Hampton Dene Primary School
One School, Cherishing All
Announcements
Information
Talk Community Newsletter - March 2024
Rainbow Fun Club
Rainbow Fun Club is designed to support the wider family including siblings of children who attend Hampton Dene School.
This club runs once or twice a term and offers a range of fun activities as well as educational sessions where siblings can learn about additional needs and ask questions. We have recently offered sessions to support siblings with developing their understanding of Autistic Spectrum Disorder (ASD) and learning what life is like for siblings with a diagnosis of ASD.
This term we will be enjoying cooking and forest school sessions.
Please get in touch for further information.
School Nurse Service
Speech and Language Therapy
The Language and Communication Centre
The Language and Communication Centre within Hampton Dene School offers the opportunity for children who have a diagnosis of autism or severe speech, language and communication difficulties, to achieve the very best that they can, in an environment suited to their individual needs. To attend a class in the LCC a child needs to have both an EHCP (Educational Health and Care Plan) and fit the criteria of entry. Children within the LCC are also able to access their ‘mainstream’ classes when it is appropriate.
The Centre consists of four ‘groups’, these are Bees (for children in years R, 1 & 2), Kestrels (Y3&4), Buzzards (Y5&6) and Ospreys a KS2 nurture style class.
Children in the LCC have:
Severe speech, language and communication difficulties or significant speech and language delay as the primary difficulty of communication rather than secondary to sensory or physical impairment, general learning difficulty, emotional/behavioural difficulty or language delay caused by environmental deprivation.
- There should be no primary hearing difficulties.
- Disorders should be evident in both languages for bilingual children.
- Self- help/care skills should be age appropriate.
Children with severe speech, language and communication difficulties can experience problems in any one or a combination of the areas below.
Speech Sound Disorders These difficulties are likely to be long term and adversely affect the development of receptive and expressive language and negatively impact on social interaction, relationships and academic skills. | Features of speech sound disorders can be as follows:
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Expressive Language Difficulties Difficulties in formulating and expressing ideas through words and sentences using grammatical and semantic (meaning) rules of language. The child may have difficulties with: | Features of expressive language difficulties can be as follows:
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Receptive Language Difficulties Difficulties in understanding spoken information and instructions. Specifically the child will have difficulties in understanding any one or combination of the following: | Features of receptive language difficulties can be as follows:
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Social interaction difficulties - pragmatic language impairment, co-occurring with one of the other difficulties in this list. These difficulties can occur as part or an autistic spectrum disorder/autism, difficulties with social cognition, specific language impairment, a language delay/disorder. Social interaction difficulties occurring on their own with no language delay would not require specialist LCC provision, and so would need to occur in conjunction with other language/speech difficulties.
| Features of social interaction difficulties can be as follows:
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*Written by Wye Valley Trust Speech and Language Therapy Department
Speech Therapy
Speech therapy is delivered by members of the SAL T team (Speech and Language Therapy) provided by Herefordshire NHS Trust. Mrs Warburton and Mrs Dooner work with children in Red Ants and Buzzards. Mrs Gwynne works with children in Bees and Falcons.
Assessment
For children who work within ‘National Curriculum’ level we assess children against descriptors used in mainstream. For children who are working below those levels, we use ‘P levels’. P levels are a nationally agreed system for assessing children who are working below the level of a year 1 child (no matter the chronological age of the child). Hampton Dene uses the commercial package ‘B squared’ that breaks down the P levels in to smaller steps, allowing us to demonstrate those smaller steps of progress that pupils make.
Link:
https://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-sen
Some useful links:
Afasic http://www.afasic.org.uk
Talking Point http://talkingpoint.org.uk (which is an ican website)
ican website http://ican.org.uk
Dyspraxia www.dyspraxiafoundation.org.uk
SENDIAS www.herefordshire.gov.uk/education-and-learning/special-education-needs/sendiass