Information pack - Rutherford Schoolrutherfordschool.org.uk/wp-content/uploads/2014/10/... · Akka...

Caring FirstRespect Always

Informationpackwww.garwoodfoundation.org.uk

Registered charity number: 272905Company registration number: 1285858

www.rutherfordschool.org.uk

1a Melville Avenue, South Croydon, CR2 7HZTel: 020 8688 7560 Fax: 020 8406 8220

Email: [email protected]

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HelloThe Staff-and-Parent

relationship is excellent. The support and advice received from staff has

helped tremendously during tough times; and this is truly appreciated.

Claire Colins (Parent)

Outstanding - Don’t know what we would have done without the help of all the amazing and caring staff. My son is doing things now that we thought he would never be able to do and that is down to the extended family we have at Rutherford. TRULY AMAZING.Georgia Yates (Parent)

We are

Inclusive

Inclusive Education

Thermo Neutral Hydro PoolSaturday Club

Assistive Technologies

Rebound TherapyVisual Impairment

Hydro Therapy

Profound and Multiple Disabilities

Multi Sensory Room

Summer Club

Ages 3 - 19

Interactive Learning Area

Drama

We’re Rutherford School, a specialist independent school for pupils with Profound and Multiple Learning Disabilities aged between 3-19 years.

Our aim is to provide inclusive education to learners whose very

special needs are compounded by a high degree of dependency.

The school’s holistic approach facilitates learning that is supported

and managed by a specialist range of therapies which address physical

disabilities, sensory impairments and complex medical needs.

Information Communication Technology ICT

Rutherford School is leading the way in immersive learning and

ICT. We are very proud of our state of the art Interactive Learning

Area (ILA). The ILA focuses on enhancing pupils’ learning abilities

and enabling them to have control over their own environment

through the use of their own personal switches.

Individual sessions provide access for opportunities to

communicate, turn something on and off, relax or play and

control their environment. Activities include operating the

automated electric blinds and opening automated doors using

technology designed to facilitate this. We also have infra-red

sockets which allow mains powered domestic appliances to

be switched on and off by remote control, for example lamps,

radios and fans. This allows our pupils to carry out everyday

tasks themselves and provide support through technology.

Our Interactive Learning Area includesthe following:

L.E.D. colour wash lighting. This is the perfect

accompaniment to any hall or relaxation space. Coloured light

gently washes the walls with a range of subtle hues helping to

create a calming tranquil atmosphere. Colour Wash is a great

way to set an ambience or to reinforce learning.

Opti Music is a powerful multimedia switching system that

uniquely features light beams. As pupils move through the

beams any number of sound, image, video or lighting events

can activate a number of fully interactive scenes.

Tobii PCEye Go (Eye Gaze) is an easy to use, stand-alone eye

control device that can be used with personal computers

and laptops. It provides total control of your computer using

only your eyes. It can be used by over 95% of our pupils to

eye control, regardless of eye colour, glasses, contact lenses,

lighting conditions or head movements.

iPad 2 is proving to be a worthwhile resource in school. iPads

are not toys but a valuable teaching tool especially with PMLD

pupils. It covers much of our curriculum in an easy to use

format. We have developed bespoke programs for individual

pupils and implemented them with great success. From

sensory to visual and communication Apps the use of iPads in

the school is priceless.

Akka mobility platform is an ingenious electronic mobility

device which enables those children with disabilities to explore

the world around them independently. The Akka platform

helps the young children to interact with their environment,

aids development of spatial awareness, as well as providing an

introduction to power wheelchairs at an early age.


1a Melville Avenue, South Croydon, CR2 7HZ

Tel: 020 8688 7560 Fax: 020 8406 8220


Interactive Learning Area

At Rutherford School we are proud to offer Drama Therapy.

Drama therapy is an intentional form of therapy used to

achieve therapeutic goals by utilising drama and/or theatre

processes. This can include creative methods such as:

•Art

•Music

•Singing

Sessions are tailored to each child’s individual needs. •Provides opportunities for pupils to express their feelings.

•Work towards achieving individual set targets.

•Focus on interpersonal relationship skills.

