Ruby Class

“We really are so grateful to you for effectively being the key to unlocking our child” (parent, July 2017)
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"To all of you in Ruby class - Thank you so much for your amazing commitment and dedication…. I'll always remember Danielle saying 'parents never want their children to come here, then when they do, they don't want them to leave'... and she was right!" (parent, July 2017)

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“Whenever we go to parties with the Ruby class kids they come alive way more than when I've seen them with home school kids”. (parent, September 2019)

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Words of a pupil who was told she was leaving the SRB "it's good, as all the teachers have helped me find my voice, now I'm all done they can help other children find theirs. It's a good thing." She watched a video of herself from nursery and commented "I don't even understand myself but now I can talk thanks to Heartsease." (pupil, January 2023)

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About Keir class

Keir class is Heartsease’s Speech, Language and Communication Needs Specialist Resource Base (SLCN SRB). It is one of five SLCN SRBs in Norfolk.

We support children with severe, persisting speech disorders and/or expressive language disorders. 10 children from Reception and Key Stage 1 (ages 4-7) attend the class from Monday to Thursday, returning to their mainstream (‘home’) schools every Friday. Placements are initially for up to four terms.

Keir class has its own classroom within Heartsease Primary Academy, which is laid out to support the Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) curriculum. A room within the room is used for one-to-one speech and language therapy and follow-up work. We also have full access to the rest of the school’s facilities, including the swimming pool and our on-site forest for outdoor learning.

A summary of how the SRB works can be found in the leaflet for parents. (click here – link to srbleafletforparents)

Ruby class has its own classroom within Heartsease Primary Academy, which is laid out to support the Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) curriculum. A room within the room is used for one-to-one speech and language therapy and follow-up work by the teaching assistants. We also have full access to the rest of the school’s facilities, including the swimming pool and our on-site forest for outdoor learning.

Staff

The SRB is run by Danielle Epurescu, a qualified teacher who has a diploma in Language and Communication Impairments in Children. She has full-time assistance from Ali Dennis, Higher Level Teaching Assistant (HLTA) and Julie Oxborrow or Iesha Hunter, Teaching Assistants (TA). They have, or are working towards, the ELKLAN qualification. Two speech and language therapists (S&LTs), Jess Davison and Hannah Etridge, work in the SRB for two half days each.

Developing speech and language skills

Children have one-to-one therapy from Jess or Hannah twice a week. Two further one-to-one sessions are led by Ali or Julie, under the S&LT’s guidance. Alongside this individual therapy, children’s skills are developed and enhanced by integrating their speech and language targets into all aspects of learning. Regular Show and Tell sessions further develop their oral skills.

The curriculum

Teaching topics are chosen each term to stimulate the children’s interest and support their learning through the EYFS and KS1 curriculum. Work is tailored to each child’s age, stage, strengths and weaknesses to ensure personalised learning for all. In addition, motor skills are developed through classroom activities, outdoor learning and swimming.

Inclusion in mainstream classes

SRB children spend each Friday in their home school. Danielle visits them once a term to support their class teachers and ensure successful inclusion on these days. Keir class participate in mainstream, lunch, assemblies and special events. The children wear the Heartsease uniform in order to feel, and be regarded as, part of the school.

Transition

When a child is ready to leave the SRB, transition is discussed in a review meeting and decisions are made in the best interests of the child – either to continue attending the SRB four days a week, or to make a gradual transition with an increased number of days in the home school. A final meeting, in the last half term before transition, ensures that everyone knows what the child has achieved. At this point, any ongoing support needed in the home school can be planned.

Placement in the SRB

Throughout the process, there is liaison between the SRB, home school, speech and language therapy service and parents. Generally, a S&LT will suggest that a place should be considered, but schools can also contact the SRB to discuss individual cases. Before applying, the home school is expected to contact the SRB and Danielle will visit the child in school. The child will need to have been assessed by a NHS Speech and Language Therapist, who will provide information for the admissions panel alongside the application by the child’s home school. The report and application will provide evidence that the child’s difficulties fit with Norfolk’s criteria for placement (further details can be found on the Norfolk Schools’ website – click here: https://www.norfolk.gov.uk/children-and-families/send-local-offer/education-and-learning/schools/specialist-resource-bases-srbs .

Parents are welcome to visit Keir class to see what we do. Once a place has been approved by the SRB panel, the parents are invited to bring their child for a transition visit to meet the other children, see the school and learn about Keir class’ routines.

Communication

The SRB communicates with parents every day, with a summary of the day’s activities in the classroom. Parents are encouraged to contact Danielle or Ali with any concerns or successes. Review meetings are arranged at Heartsease each term, with parents, the home school, Danielle and Jess attending. Danielle’s visit to the home school falls in the alternative half term, so home schools have half termly contact. School attainment and attendance data are regularly provided to the home school. Additional informal contact with parents and schools is available through emails, phone calls or open afternoons.

Exit Criteria

The child’s speech is intelligible in/out of context with unfamiliar/familiar people 80% of the time.
The child’s speech sounds no longer show a disordered pattern of development.
The child has adequate vocabulary and grammatical skills to be able to express their needs, thoughts, feelings with familiar/unfamiliar adults.
Staff in mainstream school and parents have a good understanding of any ongoing needs the child may have and are confident in how to support them.
Childs’ needs can now be met by universal/targeted intervention which should be available in a mainstream school. This may still require targeted support.
The child’s emotional/learning needs are greater than their SLCN.
The child is not responding to therapy.
Attendance is too low for specialist support to have an impact.

Evaluating success

Jess and Hannah write, monitor and evaluate termly speech and language targets which are shared with the parents and home school. In addition, staff are aware of individuals’ small steps along the way so these can be worked on continuously. The S&LTs use standardised and non-standardised assessments to monitor progress.

Children’s strengths and weaknesses are considered in all areas, so learning across the curriculum, particularly in English and Maths, is tailored to the individual. Progress is recorded for each individual in all EYFS areas or reading, writing and maths for KS1. Progress is moderated with other SRB teachers and outcomes of this are reported to Norfolk County Council.

Outreach support and training

The SRB’s teacher and TAs share their skills and knowledge throughout the mainstream school, offering informal consultation to colleagues. Schools can also contact Danielle at Heartsease (contact below) with SLCN queries.