The pupils at Ivy House School all have an Education, Health Care Plan (EHCP) due to having a range of Special Educational Needs and Disabilities (SEND) and the curriculum, which is sensory and play based, is highly differentiated to ensure that their needs are met.

At Ivy House School we have an Immersive Communication approach, providing a holistic language and symbol rich environment where pupils can use a variety of approaches to develop their communication skills and have a powerful ‘voice’ in and out of school.
All students need a voice and a way of communicating their needs, thoughts and feelings. The development of skills in communicating and interacting with others are developed in various ways at Ivy House School.

When students first enter the school, they are given the opportunity to experience a range of communication approaches, which are further developed into a preferred method as they move through the school with an increased focus on them being able to use this independently. It is vital that the communication approaches we use can be transferred into the home and community so that all students can express their wants and needs at an appropriate level in order to give them appropriate control of the world around them.

The term 'AAC', an abbreviation of Augmentative and Alternative Communication, refers to any intervention which enhances a pupil's ability to express his or her needs and desires. As such it can encompass no tech strategies such as the use of Makaton signing, low tech approaches such as the use of symbols and simple switches and high tech equipment which has a voice output.

Children who's verbal communication has not progressed sufficiently that they can convey their thoughts in a timely and effective manner require consideration for an AAC intervention. Such difficulties can come about for a wide variety of reasons including physical challenges impacting on the clear production of speech, learning difficulties resulting in language not being acquired in the typical fashion or a sensory loss such as hearing impairment. Ivy House has a number of children with these challenges and sometimes where several factors coexist in the same child.

At Ivy House School we have a holistic approach to communication and provide a language and symbol rich environment where pupils can use a variety of approaches to develop their communication skills and have a powerful ‘voice’ in and out of school.

Approaches to communication include:

  • Facial gestures
  • Vocalisations
  • Eye pointing – etran – eye gaze technology
  • Objects of reference
  • Symbols and photos
  • PECs – Picture Exchange Communication System
  • Communication Passports
  • Manual Auditory Scanning
  • Makaton 
  • Electronic communication aids and use of iPads
  • Grid 3

We are always excited when a student attends our school with a new communication system for us to explore with them. We really are committed to a total communication approach. No type of communication is used in isolation and staff receive regular training and updates to ensure can support our students to actively use their communication device both in school and in the wider world.

Makaton is a type of sign language that is now used by over 100,000 children and adults. We use Makaton in school as an enhancement of communication to all students. Due to its increasing popularity we feel it is important for all students whether dependant on AAC or not, to have an awareness of Makaton and at least know some basic signs. This will enable them to venture out and speak to people in the community as well as their peers who are reliant on using sign language in school.

Makaton are very active on social media and promote a ‘sign of the week’. Why don’t you take a look and try giving the sign of the week a go at home?

Another communication system accessed widely and regularly at Ivy House School is Grid player. This system is normally accessed via an iPad and depend on the user they access different symbol sets such as ‘Symbol talker’ and ‘Super core’. Students are often highly motivated to interact with grid player because it’s on their favourite things – the iPad! Students touch the symbols on screen and a voice (which they can choose form plenty of options) speaks the word out loud for them.

This is fantastic for those students who are unable to use their voice or to assist those with limited language. We have a close working relationship with Smartbox (who own grid player) and staff access regular training and assistance.

PECS is one of the most widely known methods of AAC. It stands for Picture Exchange Communication System and students are able to obtain their wants and wishes by exchanging a photograph, picture or symbols for the object of their choice. PECs has many levels and users start off by using to get one object at a time to potentially building up their knowledge to use symbols to create a whole sentence.

It was first designed and created back in the 1980’s more specifically for children and adults who had been diagnosed with autism. It is now well known across the world and students with various diagnoses access and have fantastic success!

This process is recommended for people who are hard to reach and are not motivated to be with others. 

Intensive interaction is a teaching and learning approach to develop communication between two people. The method works by progressively shared moments or sequences of enjoyable interaction that will often be frequent and short in duration increasing as time goes by. The process is led by the individual with the supporter responding to behaviour and using this behaviour to encourage interaction.

Intensive interaction develops the fundamentals of communication prior to speech, the skills that are generally learnt at the very early stages of development. The core principles are those of tasklessness, that is, a deliberate lack of agenda or any specific target or objective. Adults follow the child’s lead, celebrate any actions or vocalisation as an intentional act of communication – whether it is or not – and try (in the long term) to extend knowledge and understanding of communication interactions. The adult therefore needs to “turn in” to the learner and look for communication moments, so that the act of creating the flow becomes the objective of the session.

