SEND

The Working Together Team

The Working Together Team morphed out of the highly successful Autism Outreach Service. It offers high quality support to schools and academies working with students with a wide range of social communication and / or learning needs. Working in partnership with our colleagues in schools and academies within the graduated approach outlined in the SEN Code of Practice, the Working Together Team provides expertise and practical specialised assistance that enables children and young people to achieve the best possible educational outcomes and make successful transitions to adulthood.

• We work in schools, academies and with FE providers, the voluntary sector  and other professionals  across the county. We are able to offer training and awareness raising sessions to voluntary and public sector groups. We offer enhanced Outreach Support for Social Communication [including Autism]. This includes DFE approved training- via The Autism Education Trust, bespoke training packages and face to face advice and training for whole school, Teaching Assistants, Parents or Carers and Governors. There are also opportunities to visit a National Autistic Society accredited specialist provisions
• We work in collaboration with colleagues in other support services including the Specialist Teaching Team & the Behavioural Support Team.
• We work with children and young people in their own educational settings.
• The Working Together Team are winners of the National Autistic Society  Accreditation Excellence Award 2014.
• The Service is a National Autistic Society Accredited Service

We provide training:

Experience offered:

For more information please contact: Vicki Fitzakerley on vicki.fitzakerley@gosberton-house.lincs.sch.uk
or visit the Working Together Team website: https://www.wtt.org.uk/

• To schools, voluntary organisations, professional groups and parents on a wide range of themes including access to learning, transitions, stress and anxiety, behavioural support, sensory differences, Early Bird [Plus], Healthy Minds
• For parents, teachers and teaching assistants on providing appropriate intervention programmes and strategies
• Specific training of teachers in using classroom strategies.
• Producing and distributing practical guidance for schools and parents
• Providing advice regarding Access Arrangements and provision mapping
• Keeping colleagues  up to date with the latest guidance, research and best practice
• A telephone helpline offering free guidance to schools, parents/carers and pupils
• Supporting ”drop – ins” in collaboration with other agencies where staff and/or parents can share and gain information
• Liaising with parents and those outside agencies involved in support for pupils with social communication needs and their families.
  • Autism/ Asperger’s
  • Social Communication needs
  • ADHD/ ODD/Pathological demand Avoidance
  • Significant and Moderate learning difficulties

Sensory Circuits at Gosberton House Academy

Sensory circuits take place each morning between 8.45 and 9.30 in the Hall. Sensory Circuits promote sensory integration – many of our pupils have an immature nervous system and require additional stimulus to support their balance, awareness of body space and use of muscles.

There are 3 areas; alerting, calming and organising.

• The big balls, spinners, trampoline and jumping represent the ‘Alerting’ stage – lots of vigorous movement aimed at disturbing the fluid in the inner ears.
• The balancing and co-ordination exercises represent the ‘Organisation’ stage – where the brain is encouraged to organise more than one movement, sometimes working in opposite directions.
• The stepping, combat crawling and rolling with the large balls represent ‘ Deep muscle work’ – the children should be really exerting themselves to work their muscles, it should feel an effort and heavy work. These exercises help children who may need calming and also those who need to be alerted

Sensory Circuits provide a good start to the day for lots of GHA’s children, after their taxi journeys and before work time in classrooms. Staff in circuits observe and support the children to use quality movement, remind them to follow their visual and personalised ‘jobs list’ and model movements and activities as necessary.

Sensory Integration throughout the day

At GHA, sensory needs are met throughout the day on a bespoke level. Each child has a sensory profile which is completed by family and school, and updated at least annually. In our classrooms the children have a range of adapted seating; hokki stools, zuma rockers, captain’s chairs – to provide a feeling of security, to allow for constant movement or to support the engagement of core muscles to support focus. Similarly, children have ongoing access to ear defenders, weighted jackets or blankets, sensory spinners and trampettes as well as equipment to give deep pressure, dark dens and big cushions to jump into. Some children also have sensory chews. As part of our curricular approach, we support our children to develop their tolerance to a range of sensory experiences and much of our learning is through a sensory-based, exploratory approach.

As part of our environmental adaptations we have created spaces within some classrooms to provide additional sensory input and new dens have been created in Key Stage 2 – one is a Relax Den and one a Movement Den.

Positive Sensory Profiling – Parent Questionnaire