Multi Agency Involvement
At Severndale we use a multi-agency approach to meet the variety of needs of our pupils and students. All multi-agency staff work closely with class teams to support our young people in their learning and developments.
Speech and Language Therapy (SaLT)
A pupil may be on the speech and language therapy caseload and supported within nursery/school depending on their level of need. Severndale uses a total communication approach e.g. objects of reference, pictures of reference, Makaton signs and symbols to support speech, language and communication needs. Pupils are prioritised for extra support by speech and language therapy in addition to everything provided by this specialist school environment.
These will include pupils who have:
Sensory Inclusion Service (SIS)
The Sensory Inclusion Service (SIS) is a joint arrangement service between Shropshire and Telford Councils which supports children, young people with sensory impairment and their families.
SIS support children and young people with sensory impairment, sensory impairment means an impairment of; vision, hearing or both of these senses. Impairment can range from mild to profound. The main partner agencies of SIS are: the Telford & Wrekin and Shropshire CCG, the Acute Trust, the Children with Disabilities Teams, Future Focus, regional specialist NHS centres and local settings/schools/colleges.
SIS has well-established partnerships with local and national voluntary organisations supporting the needs of young children and young people with sensory impairment and their families. SIS has the important role of advocate for children and young people with sensory impairment and their families.
Within the Academy SIS work to optimise development and learning of our pupils and students with sensory impairment, when accessing the curriculum. SIS also liaises with Future Focus for youth, Further Education and other providers to establish and deliver services and to facilitate successful transition to adult life.
Occupational therapy and Sensory Integration
Sensory Integration is the neurological processes caused by what the brain takes in, sorts, regulates and then organises and interprets our sensory experiences.
When we process sensory information to make sense of what is going on in our own bodies, or in the world around you. We have to organise and interpret this information, attach meaning to it and then act on it and respond.
We need to be able to integrate sensory information to develop, grown and learn, to carryout activities of everyday life and to have relationships with others. Sensory process is complex because no one is perfect at processing sensory information. All people have some ability to integrate sensory input through their senses, but some may be better than others.
When someone has difficulty with sensory processing, they may be described as having sensory integration dysfunction or sensory processing disorder. There are many strategies, exercises and resource that can be used to develop sensory processing disorders and meet the needs of the pupils and students with sensory processing difficulties. These may include the use of deep pressure, vestibular input, use of fidget toys and chewing objects, practicing fastening clothing and the use of vibrating toys.
The Children’s Community Physiotherapy Team, at Severndale Specialist Academy are employed by Shropshire Community NHS Trust and provide assessment, treatment and rehabilitation during or following illness, surgery, disability or injury. Therapeutic intervention aims to maximise the individual potential of each child personally, functionally, academically and socially. The amount, frequency and type of therapy assessment and intervention is based on each child’s strengths, difficulties and physiotherapy needs. The need for ongoing intervention is regularly reviewed with the parents, child or young person with a view to discharge from physiotherapy follow up when appropriate.
The service also delivers a Comprehensive Training Package to the Education Staff, which includes, how the physical aspects of the child/ young person’s diagnosis and prognosis impacts on function, access to the curriculum, therapeutic handling, use of equipment, activity programmes and competency training.