useful information for parents and friends assessing children’s individual needs and helping them...
TRANSCRIPT
Useful Information for Parents and FriendsUseful Information for Parents and Friends
Assessing children’s individual needs and helping them to achieve their potential. Assessing children’s individual needs and helping them to achieve their potential. Supporting parents and working in partnership with them and with other professionals. Supporting parents and working in partnership with them and with other professionals.
Enabling effective transitions and inclusion within other schools and provisions.Enabling effective transitions and inclusion within other schools and provisions.
Wrexham Assessment CentreWrexham Assessment Centre““Together – we can do”Together – we can do”
Mrs Clare Andrews BA QTS (Hons) NPQH, Teacher In Charge.Mrs Clare Andrews BA QTS (Hons) NPQH, Teacher In Charge.
Tel: 01978 290101 Fax: 01978 315128Tel: 01978 290101 Fax: 01978 315128e-mail: [email protected]
Wrexham Assessment Centre.Wrexham Assessment Centre.““Together – we can doTogether – we can do””
Ysgol AlexandraBodhyfrydWrecsamLL12 7AZFfon: 01978 315120Facs : 01978 315128Ebost: [email protected]
Alexandra C P SchoolBodhyfrydWrexhamLL12 7AZ
Tel: 01978 315120Fax: 01978 315128
Email: [email protected]
YSGOL ALEXANDRAALEXANDRA C P SCHOOL
Mrs A Barry B.Ed (Hons)Pennaeth Headteacher
Wrexham assessment Centre/Early Years Resourced Provision Wrexham assessment Centre/Early Years Resourced Provision Useful Information for Parents and FriendsUseful Information for Parents and Friends
Contents:Contents:
About usAbout us Meet the teamMeet the team Wrexham Assessment Centre: Your Child’s JourneyWrexham Assessment Centre: Your Child’s Journey Starting School Starting School Teaching and Learning Teaching and Learning Assessment Assessment IDP MeetingsIDP Meetings Review MeetingsReview Meetings Agencies and Professional PartnersAgencies and Professional Partners InclusionInclusion Moving ForwardMoving Forward Resourced ProvisionsResourced Provisions
Practical Information:Practical Information:
The School DayThe School Day School MealsSchool Meals Snacks & CookingSnacks & Cooking TransportTransport UniformUniform Home/School DiaryHome/School Diary AbsenceAbsence WeatherWeather Medication Medication Nappies/toilet trainingNappies/toilet training Out of School Visits and WalksOut of School Visits and WalksContactsContacts
Wrexham Assessment Centre.Wrexham Assessment Centre.““Together – we can doTogether – we can do””
Wrexham Assessment Centre.“Together – we can do”
About Us
The Assessment Centre is a Specialist Provision serving the whole of Wrexham County and existing as a valued part of Alexandra CP School.
We work closely with our parents and a wide range of professionals from Education Services and other disciplines endeavouring to provide effective provision suited to each individual, which not only helps determine children’s current and future needs but offers a high level of support and excellent learning opportunities.
Children are placed at the Centre for a relatively short period, dependent on their needs and individual circumstances. There is no set time scale but placements are of a temporary nature. Classes are small and there is a high level of skilled adult support. The children’s needs are varied and may be complex, so a programme of education and support is always tailored to the individual child and focuses on areas of additional need but also caters for children who are highly skilled in some areas too.
Teaching is highly effective in its incorporation of detailed, individualised programmes and use of specialist strategies as well as embracing the National Foundation Phase ethos and Framework, adapted as appropriate.
All staff at the Centre have a part to play in the children’s teaching and learning, led by the teachers and Teacher in Charge. There is a very high level of skill, expertise and experience within the team which is reflected in the children’s experiences whilst they attend.
The Assessment Centre generally operates as any other school would, although there are some differences. We understand that, initially, for both our children and parents, attending a provision such as the Assessment Centre may be daunting. We endeavour to support parents at every stage as well as to make our children’s school life happy and secure so that they are able to learn to their full potential.
In addition to planned meetings, open afternoons, coffee mornings and other events, parents are invited to make regular contact, either a phone call, written note, or by simply dropping in to see staff and their child whenever they wish to. Communication with parents is vitally important to us, as parents know their child best of all, and the most positive outcomes are achieved when we get to know each other well.
