Pupil Annual Progress Report - Essay Example

General Progress Aaishah has settled well into her new school and this year. Within the year, As the year has progress, she has become an avid communicator and has learnt strategies to move herself from place to place to participate inexperience variousdifferent activities or explore her environment. She has been working hard to develop her independent skills and to prepare her for transition to the secondary school next year. Significant Achievement Aaisha’s the most significant achievement this year has been with her P-levels. When she first came to school she was assessed level P3(i) in communication and exploring and ordering the world (science and maths) of the level underpinning the National Curriculum. Recent assessment has shown that she has moved one levelr up and has secured level P3(ii) in communication and exploring and ordering the world (science and maths) of the level underpinning the National Curriculum. The prediction for the next year is that she will achieved level P4 in communication as she has already showning the ability which underpins this assessment level.   RECORD OF PROGRESS COMMUNICATION AND LANGUAGE Responding Aaisha has been working towards developing her understanding of steps in routine activities and independent handling objects within them. Aaishah has increased her attention to regularly used objects in familiar activities. Within the year’s progress, As the year has progressed, Aaishah has developed an increasing awareness thatbecome increasingly more aware that her activities have expected steps and that she needs to keepbe active within them. She has become more consistent in using objects in the ways in which they are intended forto be used. Aaishah has become more consistent in carrying out independent actions within familiar activities such as reaching out for the morning parachute, holding the register, looking at a drum, putting items back in the finish box, and looking at the washing up bowl when getting ready to put her cup away. She has shown that she knows what the next steps in several of her activities are. Aaishah has continued to respond more positively to clear firm instructions from adults when taking part in less motivational activities. She has continued to become more responsive to clear facial expressions indicating praise or “stop”/”no” from familiar adults. Also, she and has developed an ability to can give a cheeky smile when she has tryingied to avoid something or deviated from thea routine. Recentlyisentlly, Aaishah has becomebecame consistent in carrying out independent actions within familiar activities, such as reaching out for the morning parachute, tapping a drum, putting items back in the finish box when adults indicate it is time to finish. In addition, Sshe has learnt to attract adults’ attention appropriately to draw attention and interact get interaction from anwith an adult or a desire object / activity, by using vocalisation and signing. E.g. she now knows that in order to take a turn in an activity she needs to wait patiently and sign “me” to an adult leading the activity rather than on “her turns”, e.g. to any adult within the classroom. Interacting Aaisha has been working towards developing her interaction skills with her friends in Yellow. Aaishah has shown great interest and a rapidly growing level of intention when interacting with adults. She has remained verywell motivated by adults and adult attention. Aaishah has continued to take interested in looking for and tracking the movements of adults around her. She is now less absorbed by looking only for adult attention. In particular, Tthis has been evidencedparticular evidence during her integrations session or play time with Yellow classes. So fFor example, she will greet a friend from Yellow by hand shake or attract their attention to play with her by gestures and vocalisation. She will also use her mobility skills to move herself towards them rather thaen wait passively to be moved to a group of her friends at play as before. She has continued to use a range of facial expressions, has vocalised and has used animated actions to indicate whether or not she wants something which has been offered to her by them. She continues to trying to remove herself from something she does not want to explore together with them by signing ‘finish’ rather thean throwing or dropping objects as before. During integration sessions, she hwas been able to chooseice a friends to play with and has learnt to engaged in activity with decreasing adult support. rather then before. She will also choose a peer to perform dance with by wheeling herself rather thaen hand pointing from distance as before. Communicating Aaishah has been working towards developing her communication skills through the use using of signs. At the beginning of the school yeasr, Aaishah was communicating with people who she has encountered in her environment through vocalisation, facial expressions, gestures and the use of a single word, such as Anna, papa, nana, bus, and phrase ‘what’s that’.  As the year has progressed, she has become more comfortable with the new staff of her communication through signs and has developedbuilt her signing vocabulary. andShe now uses the signing vocabularythem appropriately. While Sshe will still use gestures to indicate her needs or wants, but this is often accompanied by one sign explanations, request, or statement. She has become more spontaneous in this exchange of latenow and has becomeis interested in others’ responses to her communication. So, for example, she has learnt to sign ‘me’ to indicate what she wants or asked for a turn in an activity. She will sign ‘finish’ to indicate that she has finished exploration. She will singn ‘book’, ‘mirror’ during self- occupation time to indicate her preferred object to play with. She will use a sign to indicate up communing or a wish to take the next step in a familiar activity. To illustrate,So for example, she will signg ‘swimming’ when being changed at the swimming pool changing room or tap her nose to indicate that the next step in activity is to smell food. SOCIAL AND EMOTIONAL DEVELOPMENT Aaishah has been working towards developing her interaction skills with adults and peers in her class. She has also been alsobeen working towards developing her independent skills during everydaythe routine activities, such as snacks or dinners, timeon a daily basis. Aaishah has coped well with her change of school and is now a very happy and contented member of the class. She very much enjoys being involved in social situations very much and thrives on any attention from adults. She has become increasingly persistent and assertive in seeking or maintaining such attention.  For instance, So for example, she will wheel herself in the direction of an adult to get attention rather thean pulling clothes when adult walk near her as before. She will also used signs she has learned over this year to indicate her needs or wants rather thean hand pointing to express her needindicate them and expect adults to go and get it for her. As the year has progressed, she has also become more tolerant of sharing space with a peer and developed her attention to other pupils’ actions rather thean focusinges mainly on the adult partner during activity as before. So for example, she will sign the first letter of ‘Huma’ name to indicate that she knows the name of pupils working alongside her during group session. She has also learnt and remembered the names of other pupils in the class and will point correctly in the indirection of a pupils when asked by an adult ‘where is…?’.  She has not only learnt to pay greater attention to other people’s actions, but has shown a greater degree of tolerance to being a part of larger group activities. Moreover, andshe has become reallyincreasingly settled and relaxed whilst watching and listening to everything around her rather thanen before she would constantly expecting to have full attention and finding itfunded difficult to wait for her turn in an activity. Not only has she As the year has progressed, she has not only developed greater attention to other pupils in her class, but she also developed a friendship with one particular pupil in her class named Charlie. She will happily spend time with him during the self- occupation time by holding his hand and singing to him her favourite song ‘row, row, row your boat’ or cover his eyes in attempt to play peekaboo game. She has learnt to and respond to his smile with a big smile to his smile and vocalisation, which is abig progress since as before she would take his hands away from her tray when he was approaching her. and Although Aaishah has shown limited awareness of her toilet needs she has shown clearer attention and responses during her changing routines and has learnt to sign ‘toilet’ when being changed. She has become more confident in co-operating with an adult when asked to coactively press the hoist control. Aaishah has become more consistent in vocalising and turning her head as she moves up or down. The girlAaishah has made excellent progress within her eating and drinking routine as the year has progressed. She has shown more willingness to takeing more responsibility for her own eating routine, for examplesuch as when eating her snacks and dinner. Specifically, So for example, she has not only has she accepted a variety of food on offer to eat, but she has also learnt towill also finger feed herself event when food is have sticky and wet (e.g. banana) whileas before she will refused to eat her snack. Whilst there are still certain foods that she particularly likes, she is no longer as reluctant as she once was in trying new foods offered to her providing that she has had the opportunity to smell the food. She has also learnt to pick up an open cup to drink and to hold a plastic spoon in her hand scooping food from her plate with adult support and verbal encouragement and is now able to drink juice independently. PHYSICAL DEVELOPMENT Aaishah has been working towards moving herself from place to place by using her self propel wheelchair and standing frame. At the onset outside of the year, Aaishah did not know how to move herself from place to place in her wheelchair and founded it difficult to use her hands with co-active support to move herself in theher chair even for a very short distance. Through support of the staff and the physiotherapist, who have developed a special physiotherapy program to strength her upper body while also and developinged her hands co-ordination gradually through the year, she has learnt much. To illustrate, she is now able to move her wheelchair with a touch of her hands in order to move across the classroom or to go to places near her classroom, such as, the SILD office, sensory rooms, or the library. At the beginning, she needed and adult co-active support to locate, and grip and push a metal rim in the wheels intended for the hands to go forwards and backwards. At first she has went slowly and found it doscuraging when her hands hurt when hitting the bumps. So she needed to be founded very discouraging to motivated for her to continue the task, which came in the form of and needed a lot of adult verbal encouragement. As her hands has strengthened and she has learnt to recognize what action takes place while goes to with pushing herself forwards and backwards, she has increased the distance to move she was able to move herself in and, later, then outside theof classroom. She has also developed a cleaver tactic and a problem solving ability regardingto moveing her chair safely from place to place. So forFor example, when someone triedy to stay in the middle of the corridor, while moving in this forward way she was able to avoid any obstacle there in corridor which could stopped her from moving. In the classroom, where her space to move theher wheelchair was more restricted, at first she found itded veryextremely frustrating when beingshe stacked between towo obstacles. Without notbeing able to manoeuvre her wheels, she soon discovered that sometimes using her hands to push herself from obstacle rather then manoeuvre her wheels it is quicker. Recently, she has been introduced to a new self propel standing frame she is now learning to use. Also, she has learnt to manoeuvre her wheelchair in a standing position during the play time after lunchtime. She has daily opportunities to use her standing frame and is now able to stay in her stander for up 30 minutes. The progress in using her stander as a mobile equipment has been good, e.g. when given enough time, she was able to move herself theЅ length of playground. At the same time, in order to Although to consolidate her skill, e.g. in manoeuvring, and using theher standing frame, she will need more then a year. EXPLORING AND ORDERING THE WORLD Aament of ingan her ability to use and control ICT devices in order to manipulate events and actions on a screen. She has also been working towards development of ing her exploratory skills and increased the time of exploring different stimuli during these  sessions. At the beginning of September, Aaishah paid some attention to new toys when adults demonstrated them and then worked coactively with them her.Throughout the year, Sshe has also begun to try a number of actions for herself after having several opportunities to encounter the object and the action. For example, she has stopped simply tapping at a single switch and has become consistent in using a single press on it in order to activate a computer program or equipment. She has shown a gradual but increasing awareness that some of the plasma screen programs need different actions and is beginning to use the “drag” function where necessary, although sometimes she still rushes, not waiting for one thing to finish before re-activating. As the year has progressed, Aaishah has shown greater attention to the use and control ICT devices when being adults demonstrated an action to her. At the onsetoutside of the year, she did not shown much interest in the plasma screen or classroom PC, but as she has discovered software’s entitled ‘Sounds in the Environment’, ‘Taking stories’ or ‘Music-touch’ which she has evidently appeasers to liked it. AsOf late, she has mastered the process of how to operate thesethis software’s operation. During these activities, she will use her vision and hand cortication well to manipulate, track and listening to the sounds or stories. She does it makes without adult help or encouragement. Apart from this, she has grownwas able to self-occupy for duration of up to 5 minutes. She will also choose between two simple games on offer to play with on the screen and touch the screen in attempt to activate preferred game and use the tap and drag action to play with it. It has been particularly pleasing to see her widening theher areas of interest in a verity of ICT equipment and technology across different curriculum areas. Specifically, o for example, during the sensory story “Under the sea” run by the speech and language therapist she will actively participate in press switches attached to different equipment (e.g. fun, fish tank, etc.) to produced wind, the sound of thunder or bubbles produced by humanness’ whale in the story.  During our big book session “Gingerbread man” she will press the Big Mac to activate sound of crocodile eatingen gingerbread men and will sign ‘crocodile’ when asked by an adult ‘who eat the gingerbread men?’. In our sensory story “We’re going on a bear hunt” she will not only press the Big Mac to activate simple phrase “oh, no”, but will also vocalise “oh” a few times before pressing the Big Mac to indicate that she knows what comes next in the story. Recently Aahisha has made a tremendous effort in participating in our sensory exploration where she was encouraged to use hands to explore different stimulus. She was able to explore different substances; for example, she has learnt to tapping water or squeezeing mud without any support rather than doing it en before when she needed a with a lot of adult encouragement as before (to evenpreviously, she did not want to even make an attempt to touch athe stimuli). While Sshe would typically ill usually refuse to touch unknown substances earlier, she has changed her attitude. In particular, Iit has been particularly pleasing to see her actually accepting and making independent contact with sticky and wet substances for longer periods over each session before signing ‘finish’ to adult (as before she wouldwill sign ‘finish’ when presented with a tray and stimuli ion it). She has also used a wide range of strategies to get to an object that she wants to explore, such as pulling Velcro, twisting a knob or flicking a clasp. She has started to put objects into a finish bag as well as removeing them from the box as a part of a activity. KNOWLEDGE AND UNDERSTANDING OF THE WORLD Aaishah has been working towards carrying out a register task with decreasing adult intervention. She has also been working towards completing steps in familiar activities and performing some action independently. This year Aaishah has been given the responsibility to collect and return the register to the office once a day. She has made tremendous progress with her register routine and is becoming embedded in her daily task. At the beginning of the year, she requiredhas needed an adult physical prompting and verbal encouragement by an adult in order to help her carry on and complete thea task. As her ability to manoeuvre her wheelchair has improved, she has learnt been able to move herself from the classroom through the corridor to the SILD office without needing an adult’s support or intervention. – aAdmittedly, she may get distracted if there is an open door inviting her to exploration or people passing by in the corridor, but she managesis managing to get to and, and from, the classroom most of the days. Only occasionally does she need with only adults occasionallyto provide physical prompting and reminding her about the task by gently positioning her hands on thea wheels, and verbalising “it is time for register”. She is also able to select the correct register from a choice of two – probably, recognising the red symbol depicting her class’s book. Generally, Aaishah has developed greater much more awareness of routes through the school. She knows that pressing the top bottom in the lift will get her to the roof playground during playtime. In addition, Sshe has grownis also well aware that different places in the classroom serve different functions. To illustrate, So for example, she will move to the table for snack, lunch and formal sessions, she will move to the play corner during self-occupation, or she will move to the toilet in response tod an adult signing ‘toilet’, etc. As the year has progressesd, Aaishah has demonstrated a good understanding in recognising the structure and sequence of her activities as she has become more familiar with them. She has become much more consistent and confident by showing that she is aware of the next steps within regular, familiar activities through the use of single worlds, gestures and signs. For instance, So for example, during a greeting session, she will touch her nose in responsed to an adult presenting to her a smelling box and asking her a question ‘now it is time for’; before the lunchtime, when an adult will putsting her apron on, she will say ‘Anna’, which is the a name of our dinner lady, as she shows ‘now it is time for dinner and Anna is coming’; during our sensory story, she will sign ‘book’ and ‘bear’ to indicate that now it is time for a story about the bear,; similrly, at the end of the school day she will point to her nose and sign ‘home’ when presented with a candle during a goodbye session;, when going by or waiting for a bus to take her home, she will point in the direction of the bus, verbalised and sign ‘bus’. As the year has progressed, she has become an avid communicator and has learnt toto let adult know that she not just only knows what comes next, but remembers the pattern of an activity. What’s more, Sshe has developed a capacity is able to understand simple instructions providing that they are presented in a simple format and carry themit out without requiring further prompting. There are a times when she will carry out an equivalent action spontaneously in order to gain a response from an adult. Specifically, o for example, she will place a cotton bottom with a smell in a small box, and put the top on, and wait patiently for her turn to place the box in the ‘finish’ box at the end of the activity, and then sign ‘finish’ to an adult. CREATIVE DEVELOPMENT Aiashah has been working towards extending the range of substance and materials she explore and music she will listen to and length of time that she will actively participate in creative development activities. Aaishah has developed her ability to stay focussed oin her creative art sessions and has shown a greater willingness to work with a variety of substances and materials as the year hasve progresseds. She has learned to tolerate wet and sticky substances and will now use both hands to touch these. She is far less preoccupiedy with keeping her hands clean now than she was at the beginning of the outside of the year, and will now allow her hands to be covered with paint or a substance for increasing periods in order to make marks on a paper to create, for example, e.g. posters for class displays before signing ‘finish’ and needing to wash her hands. She is making more consistent choices when offered materials to use, scanning two options visually and then making a choice by hand pointing, often asking ‘what’s that?’, and reaching out to grasp the one she wants once and adult has verbalised what is it is. She has shown increasing attention to what an adult is doing as they manipulate materials. She has begun to associate some substances and objects used regularly at withinthe sessions with particular actions. To illustrate, So for example, she will dip brush in paint before making a mark on a paper or adding shredded paper and sparkling gems on a peace of paper covered with glue. She has also accepted more diverse activities within her creative development sessions. For example, she has accepted the use of different tools (e.g. a paintbrush, a roller, a sponge) and is beginning to grasp them for longer periods in order to make marks on paper, when encouraged verbally by an adult. There have beenwere a times when she has carried out an equivalent action spontaneously in order to gain a response from an adult parsing her for her good work. At the beginning outside of the year, Aaishah was very specific about the music she would like to listen to or music someone being siang to her – it was only one song “row, row, row your boat”. During this activity, Sshe would happily hold an adult’s hand and joined with action. As the year has progressed, she has shown much greater willingness to experience other songs and participate in group music sessions. She has shown willingness to and shareing the experience with other pupils by attending to their actions and taking- turns in activities rather thaen just staying only with an adult. She has demonstrated an understanding of which actions go with particular action songs being sung and will now join by clapping and, making movements with her hands, when she hears the first words of a song. Even more, she now and signns the key word associated with a particular song, e.g., “bus” or “swimming” when the first words of “the wheels on the bus” or “five little ducks when swimming one day” are sung. As the year has progressed, she has learnt to sign “me” to asked for a turn in activity rather than pulling an adult’s hand or makeing loud noises to get adults’ attention (to compare, as before she knewow only this way of indicate ‘it’s my turn’ to take part in activity). She has also played more attention to her class friends’ action during these activities and will now observe their actions and sometimes even joined with their actions. She is now able to participate in these activities for up to 30 minutes. Read More