St Michael's Primary School And Nursery
Foxes
Welcome to Foxes Provision
Our provision lead is Miss Sims, supported by LSA’s Mrs Telford, Mrs Hastings, Miss Moss, Mrs Ottaviani, and Mrs Archer.
Foxes is 1 of 2 provisions within St. Michael's Primary School that caters for children with additional needs. Children in Foxes are assessed using the Cherry Garden SEND assessment framework which is designed to monitor progress for children with learning differences and disabilities. Using the 6 branch maps covering the 6 areas of the curriculum we provide child centered, individualized learning opportunities through a play based provision. We use tapestry to monitor children’s progress by uploading videos, pictures, and observations. This allows us to document pupils learning and share it with parents and carers in a quick, easy, and engaging way.
A Typical Day in Foxes
Children are greeted and encouraged to be independent when coming into the classroom, putting their items away and selecting their lunch. The children have time to settle using the sensory room or selecting a resource or activity that is available. This is followed by a sensory circuit in the classroom or the school hall.
Our morning register begins with our hello song and children select their name or photo card placing it on the visual register. We practice the days of the week and discuss the weather. This is then followed by squiggle while you wiggle a programme that incorporates dance, music and large movements to help children develop the fine muscle control they need for writing.
Continuous provision, attention autism, snack and outdoor time all take place in the morning session before heading over to the main lunch hall with the rest of the school for lunch. Children are supervised and encouraged to develop their independence by clearing their trays before they head out to play.
Our afternoon sessions start with a sensory calming session, circle time and a structured activity session alongside continuous provision- these sessions include life skills, wildwood, art, messy play and music.
Attention Autism
Attention Autism supports and builds attention & listening skills at an appropriate developmental level. It also supports and develops children's social communication skills, such as taking turns or using vocalisations.
The approach works because it draws on the child’s strengths:
Stronger visual skills than auditory skills
Remembering experiences with emotional impact (activities aim to be memorable and enjoyable)
Ability to follow logic and structure (e.g. following a predictable pattern, use of simple, repetitive language).
Stage 1: FOCUS- The Bucket
The aims are for the child to...
· Focus their attention on the adult led activity
· Engage their attention with enthusiasm
· Relax and enjoy these times
· To anticipate shared good times
Stage 2: SUSTAIN- The attention builder
We offer an activity that has a sequence building to a final fantastic experience. This can be long or short depending on attention levels.
Stage 3: SHIFT- Interactive game
Once the children are attending to an adult led activity for a longer period, it is time to begin model turn-taking skills and how to shift attention from self to the rest of the group.
Stage 4: 1, 2 & 3 TRANSITIONS- Table top activity
Once they have reached stage 4, it is time to practise attending to a self-led activity. The children watch a demonstration of the activity carried out by an adult, take their pack of resources, go to their own space and carry out the activity independently. The focus is on the progress and attention rather than the end result. The children then come back together and share in celebrating the end result!
PECS
The Picture Exchange Communication System®, or PECS®, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication. A child with autism can use PECS to communicate a request, a thought, or anything that can reasonably be displayed or symbolized on a picture card. PECS works well in the home or in the classroom.
St Michael's Primary School And Nursery
Foxes
Welcome to Foxes Provision
Our provision lead is Miss Sims, supported by LSA’s Mrs Telford, Mrs Hastings, Miss Moss, Mrs Ottaviani, and Mrs Archer.
Foxes is 1 of 2 provisions within St. Michael's Primary School that caters for children with additional needs. Children in Foxes are assessed using the Cherry Garden SEND assessment framework which is designed to monitor progress for children with learning differences and disabilities. Using the 6 branch maps covering the 6 areas of the curriculum we provide child centered, individualized learning opportunities through a play based provision. We use tapestry to monitor children’s progress by uploading videos, pictures, and observations. This allows us to document pupils learning and share it with parents and carers in a quick, easy, and engaging way.
A Typical Day in Foxes
Children are greeted and encouraged to be independent when coming into the classroom, putting their items away and selecting their lunch. The children have time to settle using the sensory room or selecting a resource or activity that is available. This is followed by a sensory circuit in the classroom or the school hall.
Our morning register begins with our hello song and children select their name or photo card placing it on the visual register. We practice the days of the week and discuss the weather. This is then followed by squiggle while you wiggle a programme that incorporates dance, music and large movements to help children develop the fine muscle control they need for writing.
Continuous provision, attention autism, snack and outdoor time all take place in the morning session before heading over to the main lunch hall with the rest of the school for lunch. Children are supervised and encouraged to develop their independence by clearing their trays before they head out to play.
Our afternoon sessions start with a sensory calming session, circle time and a structured activity session alongside continuous provision- these sessions include life skills, wildwood, art, messy play and music.