Wrexham Assessment Centre.“Together – we can do”
Mrs Andrews
Teacher in Charge of Centre/Provision
Miss Kennedy
Class Teacher
Classroom AssistantsClassroom Assistants
Miss Davies Mrs Povey
Mrs Barry
Head Teacher, Alexandra School
Meet our team…
Mrs Strafford
Mrs Strudwick
Admin Assistant
Mrs Massey
Miss Noller
Class Teacher
Miss Coventry
Class Teacher
Mrs Andrews
Teacher in Charge of Centre/Provision
Mrs Kavanagh Mrs Warrener
Classroom AssistantsClassroom Assistants
Meet our team…
Miss JonesMrs Purnell Mrs Wooding
Mrs Hughes Miss Hindle Mrs Rich
Mrs Harvey Mrs Wiggins Mrs Jones
If your child already attends school or nursery, the setting considers the child’s needs carefully, usually over a period of time and with clear evidence as to the provision they have already made, before approaching the Local Education Authority (LEA) to make a request. After discussion with parents the request is usually made by the Head Teacher or SENCO and / or through involvement of the Educational Psychology Service.
If your child has not already been attending school, for example if (s)he is of pre-school age, your child may be referred by someone else, e.g. health professionals such as a health visitor, teams at the Hospital (e.g. the Wrexham Child Health Centre, Pre-school Development Team or Speech and Language Therapy, etc.). Younger children also come to us via notification from the LEA’s Early Education team where there is a monitoring panel of professionals from both Early Education and Learning Support backgrounds who can determine if a place at the Assessment Centre is most suitable or not.
Wrexham Assessment Centre.“Together – we can do”
Your Child’s Journey at Wrexham Assessment Centre
Referral to the Assessment Centre
Sometimes children need a period of support and comprehensive assessment of their learning and / or developmental needs that the usual settings, e.g. mainstream schools and nurseries, can’t provide.
After referral to the LEA for an assessment placement an “entries panel” will decide if a placement with us is suitable. They then contact parents and the Teacher in Charge to inform them.
There are a number of things that may then happen which may include some or all of the following:
An introductory telephone call.
A home visit from the Teacher in Charge at parents’ convenience and/or observation visit to your child’s present school, with agreement from parents.
An informal visit to the school by parents with their child. We welcome as many visits as your child needs before they officially start school. Parents can accompany their child on as many or as few visits as is appropriate.
Parents are invited to meet with the Teacher in Charge to complete paperwork and discuss their child’s needs in more detail.
Application to School Transport, should this be needed.
Please note, it is policy and good practice to put in place individual protocols for your child’s safety should he / she have significant medical needs - before the child begins their placement. We endeavour to do this as quickly as possible, with parents’ co-operation.
Starting School with us
As with any new school, your child will need time to settle down and we will need time to get to know him / her. We are always observing and learning from our children but the “formal” assessment process isn’t necessarily immediate – children need time to get used to their surroundings and expectations as well as their teachers before they can be “themselves”.However, from the start, and with information from our parents and others, we begin to put together an “Individual Development Plan” (IDP) for your child which we will discuss with you both informally and in a planned meeting.
As this is an LEA recommended placement, it is likely that your child is entitled to taxi transport provided by the Authority. This can be arranged for your child’s first day or, if you prefer, after your child has settled in a little. We ask you to bear in mind that the Transport Department may require around two weeks’ notice to put this in place. Of course, you may just prefer to bring your child to school yourself.
We have a flexible approach to your child’s first few days and we understand about “first day worries” for both our children and parents. We would like to reassure you that, in the vast majority of instances, even the most tearful child calms down after the shortest time, especially when there are exciting toys and activities around. Most children settle well, even when they may not have done previously and our staff are very caring and skilled at helping children to settle. The teachers will always aim to telephone you on the first day to reassure you also.
Following your child’s transition into school, if you have reason to wish to stay with your child for a little while, this is also possible in the first couple of days and in certain circumstances. It is best, however, if this is discussed and properly planned with the Teacher in Charge during the meeting before your child starts school.
We actively encourage parents to also pick up the phone to talk to us about their child. We are also happy to speak to parents in person at the beginning and end of the day, although do suggest that, should parents wish to discuss anything in detail, it may be better for all to contact us to arrange an informal appointment for a proper chat.
We will also provide a “home / school diary” sent home daily. We write in this at least once per week and usually more often, especially if there are pressing matters. We hope you will use the diary too, especially after the weekend when any news you can give us will help us to talk to your child about familiar things.
