Broad General Education; Early Years – S3

Broad General Education

Rosslyn School BGE Pedagogy

Providing motivating and engaging activities is the key to participation and learning. At Rosslyn we do this is a personalised way delivering the curriculum through: relevant, motivating, and new contexts. We take the lead from the learner and record significant observations, setting next steps in a more responsive way, thus ensuring there is pace and challenge for all.

KEY ELEMENTS OF OUR HIGH QUALITY PROVISION:

PRACTICE

Evidence and Research Based Approach – We have been reviewing the guidance and national standards for ELC. The guidance in Realising the Ambition: Being Me, has supported our understanding of responsive planning and play in particular. We have reflected on what we know about PMLD and the research based approach found in the Routledge Companion. This has impacted our pedagogy throughout the school.

Co-created Vision – Our school vision and values were created in 2020 and reviewed with all stakeholders. This vision includes our ELC setting, and families continue to have opportunities to provide feedback on the impact of this as they transition into and through the Early Years.

Shared Thinking – As we develop the ELC provision we consult with all stakeholders to ensure their feedback impacts how we deliver the curriculum. Transition into a specialist provision can be a daunting experience for families and it is important that we listen to their needs and respond. Our Entrance Review is approximately 12 weeks after starting. Staff report under the headings off: Interaction, Experiences (curriculum activities), and Spaces (using school facilities). This allows us the opportunity to ensure we have a shared approach to how we develop the milestones through responsive and intentional planning.

Partnerships – We have a number of partners and therapists that input significantly in the Early Years. These include:

• Physiotherapy
• Occupational therapy
• Speech and Language therapy
• Paediatrician
• School Nursing team (nurse on site)
• Childsmile
• Visual Impairment team
• Active Schools and Viewforth Sports Leaders
• Gallatown Early Years Provision (mainstream)
• Learning Disability team (referral basis)

Many of our learners have a Child’s Plan and multi-agency working is coordinated through meetings.

There are also Multi-disciplinary meetings termly for NHS staff and school to share what is happening and target approaches where they are needed most.

Working with our families and Allied professionals in a collaborative way is essential to meeting the complex, and changing needs of our learners. The capacity within the school is very good, and staff have specialist training and knowledge to ensure we are able to meet the needs of our learners. Our ‘Universal’ approach means that often we have the skills and knowledge to support our learners without having to ask for assistance. When staff request support this is then referred on to; Occupational therapy, Physiotherapy, Speech and language therapy, Learning disability team, Social work children and families disability team, CAMHS, Educational Psychology, and NHS Nursing teams including the community team.

PRACTITIONERS

Skilled and knowledgeable staff – Our staff have a variety of skills and experience working with learners who have complex needs. All PSA staff are SSSC accredited and are Level 7 SCQF. The majority of PSA staff have qualifications in supporting learners with ASN, or Social Care. They have specialist knowledge within the following areas:

• Moving and Handling, including Small Holds
• Eating and Drinking – Supported by Speech and Language therapists
• Overcoming barriers to learning
• Emergency Medication for Epilepsy including Paraldehyde and VNS support
• Administering medication (orally and via a peg)
• Gastrostomy and Peg feeds
• Pump feeds
• Communication systems including Signalong, Movement Gesture and Sign, Objects of Reference, PECS and AAC devices
• Intensive interaction
• Story Massage and TacPac – Predictable touch and communication activities
• TEACCH approach
• ASD strategies
• Visual Impairment activities
• Sensory regulation
• Pro active Management Plans
• Risk assessment
• Adapted technology

CPD – There is a regular programme of voluntary CPD sessions delivered by staff sharing their professional learning. Recently this has included Switch technology and Aromatherapy.

Skilled observers, assessment and planning – Staff have an excellent knowledge of the milestones for complex needs and are skilled in making observations in line with these. They use a holistic approach as they create fun and engaging activities led by the preferences of individual learners. We track learning in a responsive way, creating short term targets with an understanding of what milestones are next. Learners at Rosslyn do not progress through skills in a step-by-step manner and may jump steps. Staff need to be aware of this as they respond to what they are observing. This then impacts planning and delivery of the curriculum in a timely way.

S1 – S3

Learners from S1-S3 are still entitled to a broad general education, however there will also be opportunities for learners to participate in new activities in preparation for making SQA choices, with some learners starting Personal Achievement Awards (SCQF Level 1 or 2) where appropriate. In order for staff to advocate for learner’s preferences the topics will reflect outcomes in the SQA courses. This will allow our learners and their families to make more informed choices when progressing into S4. Teachers planning will be responsive to the needs of the class and individuals and may include opportunities for engagement in performing arts activities, exploration of the local area, enterprise and fundraising activities or personal health activities.