SEND/Autism Support Project

Working 1 to 1 with specific pupils to support the development of a range of key skills including communication, social, emotional, physical and cognitive skills through bespoke therapeutic music activities and intensive interaction strategies involving music.

Aims of the project

To support schools with the education of SEND/Autistic children within their schools.

To work with children on a 1:1 basis, focussing on specific individual needs and linking with EHCP / personal behaviour plan targets.

To promote and develop skills that enable children to learn, connect and engage with those around them:

  • Listening – following instructions, responding to music, responding to sounds, awareness of sounds.
  • Interacting – turn taking, initiating contact, interacting with an adult, interacting with peers.
  • Connecting – forming relationships with adults, forming relationships with peers.
  • Communicating – vocalising, proactively requesting using preferred means of communication, showing an interest in something, showing anticipation, use of verbal language, appropriate language used in correct context, understanding of symbols, use of symbols to support communication.
  • Social - recognising and/or responding to their own name, making eye contact, accepting change, tolerating new people, participating in an activity, sharing with others/taking turns, waiting for their turn, responding to simple instructions.
  • Emotional – building confidence and self-esteem, recognising and managing feelings, showing enjoyment/pleasure/smiling, appropriate responses to situations.
  • Physical – grasping and holding objects, body awareness, hand-eye coordination, gross motor skills, fine motor skills, sensitivity to sounds.
  • Cognitive – improving concentration, memory, understanding of simple verbal instructions, understanding of more complex verbal instructions/questions, identifying letters, identifying numbers.
Practicalities

Initial discussion with school staff, combined with observations of each focus child.

Individual questionnaire and further discussion between HMS practitioner and school staff to ascertain the specific needs and focus areas for each child.

Bespoke sessions (6-10 sessions) designed around the identified specific needs of each child.

Each session to be led and delivered by a HMS practitioner in agreed, consistent space.

Resources and activities provided, adapted and developed as appropriate to best suit the needs of each child involved.

Follow-up questionnaire and discussion between HMS practitioner and school staff to evaluate the impact of the sessions on the child’s learning and targeted needs.

HMS practitioner to provide a written impact report for schools (to include evidence of impact, and any visible progress with EHCP targets).

Administration and costings

Initial meetings with Headteacher/SENco free of charge.

Initial observations / assessments to ascertain individual needs at £43.90 per hour (total time dependant on number of children – approximately 30 minutes per child).

Preparation and resources for sessions included as part of intervention.

1 to 1 sessions for each child – 30 minutes at £43.90 per hour (anticipated 20 to 25 minutes contact time).

Minimum of 6 sessions advised per child, anticipated 10 sessions.

Example: costings of potential intervention:

  • 10 x 30 minutes per child = 5 hours per child at £43.90 per hour = £219.50
  • 4 children for support = 20 hours in total, £219.50 x 4 = £878

Collation of data, final written impact report included as part of intervention.