SEN Support at Norcot

Attention Autism 

is an intervention model 

designed by Gina Davies, that supports the development 

of natural and spontaneous 

communication through the use of highly motivating visual activities that offer an irresistible invitation to learn. It aims: 

1. To engage attention

2. To improve joint attention

3. To develop shared enjoyment in group
    activities

4. To increase attention in adult-led activities

5. To encourage spontaneous interaction in a
    natural group setting

6. To increase non-verbal and verbal
    communication through commenting

7. To build a wealth and depth of vocabulary

8. To have fun!

Across the Norcot setting, ‘Communicate in Print’ is used to create symbols that help to support the development of communication for all children. Symbols are used on our daily timetables, labelling resources, communication grids and to 

reinforce key learning. We also use them for supporting children to build their independence, for example our snack instructions. 

Children benefit from core Makaton signs and symbols, helping them to communicate their needs, make choices and develop their language skills in a way that works for them.

A sensory circuit is a form in sensory integration intervention. It involves a sequence of physical activities that are designed to alert, organise and calm the child. This can help children to regulate and organise their senses to be in a ‘just right’ state for effective learning. The circuit involves a variety of motivating physical activities.

Hand massage is used as a calming technique to reduce anxiety and support a child to regulate. It can be a useful tool to get a child ready to listen to and engage in a learning opportunity.  Using a butter bar and sage base cream, our team provide a structured hand massage routine and were trained by Sophie Webster, the Sensory Processing Consultant for Brighter Futures for Children. We seek parental consent prior to offering massage to your child. 

Sensory story massage is a teaching tool for helping a child experience and engage with a familiar story. This technique is carried out through clothing. The child is seated in front of the adult or peer. Blending words with a sequence of familiar massage movements on a child’s back the story is re-told.  Many children enjoy this relaxing, engaging style of story-telling. 

Exploring different foods within a supportive environment is a useful tool to reduce anxiety and explore different textures, colours and tastes. Play opportunities are created where new foods are introduced to the child using high affect and fun! The adult will model using different senses to explore the foods and encourage the children to join in too. All children have access to food exploration and where necessary, a structured approach may be used with children displaying a high level of anxiety or distress around food. 

When needed, we use meaningful, real objects to help children to understand their routines and prepare for transitions, giving them the security and independence they need to feel confident throughout their day.

Children receive tailored small group sessions focusing on early literacy, numeracy, communication or social skills, where they can learn at their own pace with focused attention from our caring and experienced staff.

We support children to recognise, understand and manage their emotions, moving from co-regulation towards self-regulation and teaching them practical strategies to express how they feel and develop the resilience and self-regulation skills they need.

Children engage in carefully planned sensory exploration activities, allowing them to learn through touch, sound, smell and movement in ways that support their individual sensory needs and preferences.

We use sensory stories bringing stories to life through multi-sensory props, sounds and textures that help them engage with language, develop communication skills and enjoy storytelling in an accessible way.

Intensive Interaction is a practical approach to interacting with children who do not find it easy communicating. The adult will take the child’s lead, observing and sensitively responding to things they do. Sounds, words, rhythm, pausing and mirroring may be used building up a sense of anticipation and fun!