Designated Specialist Provision

Woolwich Polytechnic Designated Specialist Provision is for pupils with Moderate Learning Difficulties (MLD) and ASD.

Admissions to Woolwich Polyechnic DSP are made through the RBG SEN.

The criteria is as follows:

• Have diagnosis of ASD/MLD
• Normally have an EHCP with ASD as primary need
• They should have potential to access and engage in some mainstream learning with appropriate support 

Woolwich Polytechnic DSP will have capacity for 15 students in key stage 3 and 4.

The DSP will open in September 2020 for students whose primary need is ASD along with MLD. 

Students are supported by specialist staff within the provision which comprises of two main classrooms, a lifeskills area, sensory garden, outside learning space, sensory room and access to own toilet area.

Vision 

The DSP aims to provide students with the best possible learning environment to meet their individual needs and for students to develop social, independent skills and gain qualifications relevant to their next steps.

• The DSP is a nurturing environment where we support students to transition into a secondary mainstream environment
• Develop communication and interaction and social skills with peers
• Access the curriculum
• Develop independence
• Develop literacy and numeracy
• Develop life skills
• Gain appropriate qualifications for future education and employment
• Access the local community

Multi-Disciplinary Team

We work closely with parents/carers along with a range of other professionals involved with each individual student. 

This can include Speech and Language Therapists, Occupational Therapists, CAMHS, Outreach services, Children with Disabilities team and health professionals.

Environment

• The students have individual visual timetables
• Individual workstations and small group intervention
• The environment is calm and distraction free
• Rewards and working towards approach
• Resources to meet sensory needs

Learning

• Structured approach and visuals to support
• Staff know individual students well to reduce anxiety and recognise triggers
• Students use a reward system to motivate and engage
• Positive approach and work towards strengths and motivators
• Trips and visits are an important part of learning
• Students are rewarded for successes

Low arousal approach

• The environment is kept visually calm and ordered
• Students voice is listened to and time allowed to manage difficulties
• Opportunities for own time and space throughout the day to manage work and sensory overload when needed

Curriculum

Students have their own personalised timetable based on their individual needs which includes mainstream lessons along with accessing the curriculum and interventions within the DSP. Many of these lessons include practical activities which support independence and tolerance of new sensory stimuli. 

The DSP provides specialist interventions to help develop the student's communication, interaction, self regulation and independence.

Specific Teaching Approaches

• Visual timetables
• Now and next approach
• Attention Autism
• Travel Training
• Outdoor learning
• Sensory circuits
• Social stories and comic strip conversations
• Social skills
• Lego therapy

Students are supported in developing language and communication skills through 1-1 and small groups. Interventions may also include Attention Autism, fine and gross motor skills, social skills, life skills and travel training. Students also engage in a range of physical activities to develop key skills and support wellbeing. These include trampolining, swimming and yoga.