Our Aim
The Addmore Federation aims to provide all children with a safe, stimulating and inclusive environment, where everyone feels valued, respected and supported. We have worked hard to create an ambitious, broad & balanced curriculum that is both inclusive and accessible by all. We celebrate the achievements, gifts and cultural diversity of everyone, irrespective of individual differences (Equality Act 2010).
What is neurodiversity?
We have developed our schools to provide a neuroinclusive environment that are safe, structured, and responsive to how different brains learn, work and thrive. Neurodiversity is a way of saying that human brains are different to each other. This is a biological fact. No two brains (or nervous systems) are the same. Neurodiversity includes every single human being. Like biodiversity describes all life on Earth, neurodiversity describes the diversity of all human brains.
Who is neurodivergent?
There is no official list of who is considered neurodivergent. People have different views about which groups of people should be included. The neurodivergences most often talked about are:
- Autism
- ADHD.
Some descriptions of neurodivergence also include:
- learning disabilities
- learning difficulties (e.g. dyslexia, dyspraxia and dyscalculia)
- Tourette’s syndrome
- Epilepsy
- mental health problems (e.g. anxiety, depression, OCD, bipolar, schizophrenia, eating disorders)
- developmental conditions (e.g. developmental language disorder)
- brain injury.
How do we support our neurodiverse learners?
We have adopted a Levels of Provision approach which is recognised as useful in enabling schools to identify how they can more effectively meet the neurodiversity, special educational needs and disabilities (SEND) of pupils:
• Universal Provision –Also known as our Ordinarily available provision for all. A whole school inclusive vision, culture, ethos and values. It is underpinned by High Quality Teaching and learning that is adapted and tailored to meet the individual needs of the majority of children and young people, including those with and without neurodiversity and/or SEND.
• Targeted Provision– Also known as our Ordinarily available targeted support. This is educational provision that is ‘additional to’ and ‘different from’ the Universal provision.
• Specialist Provision– Educational provision that is designed specifically to meet highly personalised need, typically this is provision that would be identified through an Education, Health Care Plan (EHCP).
Ordinarily available provision for all.
Our Universal Offer includes High Quality Teaching (HQT) – strategies, resources and adaptations to the curriculum and teaching and learning environment designed to remove barriers to learning. As the name suggests the Universal offer is what we provide for all pupils and therefore any pupil who has their needs fully met by this provision would not be registered as having neurodiversity and/or SEN. We feel strongly that our comprehensive Universal offer can meet needs before they become a barrier to learning and help to systematically identify pupils who may have greater needs and will require SEN support. We are proud of our extensive and evidenced based Ordinarily available provision for all.
Inclusion focussed staff
• We have created a welcoming, inclusive school culture, with a focus and value on effort. Our classrooms are inclusive where ‘it’s ok to be different’ and where adaptive teaching and personalisation are normalised so that all our learners develop a sense of belonging.
• Our staff work as a team and strong, positive relationships are built with all stakeholders; everyone is valued; pupil/ student, parent/ carer and staff voice are heard. We used daily interactions along with pupil voice to ensure our learners feel listened to and have a say about their learning and school community.
• Every teacher is a teacher of SEND; we are all knowledgeable teachers know all of our pupils well.
• Our staff are reflective practitioners.
• We are high Quality Teachers (able to adapt and adjust the learning experience) ensure High Quality Teaching (HQT), adapted by subject specialists, is the established norm. Learners have equal access to teacher time. Staff induction and CPD supports continual HQT improvement.
• Our passionate SENCo is on SLT with non-contact to match level of need and size of the school.
• We are understanding and compassionate adults offering a ‘Human First’ approach and understand Maslow’s Hierarchy of Need and how this may impact on their pupils’ availability for learning.
• All our teachers take responsibility for teaching personal development (including self-care and life-skills) and socialisation skills.
Inclusive Environments
• Our environments that are appropriately adapted, accessibility issues are anticipated and facilities are adequate, including safe spaces for retreat at break times.
• We have created safe, calm and orderly environments – with clear predicable routines, resources are deployed to support independence. Our classrooms are designed to be low arousal environments to reduce sensory overload.
• We have sufficient resources which are readily available so that needs can be met – Providing alternative methods of teaching, learning and recording, including low-level assistive technology. Children are taught how to use different resources and learning materials before being able to access them independently as needed.
- Visuals are used to support learners.
• Our health and well-being support is embedded and pastoral support is responsive. We have an enthusiastic mental health lead supported by staff qualified in attachment training, emotion coaching, ELSA, No worries, Think Bricks, Playful connections and Circle of friends.
• Training and development opportunities are available for all, including parents and carers.
• Our school staff are trained in restorative practice techniques and responsive.
• All our support staff are valued and well-deployed.
• We ensure our extended school activities are inclusive.
Curriculum & Interventions
• We have highly trained staff who understand their role in the delivery of universal evidenced based interventions.
• We have created a broad and balanced, sequentially planned and connected curriculum that can be appropriately, adapted- high quality, aspirational, clear, ambitious, varied, engaging for all.
