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Areas of Learning

Communication

Speech and Language

Speech and Language Therapy

Makaton at The Collett School

Makaton.org

Makaton is designed to support spoken language – signs are used with speech, in spoken word order to help children and adults to communicate. Using signs can help children who have no speech (either because they have communication difficulties or are very young) or whose speech is unclear. Makaton is a visual way of communicating with your hands alongside spoken language.

PECS - Picture Exchange Communication System

PECS United Kingdom

PECS, allows children with little or no communication abilities to communicate using pictures. People using PECS are taught to approach another person and give them a picture of a desired item in exchange for that item. By doing so, the person is able to initiate communication. A child with autism can use PECS to communicate a request, a thought, or anything that can reasonably be displayed or symbolized on a picture card. PECS works well in the home or in the classroom.

PECS was developed in 1984 by Lori Frost, MS, CCC/SLP and Dr. Andrew Bondy. It was first used at the Delaware Autistic Program. The goal of (PECS) is to teach children with autism a fast, self-initiating, functional communication system. PECS begins with the exchange of simple icons but rapidly builds "sentence" structure.

SCERTS - Social, Emotional Regulation, Transactional Support

 

 

 

Literacy - Reading and Writing

 

 

 

 

Personal Development

Physical Exercise at the Collett

At the Collett, we support every child to undertake PE through a range of physical activities that exercise the body and mind. 

The benefits of physical activity are universal for all children, including those with disabilities. The participation of children with disabilities in sports and recreational activities promotes inclusion, minimises deconditioning, optimises physical functioning, and enhances overall well-being. Despite these benefits, children with disabilities are more restricted in their participation, have lower levels of fitness, and have higher levels of obesity than their peers without disabilities.

The Collett School Goals
The school's key goal is for inclusion for all children with disabilities to access a wider range of PE activities and experiences. Children with special needs most definitely benefit from having a balance in all aspects of their life: social, physical, and mental. Participating in sports can help instil a sense of self-confidence and improve skills in relationship building and working as part of a team. As such, we are investing our fundraising efforts in the creation of an all-weather pitch for games, a track for running, cycling and segway as well as more resources for playing games indoors and out.

The Psychological Benefits of Exercise
The psychological benefits of exercise are just as important as the physical ones. Movement develops brain cells and stimulates the production of endorphins, body chemicals that help create feelings of happiness and calmness as well as ease stress and pain. A good workout can leave students feeling better about life and about themselves. Sports can also afford the opportunity for some pupils to excel and experience success which they may find difficult in academic subject.

Particular Challenges for Children with SEND
Children with physical, cognitive and mental health disabilities face challenges every day of their lives. Some youth have limited mobility and/or tire more easily than other children and teens. For some children with sensory issues, communication challenges or difficulties with social skills, children with side effects from medication, those who are always overtired from lack of quality sleep and youth who are overweight and not physically fit at all will not have the opportunity to enjoy many organised activity programmes.

Wellbeing
In addition to the physiologic benefits of decreased body fat and increased fitness overall, regular physical activity for children with disabilities has been shown to help in controlling or slowing the progression of the chronic disease, improving overall health and function, and mediating the psychosocial impact of the condition on children and their families.

We hold a whole school sports day in the summer term which is one of the highlights of the school calendar and is a chance for parents and family to come along and take part to

We hold a whole school sports day in the summer term which is one of the highlights of the school calendar and is a chance for parents and family to come along and take part too!

 

 

 

Understanding My World

Understanding My World focusses on how children get to know about other people, the place where they live and about all aspects of the environment.

In the Revised Early Years Foundation Stage, Understanding the World is broken down into three aspects:

  • People and Communities
  • The World
  • Technology

Finding out about the world around them is what babies and young children do very effectively when they investigate by touching, holding or pressing things and by climbing on and jumping off things. Older children love to explore and investigate how and why things work and to test out their ideas of what will happen if they do a particular thing like pouring more and more water into a container, for example.

People and communities

As children learn about the world around them they find out about the past through talking to parents, grandparents and friends and they develop an interest in their own story as well as the stories in their family – this is the beginning of developing an understanding of the past and helps them to learn about how other people are different from them, yet share some of the same characteristics and ideas.

The World

Understanding of the world develops as children take notice of everything around them including places and all the things within them such as trees in the natural environment and roads and traffic in the built environment. Finding out about places begins initially when a child learns about their own home and the things nearby, then later as children notice things on journeys to and from home – such as the sequence of the traffic lights or names on street signs. This awareness is extended by visiting places and finding out about different elements of environments in books, on TV and through using other technology. This aspect also focuses on learning about cause and effect and is developed through having conversations with adults and other children about the things they observe.

Technology

Technology has become commonplace for many families and children often see and use it quite naturally when they activate a toy such as an ambulance or police car to make a siren sound. Recognising the role of technology at home or in a setting is important because this helps children to identify the different types of technology and what they are useful for.