the same time promoting plans alongside Individual Education pastoral support, all members of the individual language development. Plans focusing on individual needs HSD are included in our ‘college’ such as language development, • Oral/Aural English exploiting system. literacy and numeracy skills as well residual hearing through effective as what the Deaf student needs to How are HSD students involved use of post aural hearing aids learn over and above the National in school life? and/or cochlear implants Curriculum • Participation in the National • Technological support for the above • Providing small group or 1:1 work Curriculum (some students may be in classroom using Phonak Dynamic for pre-tutoring or reinforcement disapplied from Modern Foreign FM systems, including DynaMic for to support learning in the curriculum Languages) and Pathways at Key collaborative learning and language and/or personal and social skills work Stage 4 interactions with hearing peers from a specifically deaf perspective • Sign Supported English to

54 Section 7: Secondary Resource Bases Secondary Resource Bases

The Elmgreen Secondary School / continued

• Facilitating learning and social maximum impact on student progress Aims experiences alongside hearing is often with: The overall aim of HSD staff is the peers, including access to a • Cochlear Implant Teachers of the promotion of a positive ‘Can do’ range of extra-curricular activities Deaf from hospital departments Deaf-ability ethos which perfectly with TA support as necessary, complements ‘The Elmgreen to support acquisition of spoken • Local audiology clinics Way’ philosophy. A key emphasis language at peer level • Advanced Bionics cochlear of our work is to encourage the What sort of links does the HSD implant services development of young adults who are comfortable with their deafness have with other support services • Educational Psychologist for deaf students? or hearing impairment, who are • Speech and Language Therapist confident in their communications HSD staff welcome and value links with hearing and other deaf people, with any external agencies which • Occupational Therapist who know how to be involved in further the well-being and education • Lambeth Primary HIU based at both deaf and hearing worlds, and of the students in its care. As a Jubilee Primary School who have established good habits ‘first-stop’ shop for hearing aid care • Deaf organisations and societies: of study and taken significant steps and maintenance before referral to NDCS, RNID, Deafax along the road of lifelong learning. hearing aid clinics we have our own fully equipped audiology room on • BSL instructors and interpreters site. This houses a Fonix hearing • Deaf poets and performers aid analyser for termly testing of students’ post aural aids. • Technology suppliers: Connevans, Multi-agency liaison to ensure Phonak

The Elmgreen Secondary School Elm Court Road West Norwood London SE27 9BZ Telephone: 020 8766 5020 Email admin@the-elmgreen-school. org.uk Website: the-elmgreen-school.org.uk Headteacher: Dominic Bergin Designation: Hearing Impairment Secondary Age Number of Places: 15

Section 7: Secondary Resource Bases 55 Secondary Resource Bases

The London Nautical a large section of the building, which skills sessions, Specialist Literacy Secondary School will be a dedicated area for inclusion teaching buddy systems and anxiety and ASD which will consist of: groups. London Nautical Secondary School Autistic Spectrum Disorder (ASD) • 3 large classrooms and a As well as having well qualified Resource Base is dedicated to communal area. support staff and teachers, we also have the support and guidance of Inclusion and isvconstantly developing • A dedicated sensory room supportbstructures to meet the needs an Educational Psychologist and of pupils and the local community. • An Inclusion office and Speech and Language Therapist conference facility who work at the School, within the The ASD Resource Base at The ASD provision for 1 day per week. London Nautical School is a unit • Two entrances into the within the school that offers help and mainstream school Admissions support for children with an EHCP • A separate entrance and exit Admission to the Resource Base where the main need is Autism. will be according to the following • Student toilets Our ASD Provision team includes 4 objectives and admissions criteria: specialist ASD teaching assistants, a • Staff toilets HLTA and a specialist teacher who • All pupils admitted to the Base are managed and guided by the • An outside play space will have an EHC Plan with a primary school’s Inclusion Manager. Together with the mainstream need of ASD All students attend mainstream curriculum we run a corresponding • Admission to the Base will be lessons, supported by a specialist curriculum, which addresses ASD through the Lambeth SEND Team. Teaching assistant or HLTA. When pupils needs. We can provide students are not in lessons, they speech and language groups, social are within the provision receiving additional individualised support. skills sessions, Specialist Literacy All of our staff have extensive teaching buddy systems and anxiety The London Nautical Secondary knowledge and training on autism groups. School and inclusion. The vision of our As well as having well qualified 61 Stamford Street centre is that all students feel support staff and teachers, we also London SE1 9NA included and accepted, which will have the support and guidance of Telephone: 020 7928 6801 empower them to participate and an Educational Psychologist and Fax: 020 7261 9408 make progress alongside their peers. Speech and Language Therapist Email: [email protected] We encourage our students to be as who work at the School, within the Website: lns.org.uk big a part of the mainstream school ASD provision for 1 day per week. as possible, and want the provision Headteacher: Admissions to be an emotionally secure place Andrew Bull for our students at times where they Admission to the Resource Base Designation: may find aspects of mainstream will be according to the following Autism Secondary Age Pupils school demanding. objectives and admissions criteria: Number of Places: 15 Lambeth Local Authority have funded • All pupils admitted to the Base the school to remodel and renovate will have a Statement of SEN or

56 Section 7: Secondary Resource Bases Section 8: Development of provision Development of Specialist Education Provision in Lambeth

Resources Bases and Expansion We recently consulted parents, carers, children and young people in Lambeth on a proposal to provide capital investment in both the primary and secondary sectors in Lambeth to assist in the reduction of the number and cost of independent, non- maintained placements and reduce the number of out-of-borough placements for children with Social, Emotional and Mental Health Needs (SEMH). Out of 66 responses 60 agreed and strongly agreed with this proposal. We plan to create additional places at good or outstanding primary, secondary and Post 16 provision in Lambeth by improving facilities through: • Expansion(s) to existing provision including at the same site or at a different site. • Reconfiguring provision to make available the space for the additional places or facilities. have indicated a wish to be involved in would increase the supply of places the solution to the increased demand and/or enable greater flexibility to • Re-purposing areas so that they for SEMH need. maintain local placements. meet the needs of pupils with SEMH. The Council’s plan for spending the We are investigating the expansion To find out about the plans for specialist provision capital funding, potential of schools with existing expansion please visit out Local Offer, including how the funding will be resource bases. A feasibility study lambeth.gov.uk/send-local-offer specifically allocated, will be published for each site will be required to on the Local Offer website in summer consider any site constraints, buildings 2018. requirements and, where appropriate, Plans for development the need to change designation e.g. from a cohort of need where there is Findings from work so far show that less demand to SEMH. several schools are interested in Extending or adapting provision at increasing or further developing their existing special schools, where this provision and several special schools

Section 8: Devolopment of Provision 57 Development of Specialist Education Provision in Lambeth

The Vanguard School, was spearheaded by local parents. by our charity’s MyProgress® Lambeth The Vanguard School will help reduce methodology. We’ve developed this out of borough and independent over 50 years, using our experience The National Autistic Society’s placements, which will reduce of and research into best practice (NAS) Vanguard School is set to education costs for the Lambeth teaching young autistic people. The open its doors to students on the authority. This has the added benefit school will work in partnership with autism spectrum in Lambeth and that children who attend the school will our other eight schools and the neighbouring Greater London be educated and build connections in wider organisation, to strengthen authorities in September 2019. their local community. and develop expertise and The NAS Academies Trust was innovative thinking. As well as using Provision established in 2012 as a subsidiary MyProgress®, we’ll take opportunities of The National Autistic Society. The Vanguard School will cater for to pilot new and innovative Its purpose is to open and run our students on the autism spectrum aged interventions to facilitate students’ charity’s autism-specific free schools 11 to 19 who require an education that development of social understanding, and academies. The Vanguard School is tailored to their individual needs. This resilience and independence. will be the third free school to be will be an outward facing school, with Learn more opened by NAS Academies Trust. inclusion and community engagement at its core. To receive updates about the school Meeting local need as it develops, please register your Specialist education A need for improved special education interest by completing our online form: needs provision in the borough was As with all The National Autistic autism.org.uk/trustenquiry. identified and the call for a new Society’s schools, the syllabus at the specialist school to meet this need Vanguard School will be informed

58 Section 8: Devolopment of Provision Section 9: Lambeth Information Advice and Support Lambeth Information, Advice and Support

