Designated Provision Staff
Mrs E Stringer
DP2 - Gold Class
Designated Provision Lead
Mrs P Jones
DP1 - Silver Class
My name is Mrs Jones and I am the teacher in our EYFS and KS1 Designated provision. I am also responsible for School council, playground buddies and am involved with our equality and diversity awareness pshe curriculum. I love working with our amazing children, watching them grow and develop over time is a huge privilege as many of our children stay with us for three years. I also am lucky enough to be part of a great team who support and nurture our children every day.
Designated Provision Assistants
Designated Provision Lead - Mrs Emma Stringer
Please feel free to contact us on ...
phone - 01925 632730
email - firstname.lastname@example.org
Children who attend the Bewsey Lodge Designated Provisions are taught in a caring, nurturing environment where each child is supported to reach their full potential. We have a small, dedicated team of teachers and teaching assistants who ensure that every child’s daily learning experience is an exciting one, which can build up and develop their life skills such as communication, sharing and listening to others. Both classrooms are situated in the main building of the school, which has recently undergone a fantastic rebuild. The children have access to their own outside areas and well resourced classrooms.Who do we cater for?
All the children in DP1 and DP2 have an Educational Health Care Plan issued by the Local Authority.
KS 1 Designated Provision - DP1 - Silver Class
The Key Stage 1 provision caters for children aged 4 - 7 who have learning and cognition difficulties as their main presenting need. There are 8 places in the provision.
KS 2 Designated Provision - DP2 - Gold Class
The Key Stage 2 provision is one of three provisions in Warrington, who cater for children whose main presenting difficulties are with learning and cognition. There are ten places in the provision.
The children are integrated into school life during assemblies, lunch and break times as much as possible. They take part in school events such as theme weeks/events, Christmas assemblies, whole school celebrations etc. Reception children will spend time in the mainstream Reception area with a member of staff and follow the EYFS curriculum where appropriate.
The local authority provides escorted transport to and from school for children who live a certain distance away. This has to be applied for to the transport department at the local authority.
The curriculum in DP1 and DP2 is based around the school’s creative curriculum, very much tailored to the children’s individual needs. We learn about topics such as Dinosaurs, The Seaside and World War 2. The children in both DP1 and in DP2 follow a programme created specifically to meet their needs. All the topics are all linked into our science, history, geography and literacy programmes. Activities are very practical, visual and language rich to ensure our children are able to access them at different levels. All children are assessed using the system of B squared, which enables more progress to be shown. Progress is reported termly to parents. Learning is enhanced by the organisation of educational visits linked to the topic being studied.
Target setting and Assessment
Due to their complex needs many of our children do not attain any of the end of year expectations for their year groups. They are recorded as “emerging” which does not show any of the progress that they make throughout the year. It is with this in mind that we use an assessment tool called B Squared. B Squared is a series of tick sheets, which cover all aspects of the curriculum e.g. reading, writing, number etc. For each stage there are lists of statements that the children have to work towards. When they have achieved the statement, one is ticked off and a percentage of achieved statements derived. Each term the children are assessed in reading, writing and maths. The reception children are assessed in the seven EYFS areas.
The class teachers set the children personal targets for all areas at the beginning of the year. These targets are modified if they make more or less than expected progress.
End of Key Stage 2
Due to the children’s difficulties many of our children do not complete their end of Key Stage SATS. Nevertheless their level assessed by the teacher is reported to the Local Authority.
There is a large emphasis on social skills, teamwork and relationship building. This is done by using set programmes, however, every opportunity is taken during the school day to develop these skills. We share snack times together, regular circle time and board game sessions to develop turn taking, communication and sharing skills. The staff model through positive language and reinforcement the high standard of behaviour we expect within the classroom and towards each other.
Intervention Strategies we use
In both Designated Provisions the staff are specially trained to deliver a variety of interventions and teaching strategies. We also have a high staff to pupil ratio. We also work under the guidance of other professionals such as speech and language and physiotherapy to support children.
Examples of interventions are:
Speech and language;
TEAM TEACH – Individual behaviour management and support;
Social stories – to help children understand social situations.
Individual Education Plans
Every child will have an Individual Education/Behaviour plan. This will be written to support the child on a day to day basis based on the child’s statement to support social, communication and educational needs. These plans will be reviewed termly and are shared with both parents/carers and children. The children will be given termly targets based on these. When deemed necessary pupils also have care plans and positive handling plans. These are also reviewed at regular intervals and shared with parents/carers.
Additional medical and other needs.
If your child has medical needs or other needs for example toileting or eating issues, we will develop strategies, which are included in their care plan, to help your child manage their day with us. This might involve a special diet or support with toileting. All children have access to their own toilets within the provision as well as changing facilities.
We have an open door policy so if you wish to see us for any reason after school then staff will be available. For those children going home on transport we have a home school book to enable regular communication between school and home. This is very important, as home school relationships are essential in helping children to progress and develop.
We know that the transition from your child’s current placement to their new one can be a worrying time. We therefore endeavour to manage it in a careful, well thought out way. We make visits to see your child in their current setting. We also invite you and your child into school.