The Windmill Partnership is a highly structured environment with a consistent routine, enhanced by visual supports in order for our pupils to develop and thrive. We constantly work on the fundamentals of communication, social skills and independence alongside our subject specific curriculum.
Pupils at Windmill are able to access a formal curriculum: they may be emerging readers and writers working significantly below age related expectations but with targeted support to manage their needs and barriers to learning. Pupils have access to mainstream inclusion including social times and also have the opportunity to be entered for KS2 SATS where appropriate.
Teaching and Learning follows a timetable of subject specific lessons where differentiation supports all pupils to access the lessons this can include the use of visuals, task plans, flexible timetables, now and then boards and personalised activities.
Pupils at Windmill use verbal language and/or PECS symbols/ Makaton to communicate and benefit from clear structure and visual supports. Sensory integration activities and the Intensive interaction approach are used to enhance pupils’ sensory development and develop their communication and social skills.
Pupils at Windmill will have difficulties associated with their diagnosis and learning difficulty for example: managing their emotions, social interaction, flexibility of thought, and are supported continuously to develop this area of need.
There are currently two classes at Windmill with up to 10 pupils in each class. These pupils range from age 4 to 11 however the classes are not organised by age but according to need. We have a teacher and HLTA working across the classes, they are trained in Team Teach, SCERTS, Intensive Interaction, Zones of Regulation, Lego Therapy and PDA awareness. There is a high ratio of adults to pupils so that our pupils have the support they require to access inclusion.
Pupils have weekly opportunities to take part in the ‘In Harmony’ sessions (an Opera North community partnership at Windmill Primary school) where pupils have the opportunity to learn an instrument and join a choir.
Provision is flexible and access to inclusion is tailored to meet the needs of the individual child. We work on the premise that the development of fundamental social and communication skills and emotional regulation are a prerequisite to inclusion. When pupils are ready and able to be meaningfully included, they are gradually phased into lessons with their appropriate peer group. Inclusion is enabled and supported in many ways including:
- Visual Timetables
- Use of ‘safe space’ areas
- Ear defenders
- Social stories
- Work/Behaviour contracts and Reward Systems
- Intensive interaction
- Adult support to access mainstream
- Extra processing time
- Circle of friends with mainstream peers