Information, Advice and Support Service for parents and carers This service is universally free at the point of access and works for parents and carers of children and young people with SEND and with their families. We offer impartial and confidential advice and support about education, health and social issues surrounding the SEN framework in early years settings, schools and colleges. The service can make parents aware of the local authority’s services for resolving disagreements, for mediation and on the routes of appeal and complaint on matters • Telephone helpline support • Advice on personal budgets related to SEN and disability. • Email support • Information on Health and Social How to access the parent • Meetings in person Care policies and procedures as information and advice support they relate to the SEN framework • Support communicating with service? professionals e.g. writing letters, • Advice and support with transition • The service can be accessed by emails and telephone calls at each educational stage email, telephone or in a face to • Guidance on Education Health and • Support and advice with Post 16 face meeting. Care Plans (EHCP’s) options • The service will signpost parents • Advice on systems, procedures • Advice and support with SEND where appropriate to alternative and processes related to SEND Tribunals. and additional sources of advice, information and support available • Advice on systems, procedures Contact: locally including the voluntary and processes related to SEND Chris White sector, housing support, careers related disability discrimination Information and Advice Officer advice, employment support, legislation Telephone: 020 7926 9805 health and social care. • Support to achieve positive Anita Bey outcomes at meetings and reviews • The service will offer individual Information and Advice Officer casework and representation for • Help in understanding professional Telephone: 020 7926 1831 those who need it as outlined reports Email: [email protected] below. • Informal mediation at all stages Website: lambeth.gov.uk/send-local- What help do we offer parents with schools and the Local Authority offer/information-advice-and-support and carers

Section 9: Lambeth Information, Advice and Support 59 Lambeth Information Advice and Support

Information, Advice Contact What help do we offer and Support Service for Telephone: 020 7926 0294 or • Telephone helpline support children and young people Email [email protected] • Email support The service also works directly with Website: younglambeth.org/ • Meetings in person children and young people with lambethinformationadviceandsupport_ SEND about their SEND support. service.html • Support communicating with This service is universally free at professionals e.g. writing letters, How to access the service the point of access and works for emails and telephone calls parents and carers of children and • The service can be accessed by • Guidance on Education Health and young people with SEND and with email, telephone or in a face to Care Plans (EHCP’s) their families. We offer impartial and face meeting. confidential advice and support • Advice on systems, procedures • The service will signpost young about education, health and and processes related to SEN social issues surrounding the SEN people where appropriate framework in early years settings, to alternative and additional • Advice on systems, procedures schools and colleges. sources of advice, information and processes related to SEN and support available locally related disability discrimination The service can make parents aware including the voluntary sector, legislation of the local authority’s services housing support, careers advice , for resolving disagreements, for • Support to achieve positive employment support, health and outcomes at meetings and mediation and on the routes of social care. appeal and complaint on matters reviews related to SEN and disability. • The service will offer individual • Help in understanding casework and representation for professional reports those who need it as outlined below. • Informal mediation at all stages with schools and the Local Authority • Advice on personal budgets • I nformation on Health and Social Care policies and procedures as they relate to SEN • Advice and support with transition at each educational stage • Support and advice with Post 16 options • Advice and support with SEND Tribunals

60 Section 9: Lambeth Information, Advice and Support Addendum

ASD – Autism Spectrum Disorder ASDAN – Award Scheme Development and Accreditation Network BSL – British Sign language BTEC – Business and Technology Education Council CAMHS – Child and Adolescent Mental Health Services DFE – Department for Education EHCP – Education Health Care Plans EP – Educational Psychologists GCSE – General Certificate of Secondary Education GP – General Practitioner HSD – Hearing Support Department HSS – Hearing Support Service ICT – Information and Communication Technologies IEP - Individualised education program KS – Key Stage LA – Local Authority LAMDA – London Academy of Music & Dramatic Art LSSS – Lambeth Sensory Support Service NDCS – National Deaf Children’s Society OT – Occupational Therapists PE – Physical Educationw PECS – Picture Exchange Communication System P-levels – Performance Scales, Levels 1-8 PMLD – Profound and Multiple Learning Difficulties PSHCE – Personal, Social and Health Citizenship Education SALT – Speech and Language Therapists SCERTS – Social Communication, Emotional Regulation and Transactional Support SEN – Special Educational Needs SENCO – Special Educational Needs Co-ordinator SEND – Special Educational Needs and Disability SLD – Severe Learning Difficulties SLI – Speech Language Impairment TA – Teaching Assistant TEACCH – Understanding the learning characteristics of individuals with autism and the use of visual supports to promote meaning and independence. TMTS – The Michael Tippett School VISS – Visual Impairment Support Service 101192 (9.18)