The Garden Room (Enhanced Provision)

The Garden Room is our ‘in-house’ Enhanced SEND (Special Educational Needs and Disabilities) provision. The large majority of children attending The Garden Room have Social Communication Needs. 

The Garden Room provision offers children a quieter room to access the Early Years Foundation Stage curriculum with a smaller number of children and a higher level of staffing. The room provides a lower stimulation environment. It enables staff to plan and deliver a highly specialised curriculum, which focuses on each individual child’s needs and interests, at an appropriate pace in order to extend and develop children’s learning further.

The quieter room offers a communication & sensory-based curriculum where interventions are embedded within the provision and through interactions with adults to develop children’s, mutual & self regulation, attention, listening and social interactions. Activities and experiences prioritise sensory exploratory play, early functional play and ‘people play’ games. This supports children’s awareness of others, their enjoyment of being with another person as well as their communication skills.  

Strong relationships with the child and their family are at the heart of what we do. Respecting parents’ knowledge about their own child and what they currently do at home is vital to supporting children’s learning. Parents are the most important source of information and are actively involved in any 'Plan, Do, Review' cycle.

We value all play and seek to observe and monitor children's schematic play, special interests and sensory preferences to ensure they are planned for and incorporated into the provision and planned play-based activities. Children are able to follow their own interests with constant access to outdoor play. Highly trained members of staff play alongside each child and develop highly motivating games around their interests in order to gain and maintain attention. During each session attended, children will access individually supported learning opportunities and support during child-initiated play.

We work closely with outside agencies such as Wakefield Inclusion SEND Support Service, Speech &Language therapists and parents to set and work towards small step targets to ensure children are making progress and reaching their full potential.  

The Garden Room offers a friendly, safe, secure environment with predictable and consistent routines. Children show high levels of wellbeing and involvement allowing them to be open to the many learning experiences offered. 

SCERTS

In The Garden Room, the curriculum is based on the SCERTS Model. 

The SCERTS programme is broken down into 3 areas which focus on “SC” – social communication, “ER” – emotional regulation and “TS”- transactional support.

Social Communication enables us to focus on how children are communicating and set targets for small steps of progress, concentrating on encouraging children to interact with others and use different methods of communication.

Emotional Regulation focuses on using adult support to enable children to maintain sensory regulation throughout the day and reduce anxiety.

Transactional Support focuses on what practitioners do to support the individual child’s needs and interests through changing communication styles, adapting the environment and providing the tools to enhance learning. This covers anything used to help others understand and respond to the child’s needs better

This distinctive model provides a framework that focuses on relationships with adults and adaptations to the learning environment to support children with communicational, social and emotional difficulties and further develop these skills.

The Garden Room (Enhanced Provision)

The Garden Room is our ‘in-house’ Enhanced SEND (Special Educational Needs and Disabilities) provision. The large majority of children attending The Garden Room have Social Communication Needs. 

The Garden Room provision offers children a quieter room to access the Early Years Foundation Stage curriculum with a smaller number of children and a higher level of staffing. The room provides a lower stimulation environment. It enables staff to plan and deliver a highly specialised curriculum, which focuses on each individual child’s needs and interests, at an appropriate pace in order to extend and develop children’s learning further.

The quieter room offers a communication & sensory-based curriculum where interventions are embedded within the provision and through interactions with adults to develop children’s, mutual & self regulation, attention, listening and social interactions. Activities and experiences prioritise sensory exploratory play, early functional play and ‘people play’ games. This supports children’s awareness of others, their enjoyment of being with another person as well as their communication skills.  

Strong relationships with the child and their family are at the heart of what we do. Respecting parents’ knowledge about their own child and what they currently do at home is vital to supporting children’s learning. Parents are the most important source of information and are actively involved in any 'Plan, Do, Review' cycle.

We value all play and seek to observe and monitor children's schematic play, special interests and sensory preferences to ensure they are planned for and incorporated into the provision and planned play-based activities. Children are able to follow their own interests with constant access to outdoor play. Highly trained members of staff play alongside each child and develop highly motivating games around their interests in order to gain and maintain attention. During each session attended, children will access individually supported learning opportunities and support during child-initiated play.

We work closely with outside agencies such as Wakefield Inclusion SEND Support Service, Speech &Language therapists and parents to set and work towards small step targets to ensure children are making progress and reaching their full potential.  

The Garden Room offers a friendly, safe, secure environment with predictable and consistent routines. Children show high levels of wellbeing and involvement allowing them to be open to the many learning experiences offered. 

SCERTS

In The Garden Room, the curriculum is based on the SCERTS Model. 

The SCERTS programme is broken down into 3 areas which focus on “SC” – social communication, “ER” – emotional regulation and “TS”- transactional support.

Social Communication enables us to focus on how children are communicating and set targets for small steps of progress, concentrating on encouraging children to interact with others and use different methods of communication.

Emotional Regulation focuses on using adult support to enable children to maintain sensory regulation throughout the day and reduce anxiety.

Transactional Support focuses on what practitioners do to support the individual child’s needs and interests through changing communication styles, adapting the environment and providing the tools to enhance learning. This covers anything used to help others understand and respond to the child’s needs better

This distinctive model provides a framework that focuses on relationships with adults and adaptations to the learning environment to support children with communicational, social and emotional difficulties and further develop these skills.