Multi-Disciplinary Team
It is the aspiration of every education system to meet the educational needs of all children so that each has the best start in life. It is the ambition of Cambridge School that every student, regardless of their learning difficulty, reaches their full potential in school and makes a successful transition to adulthood and the world of further and higher education, training or work.
As a part of the professionals’ roles on the MDT (as applicable), the following will be provided at Cambridge School:
- Direct/ Indirect Therapy sessions, sessions administered by Learning Mentors tailored to the student’s needs (as stated in their EHCP and any additional needs identified).
- Discussion and advice with staff, Class Teachers, HLTAs, Teaching Assistant’s and Learning Mentors for individuals, class and/or whole school issues.
- Full Standardised Assessments.
- Screening Assessments.
- Attendance at meetings with parents and other professionals i.e. Parent’s evenings and Annual Review Meetings.
- Observation – in the classroom or individually.
- School-based individual assessments i.e. The Zones of Regulation which have been implemented in the whole school and administered by staff.
- Assistance with Pupil Profiles.
- Advice on strategic development in relation to specific departments or whole school development plan.
- School-based training workshops, seminars and inset trainings.
- School-based individual and group therapy i.e. Social Groups, Handwriting Groups
- The Speech and Language Therapist and Occupational Therapist will also set targets and programmes which can be carried out by a HLTA or Learning Mentor.
Service Delivery Model
Therapy services can be delivered through the Universal-Targeted-Specialist Model
Specialist services include:
- Assessment/specialist investigation
- Direct therapy
- Team Around Child meetings
Targeted services include:
- Intervention groups i.e. by SLT, OT
- Intervention groups by
Learning Mentors
- Annual Reviews
Universal services include:
- Whole school training/ INSETs
- Teacher/class observations
Universal Level Input
Universal input seeks to support the needs of all students. The following steps will be administered to ensure implementation of universal level input:
- Knowledge sharing with teaching and support staff and their impact on student participation and learning within the classroom.
- To provide support with differentiation of curriculum.
- Attend Parent meetings/ evenings.
- Development of Sensory and movement spaces.
Targeted Level Input
Targeted input seeks to the needs of students with additional needs. The targeted level input consists of the following:
- An initial assessment, targets and outcomes are created for students requiring support within 1:1 sessions/ groups and the classroom. Each report, targets and outcomes outlines strategies that can be used to support each student within the classroom and circulated and discussed with staff. Strategies and documents can be uploaded on the shared and Google drive for ease of access to staff.
- Therapists’ to write a programme outlines for school to carry out in classrooms.
- Therapists’ to provide support/ consultation at a whole class level and providing additional support to embed universal strategies in the classroom.
- Frequent liaison with the HLTA, TA and staff base with regards to specific student’s behaviour management and developing skills.
- Indirect support for students consisting of weekly liaison with their Teaching Assistant, regarding behaviour management and classroom support strategies
Specialist Level Input
Specialist input seeks to provide specific and personalised intervention to meet the complex needs of individual students. An example of this level of input has been implemented within the school in the following ways:
- Direct sessions: 1:1 work with students alongside school staff.
- Indirect sessions: Programmes and resources identified/ made specifically for the child.
- MDT meetings, meetings with Pod leaders, class teachers, HLTAs and 1:1 TAs to discuss students, intervention groups, progress and plans for future input, and plans for whole school support and training opportunities.
- Meetings with staff/ families/ other professionals
- Full standardized Assessments
- Screening Assessments
- Classroom Observations
- EHCP Review Reports
- Attendance to annual reviews
Speech and Language Therapy and Occupational Therapy Room
Send forms to: Christine Cano c.cano@cambridge.lbhf.sch.uk