This includes using and understanding eye contact, facial expressions, gestures and body language as well as the learning the importance of turn taking and enjoying being with others. The fundamentals of communication form an important part of communications development as without some of these skills it is very difficult to engage in communication.

At Ivy House School we understand the value of learning outside the classroom as a way of enhancing the social, personal and emotional development of our pupils.

Our trips out and residentials only serve to put the classroom learning into context but also help teach life-skills, build on social skills while improving the independence and self-confidence of our young people. 

We organise trips to the theatre and invite theatre companies, artists and musicians into school to enrich our curriculum offer as well as to engage and entertain our pupils.

At Ivy House School, we understand that it is difficult for our pupils to learn effectively if they are struggling with mental health issues. This can encompass a very wide scale including stress caused by a single event; obsessive compulsive disorder; eating disorders; depression or issues around low self-esteem and anxiety to name but a few.

There is a very nurturing approach at Ivy House. Teachers and Teaching Assistants stay with the class all day so they are able to build up relationships with pupils and their parents/carers - know and understand their needs and work together to ensure the correct support is in place. Ivy House works closely with other professionals who can support including Educational Psychologists, Speech and Language Therapists (SaLT) and Occupational Therapists (OT). 

Sensory needs are considered whether this be adaptations to the classroom area for those who don’t like too much noise, to sensory programmes in place for pupils who need to have their sensory processing skills developing or need opportunities for self-regulation through sensory diets. Opportunities are provided for the development of fine and gross motor skills and appropriate supportive equipment provided for those that need it.

Physical needs are met by the Physiotherapy team over seeing and working closely with class staff who carry out any physical management needs of the pupils.  

There is close working with the Derby Specialist Teaching and Psychology Service (STePS) in particularly the Hearing Impairment and Visual Impairment teams, who make sure pupil’s needs are met appropriately.

Move

The MOVE Programme is an activity-based practice that enables our learners to gain independent movement. It uses the combined approach of education, therapy and family knowledge to teach the skills of sitting, standing, walking and transitioning between. The aim of the MOVE Programme is to offer these movement opportunities to disabled people, opening up and transforming the world around them and creating an accessible, interesting and educational world full of opportunity and choice.

The programme’s central philosophy is that movement is the foundation for learning. In early development, children learn about their environment and gain skills to navigate the world by moving, exploring, and practicing repeatedly. A disabled child who uses assistive equipment and relies on others for much of their movement is generally provided fewer opportunities to independently move and learn. The MOVE Programme ensures that disabled young people are provided these vital opportunities to develop their mobility and independence.

IVY HOUSE SCHOOL HAS BEEN RECOGNISED AS A MOVE CENTRE OF EXCELLENCE AND IS ACCREDITED WITH THE MOVE QUALITY MARK.

The MOVE programme and the physical curriculum at Ivy House place movement at the centre of learning.

Being able to move allows us to learn much more effectively.

The MOVE Programme is designed to help families, educators and therapists work together toward specific goals for each individual pupil.

MOVE is activity-based, giving the pupils many opportunities to improve their sitting, standing and walking skills while participating in activities of daily living.

We teach & practice motor skills which:

  • are age appropriate
  • are valuable now and in adulthood
  • increase the opportunities to access the community
  • are needed for the development of other skills

We consider every waking hour to be learning time and use every opportunity to practice skills within meaningful activities.

Motivation is the key to success. Pupils are encouraged to use their growing and developing skills throughout both work and play. Aspiration goals are set with families, for pupils to promote physical development through regular practice.

The MOVE Programme is not prescriptive or a therapy technique. At Ivy House professionals from health and education work collaboratively to ensure each pupil has the support they need. MOVE activities across the school are supported by 3 MOVE trainers, with practitioners and senior practitioners in every class.

MOVE Centre of Excellence status is awarded to those schools operating the MOVE Programme to a model standard. They are an exemplar of best practice and provide long term continuity for the programme on a local and national level.

The Move Programme:

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The Move Programme

Updated: 29/07/2024 439 KB

At Ivy House School we participated in the themed MOVE days.

Each year the MOVE Partnership hold a day of celebration based around a theme. We also have our own MOVE trophy, which is presented on an annual basis.

Pirate MOVE, visitors came from the MOVE Partnership to present us with their award for the day. Our school trophy was won by the Foundation class

MOVE in Space, aliens, planets and galaxies far away!

MOVE at the movies. Each class made their own film and we celebrated with MOVE Oscars and a premier film show

MOVE on Safari. We like to MOVE it MOVE it, swampy safari fun!