Teaching and Learning
The Assessment Centre follows the Foundation Phase framework for 3 – 7 year old children in conjunction with the rest of the Infant Department of Alexandra School and settings throughout Wales although there may be some adaptations based on individual needs and development.
We also use a variety of strategies and specialist approaches that may not be as widely used elsewhere. Some approaches are used with the whole group to different extents and some are specific to individual needs.
These are some of the approaches we incorporate in the Centre and may appear on a child’s IEP:
Visual cues, e.g. objects of reference and pictorial timetables – objects, pictures and symbols to accompany language – helping children to understand what is happening and what will happen, also to make simple choices and to reinforce instructions, etc.
Makaton signing – in a similar way helps understanding of key language and also gives some children another way of communicating alongside speech (Makaton is not an alternative to speech, it accompanies speech and may actually help language develop).
Simple personal schedules – many of our children learn to use these. During structured sessions each child will have a board with pictures of teacher initiated and / or self-chosen activities for the session. It gives children an idea of the tasks they will do and can increase independence as well as help settle children when they are unsure of what’s going to happen next. When a task is complete, the child places the related picture symbol in the “finished box” and moves on.
“Jolly Boxes” – (sometimes called “work / finished” boxes) individual 1-1 structured tasks based on the child’s IEP targets. Enable children to practise skills before attempting to generalise them more independently in a more “natural” play environment. As before, once a task is complete, the item is placed in a “finished” box and this helps children understand that they have completed it and to focus on the next item.
Picture Exchange Communication System (PECS) – specialist and specific approach (usually using symbols, although sometimes objects can be used) designed to encourage more spontaneous communication. A number of staff at the Centre have had specialist training in this area.
“TEACCH” Approach – This is now a fundamental part of our organisation and structure within the Centre. Giving our children structure and routines they can become familiar with, coupled with opportunities to make choices and become independent at a level that individuals can manage. This incorporates a variety of strategies helping children to understand expectations and transitions, and to support language comprehension and promote certainty and redirection. In turn this can help reduce anxieties and encourage more enjoyment of their learning experiences impacting on behaviour and emotional security.
Originally developed as a methodology for people on the Autistic spectrum, the TEACCH approach is recognised world wide as very effective practice. We also recognise its many benefits for all of our children as a basis for their daily learning experiences.
Structured language and listening group – Improving children’s language skills - understanding as well as talking - through structured taught sessions around key “information-carrying words” and listening and attention games. Afterwards, children are encouraged to practise what they are learning in a more “natural” play environment, with support.
Teaching and Learning (Continued).
This is a “taste” of some of the approaches used in the Centre but, ultimately, what we do is based on the individual child’s needs. Your teacher will speak to you more about this. First and foremost, we want our children to have fun, positive experiences and to be happy.
A happy child learns best.
Assessment
Here are some examples of ways in which we can help determine our children’s needs:
Discussion with parents – ongoing and both formal and informal. Collaboration with other professionals. Intensive and / or specialist teaching strategies and support. Observation – general and focused. Use of our “Developmental Profile”. Use of the “Foundation Phase Framework”. Standardised Tests and Assessments.
The Assessment Centre is continually developing effective and detailed monitoring, assessment, recording and reporting procedures. In addition to informal discussions with parents, you can expect to be invited to planned meetings in the form of:
IDP Meetings (Individual Development Plan)
We believe parental involvement is vital when creating and updating your child’s Individual Development Plan (IDP). This document is part of our Person Centred Planning Approach (PCP) and helps everyone involved with your child to really get a sense of who your child really is, what is important to them and what is important for them. This helps us all identify the best ways in which we can help to support you and your child. There are sections in this document where you can record your input or comments if you wish to do so.
This is a “working” document where longer-term objectives are broken down into smaller, achievable and measurable steps for the shorter-term. These targets are based on needs that are “over and above” that expected of a child within the usual Curriculum or Framework.
In addition to your vital involvement this is also a partnership with other agencies/professionals who may also contribute. Everyone who is involved in supporting your child will be invited to the IDP meetings.
IDP meetings usually take place about once per term but informal progress meetings can be arranged at other times.
Assessment Centre Review Meetings
After a period of time, again determined by your child’s individual needs and circumstances, we will invite you to a formal review meeting. We may also invite other professionals who are involved and, usually, the Social Communication Support Officer (currently Mrs Jan Roberts) from the Education Authority will attend.
