John Jamieson School

"Students are enthusiastic about learning and, overall, their behaviour is outstanding". - Ofsted 2012

Readiness for Learning / Interventions

Readiness for Learning / Interventions

We recognise that our pupils at the East SILC have many barriers to learning. Some of these may include social interactions, sensory regulation, cognitive delay and poor concentration.  To support our pupils in their learning experience we have developed a range of interventions to support their readiness for learning.
 

Positive Play

At the East SILC, John Jamieson, social times are fun, structured opportunities for the children to make the most of time beyond the classroom. Through the Positive Play programme, we recognise the importance of the informal curriculum and the role of the adult in encouraging and enabling play and positive social interactions

We have a team of four licenced Positive Play providers who have been trained to develop a programme of exciting activities to be enjoyed both indoors and out. The activities are differentiated to be accessed and enjoyed by all and include problem solving, creative games and activities, structured mini games and parachute games. We are committed to promoting positive and active playing environments to support our aim to:

* Improve the health, wellbeing and cognitive development of our pupils

* To develop skills of social interaction at all levels

* Help promote positive behaviour

* Encourage the communication of choice

* Raise self-esteem and promote social skills in a safe and supportive environment

For further information and ideas around play, please contact us at school.

Wake Up Shake Up

Wake Up Shake Up is an activity based programme that is accessed by many of our Primary pupils in the morning on a daily basis. The programme provides our learners with an opportunity to alert their senses and energise their bodies before settling to work in class. The activities are accompanied by music and incorporate a series of lively physical activities that follow a planned structure. These may include pupils engaging in a variety of routines such as running, skipping, hopping and jumping. Once the physical routine has been completed, pupils ‘cool down’ and rest to gentle music, calming their senses before returning to class.

The aim of Wake Up Shake Up is to encourage the development of co-ordination, rhythm and timing and improve other attributes including stamina and concentration. We use it as a daily regime to promote the health and wellbeing of our pupils.

More informaton about Wake Up, Shake Up can be found here.

Sensory Circuit

Sensory Circuits form an essential part of the sensory integration programme at the East SILC. Sensory integration is the ability to process information we receive from the environment around us by integrating all our senses. That is; hearing, sight, smell, touch, taste, perception of motion, movement of gravity.

Good sensory integration means we are able to filter appropriately all the information we receive and co-ordinate ourselves in our environment. Many of our students are not able to do this and this has a huge impact on their ability to learn.

Sensory Circuits allow students to receive a basic diet of sensory integration on a daily basis. We believe that students will be better able to access learning once we have fed their senses and given them a strong vestibular and proprioceptive movement experiences. We aim for circuits to be short, sharp and dynamic.

Criteria for attending Circuits

Students are selected for circuits in discussion with the class team and parents.

We have some very active students who have a great need for vestibular stimulation. These students need and seek movement and would benefit from accessing specifically designed circuits so that they are able to feed this need and have access to physical activity in a highly structured and organised setting before they have to settle to class based activities.

We have another group of students whose physical activity is very limited and slow. These students can have poor motivation and low levels of arousal. Taking part in Sensory Circuits will help increase levels of alertness. Students with more complex sensory needs are seen individually by the occupational therapist and individual programmes written. Individual sensory programmes are carried out daily by class staff.


Lego Therapy

Lego Therapy is timetabled into the curriculum as one of our many interventions to support our pupils with their learning. We have a group of trained staff who deliver this intervention across the SILC.
Building with Lego bricks is a multi-sensory, open-ended experience, so the building projects can be tailored to any young person’s unique needs, such as blindness, deafness, mobility impairment, autism or ADHD.  
The impact of this internvention has been evidenced through progress and behvaiour data and has proven to help develop and reinforce play skills and social skills such as:

  • Verbal and non-verbal communication
  • Joint attention
  • Task focus
  • Sharing and turn-taking
  • Collaborative problem-solving

For more information regarding Lego Therapy follow this link.

The Listening Program

We introduced the Listening Program as an appropriate intervention for a select group of pupils in the summer term of 2016.  We have trained staff, including the East SILC Speech and Language Therapist to pilot the initiative.  The impact has been significant and has resulted with targeted pupils accessing a greater range of lessons, previously not managed before, improved levels of concentration, testomonial reports directed at the improved emotional behaviour of some of our more complex pupils. 
The Listening Program can support the development of  many skills including:

  • Language skills - speaking and listening
  • Balance and coordination
  • Reading, writing, spelling and memory
  • Behaviour and social skills
  • Emotional stability and self-esteem
  • Concentration and attention
Click here for further information about the Listening Program.

TACPAC

Tacpac combines the sense of touch and music through social interaction. It  is delivered via an interaction between 2 people – a giver and a receiver. The session is structured and takes place in an emotionally safe environment, clear of other sensory interferences. It is  is hugely beneficial for young people who have sensory processing difficulties. Click here to find out more about TACPAC.

For further information on interventions regardng communication please see the Speech and Language area of our website.

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