Sessions are: •Active

•Experiential

•Highly adaptive

At the heart of Drama therapy is the concept of play: •Playing is important for all areas of development.

•Through experience children learn.

By enabling children to engage and play at their own level they can: •Explore new ways of behaving and relating to others.

•Build their confidence.

•Developing social and behavioural skills.

Drama therapy can help children in the following way: •Maintaining, developing and learning new

communication skills.

•Help to express feelings.

•Help to safely manage difficult behaviour.

•Develop social skills and interaction with others.

• Increase levels of self-confidence.



Tel: 020 8688 7560 Fax: 020 8406 8220


DramaTherapy

Rutherford School has its own Aquatictherapy pool on the premises.

Aquatictherapy is offered to all our pupils on a weekly basis

with the Physiotherapy team. The water temperature of 34

degrees provides optimum temperature for the children to

maintain their body temperature and for muscle relaxation.

This helps to increase range of movement during mobilisation

or stretches in the water.

The hydrotherapy pool can also be used to decrease any

discomfort and decrease pain post-surgery. The buoyancy of

the water supports the pupils improving their ability to move

in the water. The water can be utilised to resist movements

during strength work.

Aquatictherapy/Hydrotherapy is the ideal environment to work

on physiotherapy goals, and education targets.

Sessions aim to:

•Maintain range of movement.

•Gain flexibility.

•Strengthen muscles.

•Enhance abilities.



Tel: 020 8688 7560 Fax: 020 8406 8220


AquaticTherapy

Rutherford School offers aquatic therapy/hydrotherapy and rebound therapy to external children. Some of these services are subsidised by the school to enable us to have very competitive prices.

The external services are led by our Highly Specialised Senior Paediatric Physiotherapist Lucy Harris. If you require further information please contact Rutherford School on 0208 688 7560.



Tel: 020 8688 7560 Fax: 020 8406 8220


External Services and Pool hire

The Physiotherapy Team will work with Families and the Education Team to develop a suitable physical management plan for the pupils.

This will involve:

• Discussion with families about concerns over a pupil’s

physical development.

• Assessing what the pupil can do and what his or her

physical needs are.

• Establishing long term goals for the pupil and how to break

these down into short term achievable targets.

• Joint working with other Therapies and Education to

establish joint goals and a holistic approach to the

pupil’s needs.

• Working on individual activities with the pupils as a part of

their overall physical management.

• Producing an initial assessment on new pupils and then

subsequent yearly reports on his or her progress at school.

• Advising families on continuing physical management at

home through home visits as required.

• Attending any other appointments as and when families

request support.

• Liaising with other professionals and outside agencies that

are involved with the families and their child.

• Designing of physical management programmes

(PE, Hydrotherapy, Rebound Therapy and postural

management,) that can be easily integrated into the

school routine.

• Assessment for and review of postural management

equipment at school and home (seating systems, standing

frames, sleep systems and lying boards etc.).

Aims of Physiotherapy:

• Maximise the pupil’s functional abilities.

• Minimise the risk of contractures and deformities.

• Postural management.

• Improve activities of daily living.

• Improve ability to communicate.



Tel: 020 8688 7560 Fax: 020 8406 8220


Paediatric Physiotherapy

“Rebound Therapy” is the use of trampolines in providing therapeutic exercise and recreation for people with a wide range of special needs.

Participants can range from mild to severe physical disabilities

and from mild to profound and multiple learning disabilities,

including dual sensory impairment and autistic spectrum.

(Eddy Anderson, 1969).

Rebound Therapy is used to facilitate movement, promote

balance, promote an increase or decrease in muscle

tone, promote relaxation, promote sensory integration,

improve fitness and exercise tolerance, and to improve

communication skills.”

Each class team at Rutherford School has had comprehensive

Rebound Therapy training and are qualified to lead sessions.

This enables the pupils to have access to the trampoline

with class staff or with the Physiotherapy team. During

these sessions children work on carefully planned targets

as outlined in their Individual Educational Plan which is

agreed in combination with our teaching staff and

Paediatric Physio Therapy team.



Tel: 020 8688 7560 Fax: 020 8406 8220


Rebound Therapy

Occupational Therapy is used to enable pupils to participate fully in every aspect of their life having more successful participation in daily life. This may include prescribed or bespoke provision and the use of specialist equipment.

Our dedicated Occupational Therapy team aims to assist

pupils at Rutherford with daily life skills and to maximise

opportunities for participation in all areas of the curriculum

and opportunities and experiences out of the school

environment.

The focus is on increasing opportunities and life chances, and

to guide the pupil towards adulthood with the best possibility

of fulfilling themselves.

Occupational Therapy is just one part of the holistic approach

we follow for each pupil attending our school. It involves:

• Working with the pupil, family and teaching staff.

• Identifying areas of daily life which are problematic by

collaborating with all those involved in the pupil’s care.

• Linking therapy to a practical part of the pupil’s routine.

• Addressing appropriate needs without placing undue

demands on the family and education staff.

Some of the assessments that the occupational therapists at Rutherford School provide are:

•Positions for function. It includes wheelchairs, class chairs,

potty chairs and other positions that enable the pupil to

access his/her environment and school tools.

•Hands for function. The occupational therapist assesses

components of function that are required to use hands in a

purposeful way to feed themselves, help with dressing or use

school tools.

•Orthotics for hands and arms. The occupational therapist

routinely assesses and works with pupils to maximise their

participation in tasks such as dressing, toileting and eating

and drinking.

•Access. The occupational therapist focuses on removing

barriers from the pupils’ ability to learn, helping pupils

develop skills which increase their independence in school

environment, and educating school staff about the

different considerations required for pupils with disabilities.

Our therapists follow two main approaches of intervention:

•Restorative approaches. To establish and develop a

new skill such as cause and effect. This might be through

direct intervention or through advice and consultation with

education staff and families.

•Adaptive approaches. To adapt and/or modify the task

or the environment.



Tel: 020 8688 7560 Fax: 020 8406 8220


Occupational Therapy

Speech and Language Therapy at Rutherford School is provided by a Clinical Specialist Speech and Language Therapist who works three days a week during term time.

The aim of Rutherford’s Speech and Language Therapy service

is to pursue the right of every pupil to have an effective means

of communication appropriate for their skills and to ensure

that pupils are safe with regard to their swallowing, eating and

drinking skills.

Aims:

•To provide an appropriate level of advice for all pupils.

•To facilitate on-going development of an appropriate

communication environment at Rutherford School.

•To provide training and mentoring for staff to enable their

performance in relation to speech and language skills.

•To ensure children’s safety when eating and drinking

by providing risk assessments and Standard Operational

Procedures.

•To ensure development of communication skills are

embedded within the school curriculum.

•To develop teaching staffs’ assessment and teaching skills

relating to communication.

The aims and objectives of the Speech and Language Therapy

service are achieved by working in a collaborative approach

with the pupil, education and therapy staff and the child’s

family / carers.

Areas of Intervention

Areas of Speech and Language Therapy include:

Communication and eating and drinking. Communication is

a very wide area of development and underpins all learning.

Communication includes the following;

Pre-verbal Skills. Include; play, attention, motivation,

eye contact/eye gaze, anticipation, turn taking and cause

and effect.

(Verbal) Comprehension. Include; the understanding of

spoken vocabulary, key words, context and situation, signing

and visual aids.

Expressive communication. This may or may not include

speech; it also refers to signing and the use of visual aids such

as objects, photographs and symbols and will involve body

movements and vocalisations. Some people are able to use

visual aids on electronic devices which can be used as voice

output devices.

Pragmatics. To involve how communication skills are used

and how appropriately language skills are utilised.

Alternative and Augmentative Communication (AAC). Involve ICT skills and visual aids.

Short and long term aims for communication are embedded

in the children’s I.E.P. (individual educational programme)

planning. This is an integral part of effective treatment

supplied by the Speech and Language Therapy Service.

All therapy led pathways are implemented holistically by

multidisciplinary teams within school.



Tel: 020 8688 7560 Fax: 020 8406 8220


Speech andLanguage Therapy

Rutherford School, in partnership with Croydon Council, offers a Saturday Club for children and young people with PMLD and complex special educational needs.

This club is on offer to all children and young people (aged

6 – 19 years) in Croydon with PMLD, complex medical and/

or special educational needs. There is a formal application

process, which will also involve a nursing assessment of the

child’s needs for medical support. Saturday Club sessions

run from 10.00 am to 3.00 pm; we aim to open at least three

Saturdays per month. The club is staffed by highly-experienced

staff and members of the school’s nursing team.

Current activities include: art and craft, stories and poems,

cooking, activities to enhance use of the senses, opportunities

to use the school’s technology facilities, and outings on an

occasional basis; we plan to re-introduce swimming very soon,

and to introduce rebound therapy in the New Year.

In addition to Saturday Club, Rutherford School also offers a

Summer Club for a two-week period during the summer holidays.

The Summer Club runs from Monday to Friday from 8:45 am to

3.15 pm, and is staffed by members of the school’s regular staff

team. We hope to be able to offer this facility to external pupils

from Summer 2015. Please enquire.

Activities include outings, swimming, rebound therapy, art

and craft, cooking and outdoor activities in the schools lovely

grounds and sensory garden.



Tel: 020 8688 7560 Fax: 020 8406 8220


The Saturday & Summer Clubs

All enquiries for Saturday Club and or Summer Club to: Jenny Borg, External relations Co-ordinator, Rutherford School at [email protected], or call 020 8688 7560

Music therapy is a specialised clinical intervention.

Music Therapists primarily use improvised music to:

•Engage with their pupils in shared interaction.

•Respond to their pupil’s initiations.

Music therapy aims to build an emerging therapeutic

relationship to facilitate the development of essential

cognitive and communication skills, as well as providing

an outlet for creative expression.

Music as a non-verbal language, is an ideal medium for

pupils with profound and multiple learning difficulties.

Individual sessions offer pupils opportunities to learn more

about themselves in a comfortable, supportive environment.

Where appropriate, group sessions may also facilitate the

development of many social skills.

Music Therapists are professional musicians. Their role is to:

•Listen and observe their pupil’s spontaneous music making.

•Respond in a ways that encourage further interaction.

•Support communication.

•Build confidence in how pupils relate to the world

around them.

Two music therapists work at Rutherford School and their roles include the following:

•Provide music therapy assessments and ongoing clinical

sessions for children in 1:1 and group therapy settings.

• Integrate communication-based objectives into clinical

sessions.

•Provide clinical reports for annual review meetings.

•Monitor and review pupil objectives on a regular basis

in consultation with teachers.

•Facilitate in-house training to staff about principles of

music therapy.

•Liaise regularly with other therapists in multi-disciplinary

school team.

•Host observational visits for music therapists in training.

A Short Case Study

Anna is a 10 year old child with Rett’s Syndrome. She has

attended 1:1 music therapy for 4 years. Her original referral

from her class teacher highlighted a spontaneous and

enlivening response to musical stimuli and that music therapy

sessions might provide a space in which Anna could develop

her pre-verbal communication and social skills through

musical interaction with the therapist.

During the assessment phase of the therapy, Anna

demonstrated a lively and curious response to a range of

musical sounds, and through short episodes of interaction

with the therapist, it seemed evident that a period of ongoing

therapy would provide an appropriate outlet for Anna’s

emotional and social communication. As the process of the

therapy continued, and through repetition of familiar musical

material, Anna gradually became more confident and openly

expressive in her music-making, and this in turn enriched the

therapeutic relationship with the therapist.

Anna’s teacher in class has recently commented:

“Anna has become more confident in using her pre-verbal

communication skills in class, and she is a much more lively

personality generally. She also uses objects in a much more

functional and meaningful way since she has been attending

music therapy”



Tel: 020 8688 7560 Fax: 020 8406 8220


MusicTherapy

The multi - sensory room at Rutherford was specifically designed for the needs of the individual pupils within the school.

Each piece of equipment has been installed and positioned in

such a way that there is enough space to make it accessible

and functional for all our pupils. The complete black out

concept of the room allows less distraction making this an

ideal environment not only for our visually impairment pupils

but also for our sighted students who use the room.

Richard Hirstwood, provided the advice on bespoke aspects

of multisensory environments. Lee Lemmings of Sensory

Guru is a specialist in the design and installation of sensory

environments which includes gesture controlled software.

The room is visually inviting and provides the “optimum”

working environment for all of our pupils whatever their

sensory impairment.

Multi-Sensory Activities include:

•Bubble tube

•Height adjustable infinity tunnel

•Fibre-optic curtain & ball.

•Sound & light panel

•Solar projector to use with large white screen and/or

black or white umbrellas.

•Multi-sensory stimuli e.g. Small light sources, textured balls,

light pillows, vibro glo, vibrating tubes etc.

•Software such as big bang patterns

•High contrast geometric pattern boards

•Silver prism boards

• iPad

•Communication resources such as puppets, music,

switch operated toys, big mack switch story books.

All equipment is switch adaptable.

Case Study:

Bobby’s Story

When Bobby first came to Rutherford School his mother was

told that Bobby had been diagnosed with Cortical Visual

Impairment and had limited vision.

He was introduced to weekly sessions in the multi-sensory

room. He had very little visual responses to the large light

sources. We continued to work on his Visual Impairment

programme which was designed with the input of Croydon

Visual Impairment Services.

After 6 months it became apparent that his vision was

beginning to change as he started showing awareness of

moving lights. He would turn to look briefly at them and

then look away soon after. With regular sessions and also

opportunities to work with light stimuli within the classroom

his visual skills improved.

Bobby has been receiving weekly sessions for 4 years now and

is still overseen by the “Visual impairment Service” that are

always there to give advice whenever required. He now is able

to work in a lit room with coloured objects rather than light

sources. He also accesses visual apps on the iPad during his

sessions with very little prompts.

Working in the multi-sensory room has opened up a whole

new world for him visually and he is able to work on some of

his specific learning targets within these sessions.



Tel: 020 8688 7560 Fax: 020 8406 8220


School Multi-Sensory Room

The Nursing Team at Rutherford school delivers nursing care to the pupils to enable them to access the curriculum as fully as possible.

In order to meet the medical needs of each pupil within the

context of the school routine, they work in partnership with

parents or carers, the school’s intra-disciplinary team and other

external professionals as necessary.

The nurses are experienced in the management of children

with complex needs including, for example epilepsy, enteral

feeding and complex medical conditions. They are committed to

providing evidence-based care and to keeping up to date with the

latest developments in nursing practice.

The nursing team administer prescribed medication to pupils

during school hours and give enteral feeds as prescribed.

Pupil’s heights and weights are recorded on a regular basis.

In order to prevent unnecessary disruption to pupils’ education,

the Nursing Team works in collaboration with Community

Health Services to provide regular medical clinics. Dr Joy Okpala,

Community Paediatric Consultant conducts these clinics in

school with a member of the nursing team, the class teacher and

the pupil’s parent or carer.

A dietician from Croydon University Hospital runs regular Dietetic

clinics in school in conjunction with the nursing team and the

Dysphagia specialist to provide nutritional guidance and support.

Parents/Carers are invited to attend these clinics.

The Community Dental Service visits the school every 6 months

to see those pupils whose families have given consent. Families

do not generally attend but if there are any concerns these are

communicated to parents by letter.

These clinics are provided to assist in the welfare and

development of pupils and to prevent them having to spend

unnecessary time attending external appointments out of

school hours.

The school nurses are available to provide nursing advice

and guidance to parents and carers during school hours.

If a more in-depth discussion is required this can be arranged

by appointment.

The Nursing Department at Rutherford School is also an

approved training establishment for Student Nurses from

Kingston University who are either studying Learning Disability

or Child Branch nursing.

“…a great team of nurses, they have all contributed significantly to my learning needs…”

“…lovely school , lovely people…”“I enjoyed observing different nurses’ safe practice…”

“The school had a very good atmosphere”

The nursing team similarly appreciate having student nurses

– they come with fresh ideas and teaching them reinforces

our own learning and safe practice.



Tel: 020 8688 7560 Fax: 020 8406 8220


NursingTeam


Informationpackwww.garwoodfoundation.org.uk

Registered charity number: 272905Company registration number: 1285858

www.rutherfordschool.org.uk

1a Melville Avenue, South Croydon, CR2 7HZTel: 020 8688 7560 Fax: 020 8406 8220


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