This is an opportunity for us to present a comprehensive report containing all our observations of your child’s development and progress in our setting and for us all to discuss the best action and provision for the future. There are normally a range of people at the meeting and parents are welcome to bring someone to accompany and support them, such as a family member or friend.
Please also see the section on “Moving Forward”.
Meetings with Visiting Agencies and / or Professional Partners
Usually parents are invited into school to meet with a professional or service other than people who are in school daily. These meetings or visits are very important because they are usually about us working together to help you and your child in some way. Outcomes for our children can be much more effective if we work together in this way and parents, school and various professionals need to communicate effectively to achieve this.
Some of the professionals who may see you and / or your child in our setting may be:
Educational Psychologists LEA Representatives Advisory Teachers (e.g. Sensory Services) Speech and Language Therapists Physiotherapists and Occupational Therapists Specialist Nurses or Doctors, Consultants and / or other health professionals or teams Wrexham Maelor Hospital Preschool Development Team Educational Social Worker Social Services Dietician, dentist or dental nurse.
NB: Not every child and family will need to access all the professionals and services mentioned above.
Inclusion
At the Assessment Centre we like to think that our children have access to “the best of both worlds”. They have the benefit of excellent teaching and learning opportunities in a secure, happy and close-knit environment but with opportunities to engage in a wider mainstream school environment where they can.
Many children will join Alexandra School assemblies and special events in the hall such as puppet shows and theatre groups, if they can manage this and if it is beneficial to their individual needs.
The Assessment Centre takes part in school events such as sports days, road safety awareness walks, special whole-school projects and may also hold planned curriculum-based projects with groups and classes from Alexandra Infant / Early Years (Foundation Phase) department.
Sometimes small groups of children come to play in the Assessment Centre areas for sessions as is appropriate to our children’s needs – the mainstream children enjoy the lovely toys we have and our children have further opportunities to socialise and make friends.
Some children have specifically designed and planned sessions, where appropriate, for example to join in with some lessons, to extend their social skills and to learn to manage in a larger class with less support. This often happens where it is anticipated that a child could possibly enter or return to a mainstream setting in the future and is by special and careful arrangement with Alexandra School.
Wrexham Assessment Centre.“Together – we can do”
The End of Our Journey and Moving Forward
The future is full of questions and uncertainties but our aim is to help guide parents and support children through the next steps as much as we can.
At the Assessment Centre Review Meeting our assessments and observations, and those of parents and other parties, are brought together. On most occasions, this is the time when options for the future can be discussed formally (unless, on rarer occasions, further investigations are needed).
The Pupil Support Officer will suggest an appropriate course of action, which may be one of the following:
a) A Statutory Assessment, leading towards possible issue of a “Statement of Special Educational Needs”. This is a legal document defining the areas where the child requires support and the support to be given. It entitles parents to seek legal advice / action should they feel that the LEA are not providing this. This takes 26 weeks.
b) An “Extended School Action Plus” Agreement. A document very similar to (a), however, without the legal aspect. This process has no time stipulation but is a shorter process.
Entry or return to your child’s local or a preferred mainstream school (this may be with some support or independent of support).
Entry to a resourced provision, within a mainstream school (a small group provision with a higher ratio of experienced teachers / assistants), who cater for children with a range of needs.
A specialist resourced provision, within a mainstream school, for children who have specific learning needs.
A specialist school / provision for some children who may have a particular medical diagnosis.
For some children approaching Key Stage 2, a specialist school for children who have a range of additional learning needs may be offered.
Finally, if a course of action is unclear, it may be possible for children to remain at the Assessment Centre in the short term with further investigations and discussions to take place.
You can find out more information about the above from the experts at the Education and Inclusion department in the LEA. There is also free and independent advice available from the Parent Partnership Services (Citizen’s Advice Bureaux) on 01978 358526.
Except in some circumstances where children are to attend (or return to) mainstream school, the LEA may offer a written document to formally state the provision they will make for a child. This may be:
• Both documents are informed by contributions from parents, school and other professionals/agencies, but in (a) there is a legal requirement to do this.• Both documents will state appropriate and intended provision from the LEA.• Both processes involve regular annual review of a child’s needs.
Moving On
When the time is right, your child will be ready to move on. Our parents are invited to visit appropriate school(s) or provision(s) which are judged to be able to best provide for their child’s needs.
