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Fortis Trust Outreach Service

Fortis Trust Outreach Service

Fortis Trust Outreach Service is part of Bradfields Academy.  The aim of the Outreach Service is to provide high-quality support and advice to enable students with SEND to succeed in the mainstream setting within Nurseries, Primary and Secondary schools.

Our work is varied and tailored according to the needs of individual schools and academies. In order to provide the best possible specialist support, the Outreach Service is provided by outstanding practitioners who have a track record of delivering change within schools to deliver improvement in SEND provision. The service is commissioned by Medway and the training and support delivered is free to Medway Schools and Academies.

Our Service includes:

SENCO support:

  • Joint focused learning walks, followed by verbal & written feedback.
  • Support to identify SEN needs for individual/groups of pupils.
  • Target setting.
  • Support with EHCP Traget Setting, provision mapping, high needs funding.
  • Attendance at annual reviews, ISRs, PCAR, Early Help, PEP meetings, Professional Meetings.
  • A termly SENCO meeting held at either Bradfields or at one of the Medway Schools,( currently virtual meetings) facilitated by Lorraine Lewin.
  • Support with developing School-Based Plans.
  • Support to develop Individual Positive Support Plans.
  • Advice/recommendations to ensure that the setting is inclusive for SEND/SEMH needs.
  • Signposting external agencies including Disability Nurse Team, Early Help, paediatricians, NEFLT (CAMHS) etc.
  • SENCO tool kit.

Staff/Pupil support:

  • Individual and joint observations to support staff to implement strategies, resources and routines to enable pupils to access Teaching & Learning.
  • Coaching & mentoring for key staff, including modelling how to support individual pupils to engage in learning using appropriate & effective strategies and resources.
  • Coaching & mentoring of staff to support pupils who display challenging behaviours. Including planning meetings and how to implement effective and consistent behaviour management techniques.
  • Planning sessions with Key staff, Teachers etc. to ensure that Teaching & Learning is effectively differentiated to support pupils’ needs.
  • Resource making.
  • Transition planning –moving to the next year group within the same setting and key transition points including Nursery to Reception & Year 6-Year 7.
  • Opportunities to observe best practice at Bradfields.
  • Bespoke Training for whole school/groups of staff e.g. Teaching Staff, Senior Leaders, TAs, Midday meal supervisors. The length of the training sessions is also dependent on the needs of the individual schools, existing staff knowledge & the needs of the pupils within their settings. Training is usually twilight sessions (90mins-2 hours), however, they can also be ½ or whole day training, for example, Autism, ADHD etc.
  • Parent workshops, coffee mornings, individual meetings with parents to support understanding of conditions/behaviours and how to manage these at home.

Individual Pupil support:

  • Individual work with students particularly upper KS2 and Secondary the work includes: support to understand the diagnosis of conditions e.g. ADHD, Autism and developing appropriate strategies to manage anxiety and behaviours. The strategies are shared with key staff to ensure that there is a consistent and collaborative approach.
  • Support for school refusers, working with individual students, key staff & Parents/Carers.

Whole school support:

  • Audits are conducted to ensure that the quality of Teaching & Learning is effective in enabling ALL pupils to be successful, make progress and achieve.
  • These can be either whole school, specific Key Stages, Year groups or cohorts.

Two members of the Outreach Team are trained NAS Teen Life Facilitators and are able to deliver a 6-week programme for parents/carers who have a child aged 10-16 with a diagnosis of Autism.

Training that we deliver:

We may be able to deliver training that schools may request that is not listed below:

Understanding and Using Antecedent-Behaviour-Consequence (ABC) Forms

Aims:

  • To ensure all staff understand why and how they should be used.
  • Staff will be confident in using the forms to identify triggers and how to effectively support, manage & minimise incidents.

Attention Deficit Disorder (ADD)

Aims:

  • To develop knowledge and understanding of the difficulties that pupils can experience and be confident in supporting pupils using a tool kit of effective strategies that will be created throughout the session.

Oppositional Defiant Disorder (ODD)

Aims:

  • To develop knowledge and understanding of the difficulties that pupils can experience and be confident in supporting pupils using a tool kit of effective strategies that will be created throughout the session.

Attention Deficit Hyperactivity Disorder (ADHD)

Aims:

  • To develop knowledge & understanding of ADHD.
  • To understand the difficulties that pupils with ADHD can have.
  • To be able to plan effectively using effective strategies and consistent approaches to enable pupils to access Teaching & Learning & during unstructured sessions.

Autistic Spectrum Condition (ASC)

Aims:

  • To develop knowledge and understanding of Autism and that is a Spectrum condition.
  • To be able to implement effective strategies to support pupils with Autism, for those who are high functioning & those who are non-verbal.
  • To have a tool kit of strategies & resources to support those with Autism.

Attachment Disorder & Early Trauma (3 hours delivered over 2 twilight sessions)

Aims:

  • To understand and be able to identify the different attachment profiles.
  • To be able to implement effective strategies to support pupils who present with the different attachment profiles.
  • To be able to understand the effects of early trauma.
  • To be able to implement strategies to support pupils who have experienced Early trauma within the school context.

Attention and Listening

Aims:

  • To be able to use effective strategies to develop turn taking, waiting and following instructions.

Barriers to learning/Inclusive Classrooms

Aims:

  • To understand the potential barriers to learning experienced by pupils with a range of different SEND needs.
  • To develop a tool kit of effective strategies and approaches to ensure that all pupils are able to access Teaching & Learning.

Behaviour Management

Aims:

  • To be able to implement effective strategies and routines to ensure that challenging behaviours and low level disruption are minimised.
  • To ensure that a consistent approach is implemented by all staff to support pupils to access Teaching & Learning.

