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Henry Tyndale School

Primary School

Introduction / Organisation

 

The Primary school consists of Early Years, Infant and Junior classes. Pupils from Class 1 that have profound and multiple learning difficulties also participate in Key Stage 1 activities. They integrate with their peer group at least one afternoon a week and join their peer class at other times for appropriate sessions.

Early Years caters for up to sixteen children aged for up to two years before they reach compulsory school age. There is a teacher and three support staff. All the children attend on a part time basis for either morning or afternoon sessions. The children start off with one or two sessions a week and this builds up to five sessions a week as they approach Reception age.

All the Early Years children go through the statementing procedure and the majority of children move up into the Reception Class. A few children will usually go to other specialist provision, such as a language unit attached to a mainstream school or into mainstream with support.

The infant classes cater for up to ten pupils with one teacher and three support staff.

 

Curriculum

 

Early Years and Reception follow the Foundation stage which covers six areas of learning:

 

Communication language & literacy

This area of learning covers listening skills, comprehension, expressive skills, pre-reading skills and books, pre writing and writing skills. This will include objects of reference, makaton signing and use of symbols.

Mathematical Development

This includes sorting, matching, pattern/sequencing, ordering and early number skills, as well as shape, space, measure and mathematical language. 

Knowledge and understanding of the world

This area develops skills for and forms the basis of such National Curriculum subjects as Science, History, Geography, Information & communication technology and Design & technology.

Creative Development

This area covers music, movement, dance and art & craft activities (painting, printing, modeling, playdough).

Physical Development

This area develops fine and gross motor skills. It involves the use of tools, objects and construction apparatus, as well as small and large indoor and outdoor equipment.

Personal Social & Emotional Development

This area provides opportunities to develop self-confidence, build relationships, and develop independence, play and self help skills.

 

Key Stage 1

 

Classes 3 and 4 follow the National Curriculum, which is differentiated to meet the child’s individual needs. It also helps to ensure that each child receives a broad balanced curriculum.

The core subjects for Key Stage 1 are English (includes language and communication), Personal Social and Emotional Development and Mathematical Development. The remaining subjects of Science, History, Geography, PE, Music, Information & Communication Technology, Art, Design & Technology form the foundation subjects. In addition R.E. is taught to all pupils at an appropriate level.

 

The mornings in the department include literacy and numeracy sessions, where early reading, writing and number skills are developed. Emphasis is placed upon developing communication and language skills through the use of the spoken word, Makaton signing, symbols, and augmentative systems such as the use of switches. The afternoons are more typically used for such activities as PE, art, design & technology and swimming.

Personal Social and Emotional development provides opportunities to develop self-confidence and self-esteem, increase independence through appropriate behaviour, building relationships and improving self-help skills. This includes toilet training, dressing, and feeding skills.

Music for Reception, Classes 2, 3 and 4 involves weekly music sessions with a peripatetic music teacher.

Science, history and geography are taught as half termly modules over a three-year cycle.

All Lower School pupils use the school hydrotherapy pool on a weekly basis for swimming as an activity with the PE curriculum.

Throughout the lower school class teachers are responsible for teaching their own class for all curriculum areas. However the classes do join together for weekly assemblies and such special events as Sports Day and Christmas. Lower School also participates in certain whole school events for example Harvest and Christmas.

 

Community Links

 

Early Years and the infant classes all access the community for outings and to use the local facilities. Visits take place to the sensory suite, shops, library, parks, museums and many other places of interest. Some children access integration sessions with their peers in local mainstream schools or preschools and on occasions pupils from the mainstream sector come in to our school to share our facilities and resources.

 

Key Stage 2

 

In the Junior Team there are 4 classes each with a teacher and 3 assistants. Classes have no more than 10 pupils, grouped according to their chronological age.

All classes have pictorial timetables. Objects of Reference, PECs and TEACCH programmes are used where it is appropriate.

 

Curriculum

 

The core subjects are literacy, numeracy and P.S.H.E.

Literacy hour follows the recommended structure as laid out in the National Curriculum Guidelines at Key Stage 2, suitably differentiated to meet the range of needs presented by our children.

Pupils have opportunity to enjoy big book story and follow up work includes work related to the story and IEP targets.

The speech and language therapist oversees the language work through out the department with specific programmes for some pupils.

Numeracy is based on the National Curriculum Guidelines for teaching at Key Stage 2 and planning is based on the Numeracy Strategy.

The 45-minute session includes oral Maths and practical/recorded activities related to plans. Both subjects are taught in class groups with differentiated tasks set to meet individual pupil’s outcomes. This is timetabled for 4 mornings a week.

On a Tuesday afternoon a less formal structure is used. This incorporates the use of the music/drama room; food cookery or art room to encourage pupils to apply learned skills in a different context and develop their spoken language. During this afternoon pupils from class 1 (P.M.L.D. class) join their peers for integration.

The youngest pupils are in Class 5 and the are given opportunity to develop their pre-literacy and pre-number skills through the use of music and a more sensory curriculum.

P.S.H.E. is seen as a very important area for pupil development. This is part of our daily routines and is taught as a discrete subject in the top class.

Coverage includes self-help skills, personal hygiene, sex education and social skills. Snack time, playtime and lunchtime are ideal opportunities for children to mix and enjoy one anothers company.

Classes join together for free choice activities and for special activities such as parties, choosing time and wet playtimes.

 

Other curriculum areas

 

The following subjects are taught as discrete subjects during the year.

History and Geography are taught alternately each term. The pupils have opportunity to go on visits in the community to enrich their experiences. These include workshops at the local Museum, outings in the community to the shops, parks and wooded areas. A variety of activities are organized to take place in school.

Science is taught through termly modules based on the National Curriculum at Key Stage 2. Design Technology, Art and Food technology lessons take place in the specialist rooms. The pupils work in small groups learning to use simple tools safely to produce a finished product.

Displays in the classrooms and around school reflect the quality and range of techniques the children have learned.

Pupils enjoy P.E. and activities include sessions at Rushmoor Gym where the pupil work towards Nationally Accredited Rewards and is the venue for our Annual Sports. Horse riding and Ice-skating are included on the timetable.

All pupils have 20 sessions of swimming a year at the public pool. Those pupils for whom this is not appropriate have sessions in the Hydrotherapy pool on site. Pupils may be grouped according to their interests or need. Additional activities in the summer term include visits from professional footballers and cricketers and pupils join mainstream schools for competitions. R.E. and multi-cultural activities take place termly with an R.E. day giving pupils opportunity to experience other religions.

Music is taught by the music co-ordinator to classes 6 7 8. Pupils in class 8 join friends at the Special Schools Carol Service in Winchester. The pupils take part in other local musical events run by the Music Service.

Regular weekly assemblies give pupils opportunity to share their work and celebrate their success receiving certificates and medals for their achievements.

Samples of the pupils’ work and experiences are compiled in their ROA and are shared with parents and friends on a regular basis.

 

Community Links

 

The pupils are well known in the community. The classes visit the local public library and take books to read at home. Pupils have opportunity to visit the local parks, adventure playgrounds and countryside. Regular shopping trips and visits to the town center enrich their experiences. A number of pupils take part in sessions that are organized and run at the mainstream schools. For some pupils this is another opportunity to apply and learn social skills. A number of pupils will be preparing to leave Henry Tyndale and go to units or on to secondary provision from 

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