We will then put together an appropriate “transition package”, which will include supported visits to the ongoing placement and liaison with staff, etc. We judge this on a very individual basis and by knowing our children well, and we will discuss this with our parents at each step.
Our aim is to help our children settle in as best they can, with as few anxieties as possible for both the child and their parents and many of our parents comment that they don’t want their child to leave. But it is a time to celebrate our children’s achievements and look forward to new beginnings. We will do everything we can to make it a smooth and comfortable transition.
Wrexham Assessment Centre.“Together – we can do”
Resourced Provisions
When a child has been identified as needing a Statutory Assessment (for a Statement of Special Educational needs) or a School Action Plus Agreement they could be offered a ”Resourced Provision” setting for their future placement.
Resourced provisions are small classes in a mainstream school setting with a Specialist Teacher and a high ratio of adult support, somewhat similar to the Assessment Centre. There are three of these resource classes in Alexandra School, two infant / early years and one junior provision. There are also resourced provisions in many other mainstream schools in the Wrexham area.
Sometimes the resourced classes in Alexandra are accessed by children from the Assessment Centre if appropriate for their needs. Sometimes a resource at a different school is offered instead, for a number of important reasons, which would be discussed individually. Children may enter an Alexandra resource class from a different setting entirely. There is Local Authority criteria for placing a child in one of the provisions and this is determined on an individual basis.
Children in the resourced classes benefit from superb individualised learning programmes suited to their needs with access to the mainstream school and inclusion opportunities, which are at a level that they can manage socially and academically.
Children who attend Wrexham Assessment Centre or any of the Resourced Provisions will still access the usual National Frameworks and provisions expected for any child in Wales. These are tailored appropriately for their needs.
All children who have a Statement or Agreement will have an annual review to discuss and evaluate their provision.
The School Day
Children who attend full-time:
Doors open – 8:50a.m.Session starts – 9:00a.m.Morning break – 15 minutesLunch – 11:55a.m. to 12:50p.m.Home time – 3:00p.m.
Nursery and Early Education(*)
Morning session – 9:00a.m. to 11:30a.m.Afternoon session – 12:30p.m. to 3:00p.m.
(* Please note: Children who are offered an Early Education placement attend 4 sessions per week, usually Monday to Thursday)
Practical Information
School Meals
School meals now cost £2.15 per day, £10.75 per week.Alternatively you can send a packed lunch.If you wish to apply for free school meals, contact school or see the council website for details of how to apply. Snacks, Cooking and Sensory Play
Experiences
Our children are given a snack daily (morning and afternoons) and they regularly take part in cooking sessions. Children also have daily opportunities to explore sensory play. Sensory Play is essential for our children as it enables them to develop confidence in trying new tastes, textures and smells. To cover costs we ask for a contribution of £1.20 per week for children who attend full-time and 60p per week for part-time nursery-aged children.Please discuss with us if you have concerns about your child eating in school. As always, we can help support a child’s individual needs in this area.
Transport
As our children are placed with us on recommendation from the LEA, they are usually entitled to free transport to and from school. We will put in a request should you wish your child to come in a taxi. This process can take around two weeks.
We always instruct that our child travels with an escort and all children have the appropriate car seat (these are provided by the taxi company but you can supply your own if you arrange this with them).
If your child is absent for any reason, parents must inform the Transport department (telephone number in next section). Also, if you need to bring in your child (e.g. after a doctor’s appointment) or take them home, i.e. if you only require transport “one way” on a given day, transport must be informed. There are guidelines about this, which they will discuss with you.
School will endeavour to assist with any difficulties around transportation issues. However, any needs, difficulties, communication, etc., firstly should be between parents and the School Transport Department.Our Current Transport Officer is Mike Hoare, Tel: 01978 729726.
Useful Information, Continued
Uniform
Your child can wear a uniform or come to school in everyday clothes. Your child may have a uniform from a previous school, which is fine to wear with us. Alternatively you may purchase an Alexandra School uniform. Please request this through our secretary, Mrs Strudwick or directly from the Alexandra School Office. We usually do not need to order school jumpers as we hold a lot of stock in school.
PE: Black Pumps (no laces for little ones please), White T Shirt, Black Shorts.
Home / School Diary
This is for us to share information. We endeavour to fill it in regularly, although we can’t do this daily. Please send us any message through the book should you need to. We also appreciate hearing your child’s news, especially after the weekend.
