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Brookfield Special Primary School

Brookfield Special Primary School. A Snapshot of Brookfield School. MLD Sep. 2013- 137 pupils 13 Primary classes 2 Nursery classes 2 new classes created Sep. 2013 1 Non-Teaching Principal 1 Teaching (Acting) Vice-Principal- 1 day funded VP release 3 SLT points SALT Counselling

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Brookfield Special Primary School

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  1. Brookfield Special Primary School

  2. A Snapshot of Brookfield School • MLD • Sep. 2013- 137 pupils • 13 Primary classes • 2 Nursery classes • 2 new classes created Sep. 2013 • 1 Non-Teaching Principal • 1 Teaching (Acting) Vice-Principal- 1 day funded VP release • 3 SLT points • SALT • Counselling • O.T.-use a classroom within school • Follow N.I. Curriculum & all statutory assessment arrangements

  3. Our Experiences • 1996- a ‘typical’ MLD school • 2013- complexity of needs • ASD (66%)- some classes 100% ASD • Speech & Language difficulties (73%) • Pupils attending O.T. • ADHD/ADD/ODD • Tourette's/Prader-Willi Syndrome/Turner Syndrome/OCD • Other syndromes • Low self-esteem/Emotional needs/Difficult family situations • Children with IQ <70 to 101 • Behaviours exhibited include shouting, hitting, biting, punching, kicking, trashing the room, throwing furniture, attacking staff, stripping, self-harm, running away and verbal profanities.

  4. Pre-Nurture Class • Group of 4 complex boys who moved into Year 4 in Sep. 2011 & 2 boys in year 5 (& 1 from mainstream) • Presented challenges throughout 2011-12 • Struggled to cope in classes of 12 pupils • Reactive rather than proactive • Individual needs needed to be addressed for benefit of the boys, peers and staff • Positive Discipline • Involvement of all staff- especially within KS2 • Idea ‘bounced off’ other professionals involved • Selection/agreement of highly-skilled teacher and support staff • Consultation with parents

  5. Nurture Class (or Naughty Class?) • Positivity- the name of the game! • 1. Characterized by or displaying certainty, acceptance, or affirmation • 2. Measured or moving forward or in a direction of increase or progress Personified by the members of staff in this room

  6. Nurture Class of 2012 • 7 boys • 2 x dual diagnosis ASD/ADHD, high IQ (1 with severe OCD, 1 with Tourette's) • 1 ASD from mainstream school (following staff assault) • 1 ASD with 1-to-1 C.A. (non-compliant & staff assault) • 1 ASD with deep emotional and anxiety issues • 1 ASD with high IQ/highly impulsive • 1 with Prader-Willi Syndrome • 3 Classroom Assistants- roles clearly defined but interchangeable • 2 classrooms and corridor • Class structures and schedules-consistency yet flexibility • 3 session day clearly defined, 3 x 10 minute reward sessions • Work first, then reward • 1 trip per month • Whole school understanding, agreement and support • Parental support

  7. 1 year on… Transition • 1 pupil peer group class • 3 pupils 2nd Nurture Class • 2 Pupils other schools (1 to SLD, 1 to mainstream) • 2 remained in original Nurture class Sep. 2013 • 2nd Nurture room- slightly different focus but same structure • Dissemination of good practice • 2 additional classes created in Brookfield

  8. The Way Forward… • Facility to make a ‘critical response’ to pupils’ needs- £ • Direct input from Paediatric Psychiatry/Psychology etc. • Instant response (e.g. from Health/Social Services/other multi-disciplinary agencies) to requests for support when circumstances deteriorate, especially with regard to emotional and mental well-being (of pupils) • Specialised Training for Nurture class staff and then flexibility to up-skill other staff members- £ • Flexibility to give Nurture Staff ‘respite’ & release time to complete required support documents (Pos. Handling Plans/Restraint forms etc.) and communication with parents- £ • On-site O.T. and on-site Counselling provision- £ • Space • Flexibility- of resources/structures/approaches • Planning for Sep. 2014 (pupils/staff changes/accommodation etc.)

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