The Caterpillar Room

Supporting an inclusive environment

At St Margaret’s Primary School, we pride ourselves with ensuring an inclusive environment for all pupils. Within our key stage one teaching and learning area, we have developed a safe learning environment where pupils can access specialist interventions, social interaction support, small teaching groups, and a bespoke curriculum to match needs. This specialist environment offers the opportunity to move between two areas of the year one setting to meet needs, as identified through observations and assessments.

Why has school included this flexibility of teaching?

School has identified that small number of pupils may not be ready, yet to access a full mainstream curriculum. Our Caterpillar room supports needs matching to the individual with the ambition that the pupil will be able to access many of their mainstream classes over time.

Offering an educational setting with flexibility to meet needs gives, “The best of both worlds” when it comes to inclusion. Success is seen in providing for academic, social and personal outcomes, enabling engagement in ever aspect of school`s inclusive offer. It also gives the opportunity for pupils to feel safe to communicate or express themselves in confidence.

Broad areas of SEN need

 There is a wide spectrum of special educational need (SEN), and many pupils have inter- related needs. The SEND Code of Practice describes four broad areas of need as below.

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. This area includes those children and young people with an autistic spectrum disorder who also are likely to have difficulties with social interaction, and with language, communication and imagination, which can impact on how they relate to others. Some pupils with autism need an easily understood environment with a low level of distraction and sensory stimulus to reduce anxiety or distress. They may need a safe place to calm down and may benefit from having access to a safe, sheltered, outdoor space.

Cognition and Learning difficulties

This area covers a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD) - where children are likely to need support in all areas of the curriculum and have associated difficulties with mobility and communication - through to profound and multiple learning difficulties (PMLD). Children with PMLD are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. This range of needs also includes specific learning difficulties (SpLD) which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. Pupils who have these needs may need additional support in the classroom or in a smaller quiet place. They may use specialist equipment.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Pupils who have these needs may need extra space to move around and to ensure a comfortable distance between themselves and others. They may need to be able to withdraw from their group, possibly to a sheltered outdoor area. Some may take extreme risks or have outbursts and need a safe place to calm down. Some may need behaviour support or counselling which should take place in a quiet supportive environment.

Sensory and/or physical needs

Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided in a mainstream setting. This includes pupils with visual impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) who are likely to require specialist support and/or equipment to access their learning. It also includes those with a severe physical disability (PD). Some pupils with sensory impairments may need extra space and additional 'clues' to help them negotiate their environment independently. Pupils with physical disabilities may use mobility aids including wheelchairs, standing frames, or horizontal learning stations, all of which can be bulky and require storage. Whether they are able to move around independently or need support, there should be sufficient space for them to travel alongside their friends. Accessible personal care facilities should be conveniently sited. Many will need specialist support (for example mobility training or physiotherapy).

The SEND Code of Practice: 0 to 25 years provides statutory guidance on duties, policies and procedures relating to children and young people with special educational needs (SEN) and disabled children and young people.