The school day begins at 8.45 am and ends at 3.30 pm. Most of our morning are made up of English and Maths sessions. The high staff pupil ratio allows many opportunities for learning in a variety of ways: visual, kinesthetic and aural. This input is further enhanced by 1:1 specialist teaching where appropriate. The afternoons are dedicated to Science, History, Geography, Environmental Studies, Art/DT, PE, PSHE and Music.
Each child does follow a curriculum based on their individual needs using the results from entry reports form the basis of an educational programme for each individual, which is devised using information from all professionals who have input with that child, including for example Speech and Language Therapists or Occupational Therapists. Specific targets are outlined in individual education programmes, which are reviewed termly with parents and pupils. Pupils are fully involved in tracking their own progress using our ‘Bulls-eye’ system. Information on the IEP is shared with all teachers and Learning Support Assistants. Pupils can also receive specialist 1:1 tuition from a qualified Dyslexia Tutor.
Multi-sensory teaching resources, materials and methods are employed throughout the school. There are many opportunities for discussion, group work and creative work. Skills are supported through computer literacy, including touch-typing; a significant number of pupils have their own lap-top where appropriate. Assistive Technology skills and knowledge are promoted throughout the school curriculum and help pupils’ develop their independence and optimize their access to the curriculum, allowing each pupil to work at their potential.
We have an excellent staffing ratio, with 7 to 10 pupils in each class, and an overall staff ratio of approximately 1 adult to 3 pupils. Such a high ratio ensures the progress and provision for individuals is monitored; observations about the children are shared appropriately and constructively. As we are such a small school all members of staff are in the position of being able to fully understand the needs as well as the strengths of each individual pupil. “Outstanding welfare, guidance and support ensure that safeguarding and pupils’ welfare are given the highest priority in the day to day running of the school.” Ofsted 2011
“A key strength is the dyslexia centred, multi-sensory and highly structured approaches applied across subjects. This ensures that learning and progress in all subjects, particularly in reading, spelling and handwriting are built up systematically in small steps. Pupils are taught a suitable range of subjects, including science, history, geography, religious education, design and technology, art, music and Spanish. There is strong emphasis on personal, social and health education, which enhances their personal development and promotes their independence skills.” Ofsted 2011
The school is now using before school and after school clubs, which are accessible to the full range of children, organised by Cambridge International School and funded directly by parents.
The school has been applauded for its provision for pupils’ personal development. We are a welcoming, happy, community where the contribution of every member is valued. A commitment to self-evaluation is evident with our Inclusion Quality Mark in 2009 and we have achieved the Bronze and Silver Eco-Warrior Awards. In addition we were delighted when the Special Needs Teacher of the Year Award Eastern Region was awarded to a member of the teaching staff in 2009, following a process of self-evaluation and assessment.
Any particular gift or talent would be reflected in pupils’ education programme.