Learning Support Team
- Helen Woolf – Assistant Headteacher/SENCo (Tuesday-Friday)
- Donna Wealleans– Assistant Headteacher (Pastoral & Safeguarding) (Monday-Thursday)
- Lisa Cameron– Children & Families Support Coordinator
- Sam Coombes – Operational Inclusion Lead
- Laura Taylor- Health/Medical Needs Coordinator
- Tracey Buckley – Keyworker
- Yasmin Atif – SpLD (Specific Learning Difficulty) Teaching Assistant
- Jo Chantrelle – Keyworker
- Sunni Ghandi – Keyworker
- Jamila Lindsey-Croswait – Keyworker/SpLD (Specific Learning Difficulty) Teaching Assistant
- Bryan McManus- Keyworker
- Rashmina Mullick- Keyworker
- Ozma Ahmed- Keyworker
- Alex Cairns- Keyworker
- Teresa Regan- Link Educational Psychologist
- Helen Adkins- Link Speech and Language Therapist (1 hr per week)
- Diane Moat- Specialist SpLD (Specific Learning Difficulty) Teacher (1 hr per week)
- Helen Allsop- Attendance Officer
- Sahara Deville- Counsellor (one afternoon per week)
- Suzy Strange- Play Therapist (one afternoon per week)
Learning Support Information
Helen Woolf is our school SENCo and has worked at Oswald Road since September 2013. She has achieved the National Award for Special Needs Education (NASENCO) with a Distinction, and graduated from Manchester Metropolitan University on 25th July 2016.
Donna Wealleans is our Assistant Headteacher for Pastoral and Safeguarding, and has worked at Oswald Road since September 2013. She is also a Safeguarding Trainer for the Manchester Safeguarding Team.
Sam Coombes joined us as the Operational Inclusion Lead in September 2015. Prior to working at Oswald Road, Sam was a HLTA (Higher Level Teaching Assistant) in a very large inner-city school in Manchester, working mainly in KS2. She has worked in both Special Schools and Pupil Referral Units and her specialisms are SEND, behaviour management and EAL (English as an Additional Language).
Click here to read our SEND Information Report.
For further information on Manchester’s Local Offer for Children and Young People with SEN and disabilities, click here.
In order to deal with you concern or complaint in the quickest and most straightforward way, we ask that you please direct all concerns or complaints, via email, to the following address : firstname.lastname@example.org
This inbox is reviewed daily by the Headteacher. A copy of the school’s Resolutions and Complaints Policy can be found here.
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TARGETED TEACHING PROGRAMME- PUPIL VOICE
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LEGO THERAPY- PUPIL VOICE
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1ST CLASS@NUMBER- MATHS INTERVENTION- PUPIL VOICE
(Click on the thumbnails below for more pupil voice)
Information and Support for Parents and Carers (including national and local agencies and organisations)
Mental Health & Wellbeing
Year 6 Wellbeing Guide to SATs (for Teachers, School Leaders, Parents, Carers & Pupils)
Information and resources specific to anxiety in children:
LGBT (Lesbian, Gay, Bisexual, Transgender)
PHSE (Personal, Social and Health Education)
PRIDE Overview (drugs and alcohol scheme of work)
USEFUL WEBSITES FOR PARENTS OF CHILDREN WITH SEN
General Information Websites & Resources
ADD & ADHD
Autism & Aspergers
Obsessive Compulsive Disorder
Inclusive Activities in the Local Area
Trafford Centre Resources
The following documents have been supplied by Jackie Tarpey from Grange School, who delivered a Parent Workshop on Social Stories in June 2016.
Trafford Centre Resources:
“A Day in the Life of…”
….Lisa Cameron- Family and Children’s Support Coordinator
I started working at the School in June 2016 and I work collaboratively with families and staff in order to support pupil wellbeing. I am responsible for working in partnership with the police, social services and other partnership agencies in order to assist families who are in need.
My days so far at Oswald Road have been challenging but also rewarding at the same time. I love being part of the school community, and the children are adorable.
Below is a typical example of a day in my diary at Oswald Road.
Monday 27th June
08.00am – Arrive at Oswald Road to start my day
09.15am – Meeting with the staff from Owl Club. Owl Club provides morning and after school care for children. On this day, I met with Sam and the team to introduce myself, and we exchanged information about children in their care.