MOVE to the beat. Highland reels, Zumba, action songs and Bollywood

MOVE on Midsummer Madness

MOVE on Holiday. Caribbean fun, relaxing spas and skiing!

MOVE Week 2018

Between Monday 4th June and Friday 8th June, Ivy House joined in with the National MOVE Day 2018. This year's theme was the Circus and it provided use with a great opportunity to celebrate our children's achievements through the use of the MOVE programme in a very creative way!

The staff and MOVE team in school worked really hard to ensure that there were plenty of opportunities for all class groups to join in with exciting activities related to the circus; including juggling, clown skills and experiencing the sights and sounds that you might expect from the big top. The final day resulted in an actual circus visiting the school and delivering a 50 minute spectacular for families and our children. This included an acrobat and our very own MOVE children helping with plate spinning!

The week was a HUGE success and the feedback from the children and families has been very positive. Please have a look at the photos below to see a sample of some of the activities that we got up to during the week ( a video will be appearing soon).

Circus skills in school

Diamonds

Rubies

Emeralds

Sapphires

Kedleston

Chatsworth & Sudbury

Move Week 2019 - Fairy Tales

In July 2019, we celebrated our children's skills and progress using the Move Programme principles and philosophies. Each year, Move ask all of the schools that use this approach to engage with a themed week - this year it was fairy tales!

Our children engaged with a range of activities, promoting the use of physical skills and movement. Please take a look at some of the photos below to see the exciting sessions and learning that took place:

Magical Hoola Hoop Lady

We had a magical Hoola Hoop lady come to school and support children in Lower School. The children had a great time and really enjoyed exploring the equipment and moving their bodies to the music.

Visit from Unicorns

We also had a visit from 2 very magical unicorns! The children had a great time using their sit to stand skills and developing their core strength. The Unicorns were very friendly and enjoyed taking the children on a short journey.

Fairy Tale Ball

We ended our Move celebrations with a Fairy Tale Ball. Staff and children dressed up in their finest fairy tale outfits - including fairies, princes and princesses. Our children following the Move programme were 'announced' as they made their way into the 'ballroom' and the whole school then enjoyed a fun filled afternoon. We offered a sensory tasting area, magical mirrors, find Cinderella's lost shoe and fairy tale photo booth!

Sensory Diets

Our pupils have a range of sensory and perceptual impairments, which is why we focus on all seven senses of sight (visual), sound (auditory), touch (tactile), taste (gustatory), and smell (olfactory) as well as the kinaesthetic proprioceptive (where they are in space) and vestibular (movement) senses.

The school employs an Occupational Therapist, specialising in a sensory integration approach, who works with our pupils as required to support with a range of sensory needs and to produce a Sensory diet that can be implemented in school and at home. They will also work with key staff and families in ways to deliver Sensory diets for the pupils who need to regulate themselves in order to engage fully in the school day.  The majority of pupils access some form of physical activity first thing in the morning on arrival, sensory walks, sensory circuits and bespoke videos containing Gross motor skills to follow in class.

Rebound Therapy

Rebound Therapy is the therapeutic use of a Trampoline to promote and develop motor skills, body awareness, balance, co-ordination and communication. Rebound Therapy should be seen as an integrated part of your child’s movement programme if appropriate. Rebound Therapy has a unique effect on the body organs, systems and muscles. 

Rebound Therapy:

  • Aids movement
  • Promotes balance
  • Promotes an increase or a decrease in muscle tone
  • Promotes relaxation
  • Promotes sensory integration
  • Improves communication skills!
  • Improves fitness and exercise tolerance

It’s a fantastic opportunity for your child to have quality 1:1 or 2:1 time out of the classroom environment. Your child will have their own personalised targets and will always have someone who knows them well to support them.

Sensory Room

Pupils all benefit from accessing the sensory room to enhance their learning. It is used to immerse pupils in a sensory experience with interactive equipment on the walls and floors and enhanced with music and props to stimulate sessions.  Pupils will be using their tracking skills, listening skills, reaching, pressing and controlling skills. Pupils will often have a change of position in this room to support their physical management needs.

Fine Motor Skills

Fine motor activities provide pupils, who are able, with the opportunity to hold, manipulate and play to promote and develop their Fine Motor skills. The maintenance and promotion of these skills will help the pupils in all that they do in school and at home as FMS are a very valuable part of everyday life

‘Fine motor skills are those that involve a refined use of the small muscles which control the hand, fingers and thumb. With the development of these skills, a child is able to complete important tasks such as writing, feeding oneself, buttoning and zippering. ‘Little hands need to develop dexterity and strength ‘.