Absence
Please telephone us if your child is going to be absent from school or will be late due to appointments, etc. Also please inform School Transport if your child comes to school in a taxi. Please send a note to school when your child returns. Please note, we need a reason for absence to avoid logging an “unauthorised” absence on a child’s attendance record.
Holidays
At the Head Teacher’s discretion, children are allowed 10 days holiday entitlement per year. Please contact us for an official holiday form if you wish to take your child on holiday during term-time.
WeatherOur children play outside in a variety of weather conditions. Some of our parents provide an old coat and Wellingtons or waterproofs that we can keep in school for muddy, wet days.In summer, we ask that your child is provided with a suitable hat and we are happy to apply sun screen if you send it, as long as you have signed our permission form.
MedicationIn some circumstances staff can give medication but this must be discussed on an individual basis and a permission form must be signed. Please do not send “over the counter” medicines, etc. Please contact the Teacher in Charge if you wish to discuss administering medication.Longer term medical conditions should always be discussed before your child starts their placement as we sometimes need to consult medical professionals and / or put procedures in place, such as a care plan.
Nappies / Toilet TrainingWe do have facilities for nappy changing in school although you will need to supply nappies for your child. Each child has their own labelled box containing any nappies, wipes, cream that you send in. When we are running out of these supplies we will send a note home to inform you. We can help with toilet training and can discuss this individually.
Useful Information, Continued
Out of School Visits and Walks
As any school, from time to time we like to take our children out for special trips or for a treat, as well as educational visits. For individual trips such as these, you will be asked to sign an individual permission form. A risk assessment is always undertaken prior to trips. We also make use of facilities available in other settings, e.g. Ysgol y Canol, using their soft play facility, etc.
More often, however, we take the children for short walks in the immediate area, including visits to local shops and parks, etc. These help encourage development in many areas, e.g. social skills, language and communication, physical development as well as enhancing areas of the curriculum with real experiences. When you complete your paper work with the Teacher in Charge you will be asked to sign a permission for this also.
Useful Information, Continued
And Finally …
Should you have any concerns, questions or good news please don’t hesitate to contact us at school. We will do our best to help so that we can work together in the most effective way for your child.
Wrexham Assessment Centre.“Together – we can do”
Contact Details:Telephone: 01978 290101E-mail: [email protected]: www.alexandraprimary.co.ukTwitter: @alexcptweets
Assessment Centre – Telephone 01978 290101Alexandra CP School – Telephone 01978 315120School Transport – Mike Hoare, 01978 729726
Professional Partners and Regular Visitors to the School:
Education and InclusionMrs Karen Parry, Education Inclusion Manager – Telephone 01978 295492Learning Support – 01978 295498Wrexham County Borough web site: www.wrexham.gov.uk
Educational Psychology Team – Telephone 01978 317675Mr Nigel Pattinson, Principal Educational PsychologistMrs Joy Mitchell, Senior Educational Psychologist Dr Mark Barrett, Educational PsychologistDr Helen Jones, Educational PsychologistMrs Panna Champaneria, Educational PsychologistDr Beth Sheldrake, Educational PsychologistDr Sarah Porter, Educational Psychologist
Early Education Team – Telephone 01978 317666
Sensory Service – Telephone 01978 317642Mrs Laurna Smith, Visual Impairment Mrs Fiona Davies, Hearing Impairment
Educational Social Worker Mrs Katrina Birch – Telephone 01978 340840
Health Professionals / TeamsMrs Sarah Miers, School Nurse – Telephone 01978 364452 / 364081Wrexham Child Health Centre – Telephone 01978 725153 / 725233(- Mrs Jill Evans, Child Psychologist Pre-school - Mrs Cass Jones, Specialist Speech and Language Therapist, Pre-school)Pre-school Development Team – Telephone 01978 725095Speech and Language Therapy Service – Telephone 01978 727073Paediatric Physiotherapy Department – Telephone 01978 725281Paediatric Occupational Therapy Deptartment – Telephone 01978 725153
NB: This is by no means an exhaustive list. We will always contact parents to let them know if visits are planned by any professionals.
Useful Contacts
This is Me ____________________ (name)
Things I like best:
Things I can do
My Family
Name: ________________________________D.o.b.: ________________________________
“I Can Do!”
Please fill this in with your child, if you can. Drawings, photographs or a few words (it’s okay for the adults to write!) will be fine. Please hand it in to your child’s teacher.
Thank you!