- We embed learning through review, recall and retrieval.
- We use dyslexia friendly fonts used by all as standard.
• Mental Health and well-being support (e.g., interventions related to PSHE & SRE curriculum). Curriculum support on personal and social development, building confidence and maintaining self-esteem.
• We provide access to extra curricula activities and enrichment opportunities
• Imaginative use of technology.
• Pre-teaching key new vocabulary.
• Visual supports provided to support understanding of all.
• Access to sensory diets.
• Appropriate support to fully access learning given to pupils with English as an Additional Language (EAL is not a Special Educational Need, although some learners with EAL may also have underlying SEND).
Ordinarily available targeted support.
This is the first stage of extra support available for learners with SEND. The offer is ‘additional to’ or ‘different from’ the provision made for all pupils. Our federation adopts a ‘Graduated Approach’ to identifying and responding to SEN and recognises that early identification and effective provision is key, to support children to make progress. All support follows cycles of plan, do review ensuring that it is impactful and allows pupils achieve Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) targets.
Local support
KIDS
Kids Shropshire Universal Autism Support Service provides free, early intervention and person-centred support for families with autistic children and young people aged 0–19. Kids offer warm, supportive services for parent carers and families of children and young people with additional needs and disabilities across Shropshire. They help provide families with practical tools, emotional support and confidence to help families thrive.
No diagnosis is needed to access their services. They support families with neurodiverse children, including those with ADHD and PDA.
Kids hold regular training sessions, coffee mornings and family events. Led by experienced SEND professionals, their workshops and events are a supportive space where you can ask questions, gain expert guidance, and receive practical advice.
They aim to:
- Improve understanding of autism
- Share practical support strategies
- Enhance emotional wellbeing and quality of life
To access the service complete a self-referral form which can be found on their web page, it is a quick and easy form: Shropshire Universal Autism Support Service – Kids you will also find information of up and coming training and events. Once you have completed a referral form you will be sent a link to book a telephone appointment.
You can also be part of their community by following them on Facebook: Kids Shropshire Facebook Page
Parenting Help and Support Line
The Parenting Help and Support Line are here for all parents, including those parent carers of children and young people with SEND, with a friendly listening ear and practical advice on everything from behaviours that challenge to sleep issues. No judgment, just support. Call 01743 250950 Monday – Thursday, 9.30am – 4.30pm or Friday, 9.30am – 3.30pm or email: parenting.team@shropshire.gov.uk
The Shropshire SEND Local Offer
The SEND Local Offer is a single place for information, services, and resources families of children and young people aged 0-25 with special educational needs and/or disabilities.
It’s been designed with a family’s needs at the heart of the process.
Having access to good quality information to help you understand the world of SEND is really important when making decisions about your child’s life. This is where websites such as the SEND Local Offer can really help.
The local offer has two main sections. The first is the information section, where systems and processes are explained, such as how to get extra help at nursery or school, or who to speak to if you’re worried about your child’s progress. This section will introduce you to services that might help your family, and help you to understand what support is available from a range of services across education, health and social care.
The second section is the service directory. This is a comprehensive list of services, clubs, support groups and businesses that might be of use to your family. It provides a brief introduction to what’s offered and contact details so that you can find out more. There’s also a feedback button for you to provide information about your experience of using a service, and a listing of events and activities that families supporting a young person with SEND might find of interest. This video explains more about the SEND Local Offer.
PACC Healthy Lives Programme
What is the Healthy Lives Programme?
PACC’s Healthy Lives Holiday Programme is about supporting the physical and mental wellbeing of young people from the Shropshire SEND community, especially those from the Learning Disability and /or Autism communities. It is about making community-based activities accessible to this group, bringing together activity providers into one co-ordinated programme that offers meaningful opportunities to learn new skills, build confidence, make friends and get active. Importantly it provides these opportunities during the school and college holidays, a time families tell us can be difficult, when young people miss their friends and routines, and Parent Carers sometimes struggle to balance the demands placed on them.
Who is the programme for? The Healthy Lives Programme offers activities for 8-14 year old’s and 14-25 year old’s , over all school holidays , with an increased offer over Summer, offering all age family activities. Siblings are also able to attend some activities over Summer. The programme also offer peer support for Parent Carers whilst they are attending activities with their child/ young person.
Can children/ young people who need 1:1 support attend? Young people who require 1:1 support are more than welcome to attend the programme. The programme does not provide 1:1 support , so a PA or Parent Carer will need to attend the sessions to support. The Healthy Lives programme is not suitable for children and young people requiring 2:1 or 3:1 support where behaviours that challenge are likely to occur when activities or the environment are not highly personalised. For children and young people whose needs are so complex that a very individualised environment , activities and approach to support is required to avoid the young person becoming distressed , PACC would suggest requesting a social care assessment to explore specialised support. If you need further information about this , please contact our Navigator Service. Registration is now open for Easter. More information can be found here: https://www.paccshropshire.org.uk/home/community-support/healthy-lives-holiday-programme/