11.00am – Early Help Assessment. An Early help Assessment is a meeting where I meet with families to help identify needs of children/families and make a plan to meet those needs. The purpose of the assessment is to provide a coordinated response so all agencies concerned can support the families in the best way possible.
1.00pm- Child in Need meeting with social services and other partnership agencies. Child in Need planning meetings have been introduced so that children, young people, families and those professionals working with families are clear about their responsibilities within the Children in Need plan, the role of the allocated social worker, timescales of the interventions and expected outcomes.
2.45pm- Circle of Friends. Circle of friends is a provision that I deliver to four pupils on a weekly basis to establish the understanding and acceptance of differences and building genuine friendships.
4.00pm- End of the day
Social and Emotional Aspects of Learning (SEAL)
Click here to see our Curriculum Map for PSHCE/SRE and Drugs Ed, which shows which SEAL theme we will be looking at in each term. Children set their own personal targets for each SEAL theme in their PHSE lessons.
Theme 1: New beginnings
This theme focuses on developing children’s knowledge, understanding and skills in four key social and emotional aspects of learning: empathy, self-awareness, social skills and motivation.
The theme offers children the opportunity to see themselves as valued individuals within their community and to contribute to shaping a welcoming, safe and fair learning community for all. Throughout the theme, children explore feelings of happiness and excitement, sadness, anxiety and fearfulness, and learn shared models for ‘calming down’ and ‘problem solving’.
Theme 2: Getting on and falling out
This theme focuses on developing children’s knowledge, understanding and skills in three key social and emotional aspects of learning: empathy, managing feelings (with a focus on anger) and social skills.
Each colour-coded set is organised around developing the ethos of the classroom – extending the work of ‘Theme 1: New beginnings’ on cooperation and valuing diversity, and focusing on four key content areas: developing the social skills of friendship, working well together in a group, managing anger and resolving conflict.
Theme 3: Say no to bullying
This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes through a focus on bullying – what it is, how it feels, why people bully, how we can prevent and respond to it, and how children can use their social, emotional and behavioural skills to tackle this crucial problem. The four aspects of learning in which knowledge, skills and understanding are developed are self-awareness, empathy, managing feelings and social skills.
The theme is structured differently from previous themes. It is intended that the work will take place over a period of a week or so – perhaps to fit in with the national anti-bullying week in November – and that, during this period, work in each subject area will be focused on the aims of the ‘Say no to bullying’ theme, as well as subject-related objectives. The week will then culminate in a celebration assembly, to which parents and carers are invited.
Theme 4: Going for goals!
This theme focuses primarily on the key aspect of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children’s abilities, qualities and strengths to be valued.
The Going for goals theme provides opportunities for children to reflect on themselves as individuals, particularly their strengths as learners and how they learn most effectively.
Each set of activities focuses on the underlying prerequisites for successful goal-directed learning and behaviour: for example, taking responsibility and building feelings of confidence and self-efficacy – the belief that what you do makes a difference.
Goal-directed behaviour is only valuable if we are able to make wise and balanced choices about our goals, so this theme provides opportunities for children to consider this and to practise problem-solving strategies.
Theme 5: Good to be me
This theme is the first of two focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is ‘Good to be me’.
The theme is about understanding our feelings as well as considering our strengths and weaknesses as learners. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy. The theme focuses on:
- understanding feelings, and why and how they lead us to behave the way we do – excited, proud, surprised, hopeful, disappointed, worried and anxious;
- self-awareness – feeling good about myself, taking risks;
- managing my feelings – relaxing, coping with anxiety;
- standing up for myself – assertiveness, standing up for my views.
Theme 6: Relationships
This theme is the second of two focusing specifically on feelings. It explores feelings within the context of our important relationships including family and friends. The theme aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.
In addition, there is a focus throughout the theme on helping children understand the feelings associated with an experience that we all need to cope with at some time: that of loss – whether of a favourite possession, a friend, a family home or a loved one.
Theme 7: Changes
This theme tackles the issue of change and aims to equip children with an understanding of different types of change, positive and negative, and common human responses to it.
The theme seeks to develop children’s ability to understand and manage the feelings associated with change. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: motivation, social skills and managing feelings.