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Welcome ot the School Inclusion Primary Project (SIPP)
At SIPP, we offer a differentiated curriculum for each child. The basis of our curriculum which is eight hours (maximum) weekly is to promote the social and emotional aspects of learning through the foundation subjects (Geography, Drama, Food Technology, Art, Aspects of PE).
A large part of the work which we feel is of vital importance is to compensate for the play deficit most of our children experience. We specifically plan for play opportunities to be included in each day’s learning through first hand learning in a cross-curricular, child-centred way. Whilst children have their Numeracy and Literacy hour in schools, we develop aspects of these in the afternoon curriculum.
SIPP staff liaises closely with class teachers and where possible we attempt to parallel aspects of class topics in the SIPP classroom. Teachers from mainstream schools are sent an evaluation of our weekly plans and a newsletter at the beginning of the term. There is an open invitation to mainstream teachers and others involved with the children.
We work with our children offering regular consistent praise and tangible rewards. Children are given at least two opportunities to reflect on their own behaviour and learning, including self-reflection on their mornings in school. The language we use is scripted in a way to help children to realise they have control over the choices made. These scripts are available to colleagues in mainstream school. Through firm consistent boundaries the ability to change is slowly recognised by the children.
We plan daily opportunities for group work to develop social skills listening and turn taking and undertake specific work to actively teach pragmatics in the classroom. This work is supported by a half termly visit which supports planned topic work.
We are also able to offer educational therapy to some children, allowing them to explore feelings through learning and play. Our team receive weekly support from a senior psychotherapist from Tavistock Clinic where individual children are discussed and strategies formed to assist the team in our planning and behaviour management of the children.
Parents are involved at the outset and we actively encourage parents to visit the classroom and they attend the six weekly reviews.
Our foundation curriculum puts emotional literacy at its core which most of our children have been unable to access in their mainstream classes. We provide an enriching creative and nurturing environment where children feel safe enough to play, learn and progress academically and socially. Being healthy and staying safe, achieving a sense of well being and making positive choices are at the heart of our curriculum but above all we want our children to enjoy school and achieve.
SIPP offers clear boundaries and a large space. There are opportunities to develop supported friendships. We continually affirm children and help them to embrace change by the experience of being listened to by reliable adults. The SIPP curriculum offers a creative opportunity to work through images and metaphor to make good choices both in school and at SIPP.
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