At our school, we believe in the unique potential of every child. We understand that for some, the traditional classroom environment, even with excellent differentiation, might not always be the most effective setting to unlock their full potential. That’s why we are incredibly proud of our ‘Stepping Stones’ SEND Support Class.
‘Stepping Stones’ is not just a classroom; it’s a dedicated, nurturing space designed to provide highly individualized support for a select few children with Special Educational Needs and Disabilities (SEND). It’s a place where children can build crucial foundational skills, develop independence, and grow in confidence, preparing them for successful integration into mainstream lessons.
💖 What is ‘Stepping Stones’?
Imagine a small, calm, and highly structured environment where every activity is meticulously planned to meet a child’s specific learning profile. That’s ‘Stepping Stones’. It operates as a distinct provision within our school, offering a specialist curriculum and teaching approaches tailored to meet complex or significant learning needs.
Key features of ‘Stepping Stones’ include:
• Small Group Sizes: Typically, the class has a very low pupil-to-staff ratio, ensuring each child receives intensive, focused attention.
• Specialist Staff: The class is led by experienced teachers and support staff with expertise in SEND, often holding additional qualifications in areas like autism, communication and language, or specific learning difficulties.
• Tailored Learning Environment: The classroom is designed to minimize sensory overload, promote focus, and provide visual supports and clear routines.
• Individualized Curriculum: Learning is driven by each child’s Education, Health and Care Plan (EHCP) or individual support plan, focusing on personal targets in academic, social, communication, and independence skills.
🌱 Who Benefits from ‘Stepping Stones’?
Children who attend ‘Stepping Stones’ typically have more significant or complex SEND that requires a higher level of support than can be consistently provided within a mainstream classroom, even with additional adult help. This might include children with:
• Autism Spectrum Disorder (ASD): Requiring clear routines, visual schedules, and support with social communication.
• Specific Learning Difficulties (SpLD) with significant impact: Such as severe dyslexia or dyscalculia that requires multi-sensory and highly structured teaching.
• Global Developmental Delay: Needing a slowed-down, highly repetitive approach to learning across multiple domains.
• Speech, Language, and Communication Needs (SLCN): Benefiting from intensive speech and language therapy integration and alternative communication methods.
Admission to ‘Stepping Stones’ is a carefully considered process, often following extensive assessment and discussion between parents, the school’s Special Educational Needs Coordinator (SENCO), specialist professionals, and local authority SEND teams.
🚀 A Bridge to Independence and Integration
The primary aim of ‘Stepping Stones’ is not to keep children separate, but to empower them with the skills and confidence to access as much of the mainstream curriculum as possible. It acts as a “stepping stone” to:
1. Develop Core Skills: Intensive work on literacy, numeracy, communication, and independence forms the bedrock.
2. Build Confidence and Self-Esteem: Success in a supportive environment fosters a positive self-image and a ‘can-do’ attitude.
3. Learn Self-Regulation Strategies: Children learn to understand and manage their emotions, sensory needs, and behavior.
4. Practice Social Skills: Opportunities to interact in a small group setting help develop crucial social understanding.
5. Gradual Mainstream Integration: As children progress, they might attend mainstream lessons for specific subjects (e.g., PE, art, music, or even core subjects) with appropriate support. This flexibility ensures a smooth transition.
🤝 Partnership with Parents
We firmly believe that parents are our most important partners in a child’s learning journey. For children in ‘Stepping Stones’, this partnership is even more vital. We maintain open and regular communication, celebrating successes, discussing progress against individual targets, and collaborating on strategies that can be reinforced at home.
‘Stepping Stones’ is a testament to our school’s inclusive ethos. It reflects our dedication to providing a tailored education that recognizes and celebrates the diverse needs of every child, ensuring they all have the opportunity to shine brightly and take their own confident steps forward.