Clever Fingers

Aims:

  • To understand how this intervention can support pupils.
  • To be able to use resources effectively to develop the skills of pupils.
  • To be able to plan, assess & review the effectiveness of the intervention.

Colourful Semantics/ Russian Handwriting

Aims:

  • To understand how these approaches can support writing.
  • To be able to implement these methods to enable pupils to develop independent writing/recording.

Comic Strip Conversations/Social Stories

Aims:

  • To understand why, when  & how social stories and comic strip conversations can support pupils with Autism to cope with situations and to encourage positive behaviours.
  • Staff to be confident in writing social stories to meet the needs of their pupils ( This session includes a practical session where FOS staff support staff in developing specific social stories).

De-escalation

Aims:

  • To be able to implement strategies and techniques to minimise challenging behaviours.
  • To know how to keep safe (staff and pupils).
  • To have an understanding of the assault cycle and how the principles can be used to calm pupils who are working through the different stages.

Differentiation

Aims:

  • To understand why & how to effectively differentiate to ensure that ALL pupils are given the most effective challenge to enable progress and achievement.

Downs Syndrome

Aims:

  • To be able to use effective strategies & routines to support pupils with Down Syndrome.
  • Staff will be confident in using the strategies and will have a tool kit of methods and approaches to use in different situations.

Drawing and Talking Therapy

This is not a training session, this is a service we can deliver for a cost. 

We can deliver twelve 30 minute weekly sessions for individual young people/children or a small group of up to 6 maximum.‚Äč

Dyscalculia

Aims:

  • To be able to understand the difficulties pupils with dyscalculia have.
  • To be able to implement effective strategies and resources to support progress within Mathematics.

Dysgraphia

Aims:

  • To be able to understand the difficulties pupils with dysgraphia have in a learning environment and the potential signs. To be able to implement effective strategies and support within recording tasks.

Dyslexia

Aims:

  • To understand the difficulties pupils with dyslexia have within school.
  • To be able to implement & use effective strategies and resources to enable pupils to access Teaching & Learning.

Dyspraxia

Aims:

  • To be able to understand the difficulties a pupil with dyspraxia (verbal/physical) experiences.
  • To be able to implement effective strategies and approaches to enable the pupil to access all areas of teaching & learning (including unstructured sessions).

Foetal Alcohol Syndrome Disorder (FASD)

Aims:

  • To develop an awareness of the difficulties a pupil with FASD can experience.
  • To be able to recognise FASD and implement effective strategies and routines to support pupils.

Global Development Delay (GDD)

Aims:

  • To be able to effectively support pupils who have been given (showing traits) of Global Development Delay.
  • To understand where to access support and advice from external professionals and how to implement effective strategies within school.

Hypermobility

Aims:

  • To develop an understanding of hypermobility and how it affects pupils.
  • To be able to implement effective strategies and routines to support pupils to access Teaching & Learning, including unstructured sessions.

Identiplay (Practical session)

Aims:

  • To understand how Identiplay can support the development of play and communication skills.
  • To be able to effectively plan, assess & monitor the impact of this intervention.

Incredible 5 Point Scale

Aims:

  • To develop knowledge and understanding of why this can be used with pupils with emotional difficulties and how to use it effectively to develop co-regulation and working towards self-regulation.

Intensive Interaction

Aims:

  • To develop awareness and knowledge of the Fundamentals of Communication.
  • To be able to plan, assess and monitor the impact of this approach on developing social communication for Autistic Learners.

Lego Therapy

Aims:

  • To develop an awareness of how Lego Therapy can support Autistic pupils to develop turn-taking and social communication skills.
  • To be able to effectively plan, implement and monitor the impact of the sessions
  • To be able to effectively resource the sessions.

Lego sessions can be modelled by a member of the FOS team.

Leuven Well-being and Involvement Scales

Aims:

  • To be able to understand how using the scales can positively impact on pupils’ wellbeing and engagement.
  • To be able to use the scales to inform effective action plans.
  • To be able to effectively plan, assess, review and monitor the impact on pupil progress, well-being and engagement.

Midday Meal Supervisor Training

Aims:

  • To be able to increase the levels of engagement and interaction during the lunch break.
  • To understand how incidents can be minimised through positive engagements with the pupils.

Pathological Demand Avoidance (PDA) or Demand Avoidant Profile

Aims:

  • To develop an awareness of PDA and how learners can present if they have PDA traits/behaviours.
  • To understand that it is an anxiety-driven condition and the difficulties pupils with PDA experience both at home and school.
  • TO be able to implement effective strategies and routines to support PDA learners and to minimise anxiety.
  • To be able to implement effective strategies to support pupils with PDA to engage successfully in Teaching & Learning.

Sensory Circuits (Practical Session)

Aims:

  • To be able to understand how and why Sensory Circuits can support learners with SEND.
  • To be confident in delivering Sensory Circuits (safely).
  • To be able to plan, assess and monitor the impact on pupil engagement and individual difficulties.

 

Sensory Processing Disorder

Aims:

  • To understand how sensory processing difficulties can impact on learners.
  • To be confident in implementing strategies, routines and resources to support pupils within the school day.

Signing Workshop

Aims:

  • To develop a basic awareness of how to perform signs with learners.
  • To be able to recognise and use key signs.
  • To understand the importance of using sign to develop communication.

 

Transition and Anxiety

Aims:

  • To understand that transition is a process that needs to be effectively planned.
  • To be able to plan an effective transition package to minimise anxiety when moving to different key groups/key stages/schools.

 To contact the team to discuss costings and your needs, please email:

lorraine.lewin@fortistrust.co.uk