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Desired outcomes
Desired outcomes
The specialist support team was created to provide holistic support to both students and staff, its focus is on ensuring EHCP targets are met, any barriers to students engagement are reviewed and overcome within a mutli-disciplinary approach, to ensure risks are understood and controlled and to expand the knowledge and skills of adults within the school.
Tier 1
INDIVIDUAL LEARNING PLAN
INDIVIDUAL LEARNING PLAN
All students have a person-centred learning plan. This considers each student’s learning strengths and needs. It is designed to help track and assess progress with the student. This engagement plan is the tool that supports adults to get it right for students and to understand their holisitic needs.
The engagement profile and plan– considering aspirations, interests, learning strengths along with tools and strategies to promote successful engagement in learning, this profile is the first step into ensuring the student has everythign they needs to succeed at the Lowen School, The SST share their experience and ideas with the class teacher to ensure a robust and child centred plan is developed.
Tier 2
BARRIER PLAN
BARRIER PLAN
Students may experience specific barriers to learning. At these times the team works with the learner and key partners developing intervention to help overcome or remove the barrier. These could relate to anxiety, unmet sensory or communication needs, or changes occurring in the students life. The planning, delivery and review of these plans will be supported by the specialist support team who include PBS, OT and/or SALT.
Tier 3
SAFETY PLAN
SAFETY PLAN
At times some students will experience challenges that place themselves or others at risk. Such could included
Self-harm
Leaving the support of adults/ running away
Behaviours that need planned use of restrictive physical intervention to safeguard
Approaches to maintain safety that would be considered a deprivation of liberty if applied to support an adult
Significant health issues
All safety plans are developed, implemented, monitored and reviewed in partnership with the learner and all key partners.
Head of Specialist Support
Head of Specialist Support
KERRY TURNER
KERRY TURNER
I have worked within social care for 25 years and have a strong drive to ensure that our children and young people are happy, healthy & safe. I am a passionate leader who always strives for the very best for our children and I am committed to ensuring we deliver this to our students and their families. I love to learn and expand my knowledge then share this to support teams to reflect and grow. I have completed a MSc in Positive Behaviour Support this allows me to complete observation and assessment to understand what our students need from our team to support their engagement and learning within the school, to understand what they may be communicating through their behaviour and to think more widly about their quality of life and growth as individuals. At The Lowen School we are committed to student and staff well being and mental health and i lead this area through using Trauma Informed Schools UK training and practice.
Paediatric Occupational Therapist
Paediatric Occupational Therapist
MICHELE JONES
MICHELE JONES
I have worked with children and adults with complex needs for over 28 years, working in schools, nurseries, colleges and children's homes. I qualified as an Occupational Therapist 18 years ago. As a professional I work part time in schools and part time as an expert witness for court carrying out assessment for children who have suffered medical negligence, accidents or injuries. I absolutely love what I do and I am very passionate about what I do. For me no two days for me are the same, in the morning I can be fixing wheelchairs or sorting harness out in the afternoon I can be doing sensory regulation using balls and swings.
Speech & Language Therapy Assistant
Speech & Language Therapy Assistant
LYNDSEY ELWELL
LYNDSEY ELWELL
I have been working in the Special Educational Needs (SEN) industry for the past 15 years. Five years ago, I became a Speech and Language Assistant, fueled by my interest in communication. My work is centered around the needs of children and focused on advocacy. I believe that all forms of communication are valid, and I am passionate about ensuring that even the quietest voices are acknowledged.
Speech and Language Therapist (Start Oct 25)
Speech and Language Therapist (Start Oct 25)
Casey Easterbrook
Casey Easterbrook
As a newly qualified Speech and Language Therapist, I bring five years of hands-on experience supporting children with diverse communication needs, gained through my work in both mainstream and special education settings, complemented by up-to-date academic knowledge. I have had experience and training in the use of AAC systems, sensory integration strategies, and collaborative, child-centred approaches. My passion for helping children find their voice and connect with those around them has guided my journey into Speech and Language Therapy. I am committed to fostering environments that are inclusive and supportive, where every child’s unique communication abilities are recognised, valued, and encouraged, allowing them to grow and thrive, enabling them to fully express themselves.
As a newly qualified Speech and Language Therapist, I bring five years of hands-on experience supporting children with diverse communication needs, gained through my work in both mainstream and special education settings, complemented by up-to-date academic knowledge. I have had experience and training in the use of AAC systems, sensory integration strategies, and collaborative, child-centred approaches. My passion for helping children find their voice and connect with those around them has guided my journey into Speech and Language Therapy. I am committed to fostering environments that are inclusive and supportive, where every child’s unique communication abilities are recognised, valued, and encouraged, allowing them to grow and thrive, enabling them to fully express themselves.
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