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Outreach & Inclusion Services

The key principle underpinning this protocol is to support and promote an inclusive education system in which every learner whatever their special education needs and abilities is valued and supported.

 Inclusion Outreach Teacher

Ramona Neeves
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'Through Ramona's guidance a child with a range of learning difficulties has made slow, but steady, progress .....the programme has enabled him to be a successful learner and to stay in mainstream provision'

'The suggested interactions are always manageable and, where necessary, resources are provided' .....'by supplying the resources, the ideas can be implemented straight away'.

'The recommendations and resources all have a positive impact on children's progress and outcomes......... more please!'

  • Assessing, recording, and reporting the work of pupils with severe/complex learning difficulties.
  • Assessing the priority areas of need for each child, both as an individual and as a member of a group.
  • Writing Annual Reviews.
  • Developing Individual Education Plans.
  • Setting learning objectives that meet the needs of developmentally young children.

  • The development of a communication-based /sensory curriculum that is appropriate in content and structure for pupils with severe/complex learning difficulties.
  • Establishing curriculum differentiation to support access for pupils with severe/complex learning difficulties
  • The development of early communication.
  • Structuring access to both the Foundation Curriculum and the National Curriculum at levels appropriate to individual pupils.

In addition our staff can offer experience in:

  • Identifying strategies and techniques to assist with management of challenging behaviour.
  • The development of independence in all self-help skills.
  • Arranging the classroom environment.
  • Assessing attention levels and implementing strategies and specific approaches to increase attention span.
  • Sessions that might be of interest to teachers and LSAs in other schools. E.g. Literacy multi sensory/tactile story sessions; Numeracy similar sessions.
  • Assessing the priority areas of need for each child both as an individual and as a member of a group.
  • A programme of support can be drawn up that will:
  • Establish regular opportunities for personnel to share expertise about meeting the needs of pupils with disabilities.
  • Assist staff in mainstream settings to understand the learning needs and characteristics of their pupils with SLD/PMLD.
  • Determine and compare identified learning needs to see if:
    • individual learning programmes are being effectively addressed.
    • teaching materials, environmental arrangements, timetabling of activities, classroom routines, content, approaches, or settings require modification.
    • provide ongoing support for the implementation of new practices.
  •  To provide shared placements for pupils with mainstream schools.

A programme of support can be drawn up that will:

  •  Establish regular opportunities for personnel to share expertise about meeting the needs of pupils with disabilities.
  •  Assist staff in mainstream settings to understand the learning needs and characteristics of their pupils with SLD/PMLD.
  •  Determine and compare identified learning needs to see if:
    • individual learning programmes are being effectively addressed.
    • teaching materials, environmental arrangements, timetabling of activities, classroom routines, content, approaches, or settings require modification.
    • provide ongoing support for the implementation of new practices.
  •  Provide shared placements for pupils with mainstream schools.

Inclusion is more than just integration or young people being taught together in mainstream classrooms. For inclusion to take place successfully attitudes must be positive and appropriate resources, training and support must be easily accessible. Staff, parents and children need to be confident that inclusion presents benefits and that a suitable range of flexible responses is available to meet individual needs and to accommodate diversity.Jack Tizard is a special school for children with learning disabilities. Most pupils have special educational needs of varying complexity that have major implications on their learning and curricular requirements. These include autistic spectrum disorders, physical disability, hearing and visual impairments, medical needs, language delay/disorder and behaviour, emotional and social difficulties.We are continually developing our role as a specialist centre to support inclusion in mainstream and pre-school settings through our outreach service in Hammersmith and Fulham. The aims and purpose of our service are to:-

  • promote and support the development of inclusive educational practices within specialist and mainstream settings to enable staff to maximise children's potential.
  • work together with mainstream schools to build up capacity and provide for greater diversity of special educational and curricular needs.

Ramona Neeves, our Outreach and Inclusion manager, has extensive experience in mainstream and special schools and our staff here at Jack Tizard have expertise in a number of specialist areas, including: