ASC Resourced Provision
Welcome to the Resourced Provision at Mersey Drive Primary School. We are committed to providing high quality education for all our pupils to develop independence and skills for life.
We strive to create a happy, calm and purposeful atmosphere, as we believe this leads to effective learning. We believe passionately in inclusion and believe that a diverse school community is beneficial for everyone.
We work in partnership with parents, health professionals and other agencies to support your child throughout their school career.
Within the Provision we have 2 bases which are named Bridges and Arches. Staff and pupils work across both bases and also spend time in their relevant mainstream classrooms.
Learning takes place using a multi-sensory approach taking into account the children’s very individual needs and level of development. Our pupils follow individual timetables which are designed to suit their needs, strengths and progress.
Within the provision we have a soft play area, sensory room and small outdoor play area.
We work on social skills, communication skills, thinking skills, motor skills, listening skills, Sensory input and understanding emotions alongside our academic curriculum!
We utilise a variety of strategies and interventions including: TEACCH, Social Stories, Sensory Diets, Jump Ahead, PECS etc.
For further information about Bury ASD Resourced Provision for primary pupils, please feel to contact us. Should you require more detailed information about ASD, please visit the National Autistic Society website at www.autism.org.uk .
Strategies and Interventions
There are various groups and strategies used within the provision to enhance learning , below are just a few of the ones we may use, dependent on individual and group need.
ASD Specific Strategies/Interventions
The primary aim of the TEACCH programme is to help prepare people with autism to live or work more effectively at home, at school and in the community. Special emphasis is placed on helping people with autism and their families live together more effectively by reducing or removing 'autistic behaviours'. Within school we achieve this through the way we set up the environment and present the curriculum to the pupils and by teaching social and communication skills skills, using visual aids throughout the provision and school as well as pupils working with individual visual timetables etc.
PECS was developed in 1985 as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities. Within the provision children may use PECS within FS/KS1.
Motor skills and Sensory Strategies/Interventions
- Sensory Diet
Sensory Diets are used by children in the provision who have difficulties with processing sensory information. The Sensory Diets are used throughout the day and are tailored for each individual child based on their Sensory needs.
- Jump Ahead
This strategy is designed for children with motor-coordination difficulties. The group focuses on sensory motor integration and perceptual motor skills. The children work through various stages and activities while building and refining both their gross motor and fine motor skills.
Social skills Strategies/Interventions
- Friendship Formula
This programme is used to help children in Key Stage 2 develop their communication and relationship skills by using letters home and questionnaires for parents, as well as promoting peer education and friendship groups.
- Social Skills
Effective social interaction does not come naturally to many children with learning disabilities and yet is vital for developing and maintaining relationships and for independent living outside the school context. We therefore use various social skills programmes for pupils: let's communicate; let's be friends and let's practice. It aims to increase self-esteem and improve listening skills and expressive language abilities.
- Time to Talk
This is a programme that has been developed to teach and develop oral language and social interaction skills. The programme aims to help teachers to develop the "rules" of interaction with the help of the character Ginger the Bear, who features in all the activities. Skills taught include: eye contact; taking turns; sharing; greetings; awareness of feelings; giving; following instructions; listening; paying attention; and play skills.
- Teaching Literacy to Learners with Dyslexia
For those children with Dyslexia we use a structured programme for teaching literacy. This programme makes explicit links between theory, research and practice. It offers a structured, cumulative, multi-sensory teaching programme for learners with dyslexia, and draws attention to some of the wider aspects of the learning styles and differences of learners with dyslexia such as memory, information processing and automaticity.
- Handwriting and Fine Motor Skills
Within the provision in addition to the Pen Pals scheme used throughout school the children work through the ‘Write from the Start’ Handwriting scheme/books. Structured activities develop the muscles of the hand so that children gain the necessary control to produce letter forms, alongside the perceptual skills required to orientate and organise letters and words.
- Starter Style Literacy
This is a highly motivating programme of work where children use tiles to answer questions and self check. It promotes independence as well as literacy skills. The programmes include: Phonics for Reading and Spelling, Understanding and Interpreting Texts, Sentence structure and punctuation, Word structure and spelling, Pre –reading and Early reading as well as a specific Dyslexia Tile set.
- Recipricol Reading
- Reciprocal reading is a well-researched method used to develop learners’ reading skills, promote higher order thinking, develop listening and talking, and ensure access to the curriculum for all learners. Reciprocal reading is just one in a number of strategies which we use when learners are reading and analysing texts. Its aims are to: improve reading comprehension through the use of four reading strategies: predicting, questioning, clarifying and summarising .
- In the Maths on the Move programme each session is planned to contain distinct active learning strategies which help boost Pupils maths levels through physical activity and sport.
- Numicon is a multi-sensory approach to mathematics using structured apparatus designed to give students the understanding of number ideas and number relationships that are essential for success in maths. Numicon use a series of structured patterns - Numicon shapes - to represent numbers, as part of a progressive teaching program.