Resource Base

We have a 26 place resource base where children with Speech and Language Disorder are taught.

To be eligible for a place in the Resource Base, your child must have a Statement of Special Educational needs or Education Health and Care Plan.

The children are taught in three classes, most of which are mixed age. In each class there are only eight or nine children taught at a time. In each class there is a Teacher and Teaching Assistant to help support your child.

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Children in Year 1 join with us in Forest School.

Our Resource Base Charter

 Vision

  • To provide specialist teaching and therapeutic Speech and Language (S&L) support for children with Speech Language and Communication Needs (SLCN)
  • To work to a high professional standard to provide an environment where children with SLCN make good and outstanding progress especially in Speech, language and communication

Environment

  • The children feel emotionally safe
  • Language rich
  • Evidence of specialist language support
  • Time given to communicate successfully verbally and non-verbally
  • Speech and language targets displayed
  • Enhanced listening environment – close to teacher/ facing teacher

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Sometimes we go on trips with all of the Resource Base. We are like a family and the older children help the younger ones.

We went to Kingsbury Water Park for a forest school day in the woods. We made dens, painted in mud, make mud pies and dug for treasure.

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We have been looking at the artist Georgia O’Keeffe, an American artist who became famous for her large and colourful paintings of flowers

“It’s a real flower, it’s yellow and white and green. The petals are big. I copied a flower. I looked at it and painted it.” Deegan Hendry, TW

“The person who made them just zoomed in and when they zoom in they’re big like that one! All around they did a colour round it so they’re not leaving any white, there’s no white.” Tilly Harris, TW

Planning

  • Adapted to support the needs of the child taking into account specific speech and language targets whilst ensuring access to curriculum entitlement
  • Liaison with mainstream teachers to support learning
  • Liaison with speech and language therapists to support learning and language development
  • Multisensory approaches to stimulate, engage and support children with their learning

 

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We measured our ingredients to make pancakes then enjoyed eating them.

Teaching

  • Small groups and one-to-one
  • Team teaching with speech and language therapists
  • Emphasis on teaching language skills – phonic awareness, expressive language, vocabulary, specific grammar, comprehension, repetition of key concepts
  • Concepts delivered in language children can access and new learning continually broken down into small, achievable steps
  • Prompting with cues
  • Opportunities to integrate with mainstream children to meet child’s specific needs
  • Real-life experiences – use of real objects in teaching and trips and visits to reinforce learning

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At Chinese New Year, Resource Base went into China Town as part of our topic on China. We had our lunch at Ming Moons. When we go out sometimes we take Tommy Bear with us.

 

Assessment

  • Regular access to speech and language assessments to underpin academic progress
  • Standardised tests to measure small steps of progress
  • Immediate verbal feedback given to children during the lesson
  • Use technology (e.g. digital cameras) and observation to record work and progress
  • Regular feedback and meetings with parents/ carers

 

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Pirate party!

 Resources

  • Specialist resources e.g. shape coding, cued articulation
  • Use of visual prompts
  • Use of Widgit software to create visual/ symbol support for learning

 

Speech and Language Therapy

  • Specific speech and language programmes carried out with individual children by therapists and school staff
  • Group teaching of: oro-motor skills, phonological awareness, narrative, social skills etc. 

 

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Taliyha “I liked seeing all the flowers in the garden centre and then when we buyed them.”

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Harley “I liked pouring all the compost into the planter boxes.”

Multidisciplinary Approach

  • Collaboration between staff and other professionals to meet the individual needs of the child: Health, Local Authority, Community
  • Liaison with professionals from other schools to aid transition to and from the SLCN base
  • Regular communication with parents and carers

On World Book day, parents came in and read stories to their children.

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Professionalism

  • Adults trained in specific approaches to teaching children with SLI
  • Ongoing CPD to keep up to date with latest research/ strategies
  • Adults model and disseminate expertise and good practice to mainstream colleague

 

‘The good teaching and support for pupils in The resource Base ensures that those pupils make good progress and feel included in school.’

OFSTED

 

‘I’m forever in the Meadows’ debt for what you’ve done with my son in such a short space of time.’

Emma – parent.