Attention Autism
Attention Autism supports and builds attention & listening skills at an appropriate developmental level. It also supports and develops children's social communication skills, such as taking turns or using vocalisations.
The approach works because it draws on the child’s strengths:
Stronger visual skills than auditory skills
Remembering experiences with emotional impact (activities aim to be memorable and enjoyable)
Ability to follow logic and structure (e.g. following a predictable pattern, use of simple, repetitive language).
Stage 1: FOCUS- The Bucket
The aims are for the child to...
· Focus their attention on the adult led activity
· Engage their attention with enthusiasm
· Relax and enjoy these times
· To anticipate shared good times
Stage 2: SUSTAIN- The attention builder
We offer an activity that has a sequence building to a final fantastic experience. This can be long or short depending on attention levels.
Stage 3: SHIFT- Interactive game
Once the children are attending to an adult led activity for a longer period, it is time to begin model turn-taking skills and how to shift attention from self to the rest of the group.
Stage 4: 1, 2 & 3 TRANSITIONS- Table top activity
Once they have reached stage 4, it is time to practise attending to a self-led activity. The children watch a demonstration of the activity carried out by an adult, take their pack of resources, go to their own space and carry out the activity independently. The focus is on the progress and attention rather than the end result. The children then come back together and share in celebrating the end result!
PECS
The Picture Exchange Communication System®, or PECS®, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication. A child with autism can use PECS to communicate a request, a thought, or anything that can reasonably be displayed or symbolized on a picture card. PECS works well in the home or in the classroom.
St Michael's Primary School And Nursery
Foxes
Welcome to Foxes Provision
Our provision lead is Miss Sims, supported by LSA’s Mrs Telford, Mrs Hastings, Miss Moss, Mrs Ottaviani, and Mrs Archer.
Foxes is 1 of 2 provisions within St. Michael's Primary School that caters for children with additional needs. Children in Foxes are assessed using the Cherry Garden SEND assessment framework which is designed to monitor progress for children with learning differences and disabilities. Using the 6 branch maps covering the 6 areas of the curriculum we provide child centered, individualized learning opportunities through a play based provision. We use tapestry to monitor children’s progress by uploading videos, pictures, and observations. This allows us to document pupils learning and share it with parents and carers in a quick, easy, and engaging way.
A Typical Day in Foxes
Children are greeted and encouraged to be independent when coming into the classroom, putting their items away and selecting their lunch. The children have time to settle using the sensory room or selecting a resource or activity that is available. This is followed by a sensory circuit in the classroom or the school hall.
Our morning register begins with our hello song and children select their name or photo card placing it on the visual register. We practice the days of the week and discuss the weather. This is then followed by squiggle while you wiggle a programme that incorporates dance, music and large movements to help children develop the fine muscle control they need for writing.
Continuous provision, attention autism, snack and outdoor time all take place in the morning session before heading over to the main lunch hall with the rest of the school for lunch. Children are supervised and encouraged to develop their independence by clearing their trays before they head out to play.
Our afternoon sessions start with a sensory calming session, circle time and a structured activity session alongside continuous provision- these sessions include life skills, wildwood, art, messy play and music.
Attention Autism
Attention Autism supports and builds attention & listening skills at an appropriate developmental level. It also supports and develops children's social communication skills, such as taking turns or using vocalisations.
The approach works because it draws on the child’s strengths:
Stronger visual skills than auditory skills
Remembering experiences with emotional impact (activities aim to be memorable and enjoyable)
Ability to follow logic and structure (e.g. following a predictable pattern, use of simple, repetitive language).
Stage 1: FOCUS- The Bucket
The aims are for the child to...
· Focus their attention on the adult led activity
· Engage their attention with enthusiasm
· Relax and enjoy these times
· To anticipate shared good times
Stage 2: SUSTAIN- The attention builder
We offer an activity that has a sequence building to a final fantastic experience. This can be long or short depending on attention levels.
Stage 3: SHIFT- Interactive game
Once the children are attending to an adult led activity for a longer period, it is time to begin model turn-taking skills and how to shift attention from self to the rest of the group.
Stage 4: 1, 2 & 3 TRANSITIONS- Table top activity
Once they have reached stage 4, it is time to practise attending to a self-led activity. The children watch a demonstration of the activity carried out by an adult, take their pack of resources, go to their own space and carry out the activity independently. The focus is on the progress and attention rather than the end result. The children then come back together and share in celebrating the end result!
PECS
The Picture Exchange Communication System®, or PECS®, allows people with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication. A child with autism can use PECS to communicate a request, a thought, or anything that can reasonably be displayed or symbolized on a picture card. PECS works well in the home or in the classroom.