Welcome to St George´s Special School

Medina House (Primary Special)

Name of School Medina House (Primary Special)
Designation: Special School Severe and Complex Learning Difficulties
Number of Places 58
Age Range YR - 6

Medina House Special School caters for three primary areas of need:

Children with Moderate Learning Difficulties (MLD)

Children with MLD will have attainments significantly below expected levels in most areas of the National Curriculum, despite appropriate interventions. They have much greater difficulty than their peers do in acquiring basic literacy and numeracy skills and in understanding concepts. They may have associated speech and language delay, low self-esteem, low levels of concentration, under-developed skills, communication and interaction or physical difficulties.

The vast majority of children with moderate learning difficulties should be catered for within mainstream school settings, with varying levels of support to address their special educational needs. A special school placement may be considered necessary when such children have additional needs and experience significant barriers to learning within a mainstream school environment, such as:

  • communication and interaction difficulties
  • behavioural, emotional and social difficulties related to their learning difficulties; and
  • sensory, physical and medical difficulties for which reasonable adjustments or adaptations cannot be made within a mainstream school.

Admission Criteria (MLD)

To access a place at Medina House Special School the child:

  • should be in receipt of a Statement of SEN naming moderate learning difficulties as the primary area of need;
  • should be between the ages of 4-11 years, though admission after Y5 would occur only in exceptional circumstances;
  • requires access to an appropriately differentiated, broad and balanced curriculum; and
  • should exhibit significant additional needs, over and above his/her moderate learning difficulties, and require an educational environment offering a high the level of social and emotional support, significantly beyond that which would normally be provided in a mainstream school with support.

Children with Severe Learning Difficulties (SLD)

Children with severe learning difficulties (SLD) have significant intellectual or cognitive impairments. 6 This has a major impact on their ability to participate in the school curriculum without support. They may also have mobility and co-ordination difficulties as well as difficulties with communication and perception and the acquisition of self-help skills. Children with SLD will require support in all curriculum areas. They may also require teaching of self-help, independence and social skills. Some children may use sign and symbols but most will be able to hold simple conversations. Their attainments may be within the upper P scale range [P4-P8] for much of their school careers.

Admission Criteria (SLD)

To access a place at Medina House Special School the child:

  • should be in receipt of a Statement of SEN naming severe learning difficulties as the primary area of need;
  • should be between the ages of 4-11 years;
  • requires access to an appropriately differentiated, broad and balanced curriculum; and
  • present with diagnosed medical conditions/syndromes associated with SLD and may have additional physical and/or sensory impairments.

Children with Profound and Multiple Learning Difficulties (PMLD)

Children with Profound and Multiple Learning Difficulties (PMLD) have complex learning needs. In addition to their SLD, these children have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition. These children require a high level of adult support, both for their learning needs and also for their personal care. They are likely to need sensory stimulation and a curriculum broken down into very small steps. Some children communicate by gesture, eye pointing or symbols, others by very simple language. Their attainments are likely to remain in the early P scale range [P1-4] throughout their education.

Some children attending Medina House may have a combination of hearing and visual difficulties. They are sometimes referred to as deaf blind, but may often have some residual sight and hearing. As many also have additional disabilities it is often difficult to ascertain their intellectual capability. These children have much greater difficulty in accessing the curriculum and environment than those with a single sensory impairment. They have perceptual and communication difficulties and their acquisition of incidental learning is very limited. This can result in high anxiety and sensory deprivation. They require teaching approaches that make optimum use of their residual sight and hearing in conjunction with their other senses. They often require alternative means of communication.

Admission Criteria (PMLD)

To access a place at Medina House Special School the child:

  • should be in receipt of a Statement of SEN specifying severe or profound and multiple learning difficulties as the primary area of need;
  • should be between the ages of 4-11 years, and present with severe developmental delay;
  • present with diagnosed medical conditions/syndromes associated with PMLD and may have additional physical and/or sensory impairments.
  • may exhibit challenging behaviour and have limited educational capabilities making their placement at any of the other Isle of Wight provisions problematic; and/or
  • may have a multi-sensory impairment.

Children with an Autistic Spectrum Disorder (ASD)

The majority of children with an ASD are catered for within mainstream school settings, including those with Resourced Provision Centres (ASD). Whilst a significant number of children placed at Medina House Special School may have a diagnosis for ASD such diagnosis will not be sufficient to enable access unless the admission criteria for MLD (with additional needs), SLD or PMLD are also met.

notes

 

6 Normally considered to be functioning at or below the first percentile, as measured by up-to-date and appropriate standardised tests of cognitive ability.