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Diary - Harvills Hawthorn Primary School 25/09/13

Nature of support provided for the children

The school provides a wide range of support tailored to students needs. For
students with poor social skills there are nurture groups, where a home
environment is simulated, EAS children are provided special in school
intervention sessions, and GaT children are also provided with special in school
sessions. There is a sensory room for children with sensory issues, there are also
plans for a sensory garden. All support staff are qualified first aiders.

Nature of support provided for the teachers.

CPD courses are run throughout the year and teachers are encouraged to follow
any particular interests they have. Staff meetings are held once weekly and are
also often used as opportunities for teacher training.

Curriculum Content

As the setting is a nursery the content of the curriculum is quite fluid with
subject boundaries often being blurred. However, there are two distinct maths
and two distinct English sessions held each week. There is an attempt to
construct a balanced curriculum without the strong focus on the core subjects
found in the later Key Stages.

Special Features of the School

The school has a number of interesting special features. The nursery and three
reception classes are all connected and children are often encouraged to pass
into different classes and interact with staff and pupils from outside their own
class. The school has a swimming pool that is used to build childrens confidence
in water. The school also has a strong forest school programme and has teaching
school status.

Child Protection

Child protection is obviously taken seriously at the school. The headmaster is the
schools child protection officer and members of staff are encouraged to relay
any concerns directly to him.

Impact on trainees teaching as a result of the visit

The trainee was struck by the degree to which nursery is basic training for the
rest of school and for life in general. The children were being taught basic skills
such as how to walk in line or how to sit quietly and follow instructions. The
trainee was interested in what becomes of children who do not acquire these
basic skills and how the interact with the rest of school.

Recording Form 25
September 2013

Briefly record an account of the schools systems for;

Tracking the attainment of all pupils and, within that, monitoring the progress of
the pupils with SEN and/or disabilities (academic progress and social inclusion).

Long observations are used to monitor each child. Every child will be subject to a
long observation at least six times a year. A result of this is that every child will
be given at least one specific short-term objective which will be put on a
footsteps chart.

Less specifically academic achievements are recorded on Wow board, examples
could include being particularly polite or using very specific or lucid language

The Senco takes a strong role in tracking SEN pupils attainment. Each SEN child
has a tailor made programme of assessment which takes into account their
specific condition and needs.

Monitoring the outcomes of planning and interventions to support pupils with
SEN and/or disabilities across the school

The schools policy on assessing SEN students provides a number of methods of
monitoring SEN students progress;

1. Class Records
2. National Curriculum attainments
3. Reading sweeps and reading tests
4. Records of achievement
5. Reports
6. Observations
7. Known health plans

Diary - The Orchard School - 2/10/13

Special Features of the school

This is a special school. All students have complex learning difficulties. As such
the school is designed to accommodate its students. For example many students
have visual impairments, so many rooms produce a sound when entered,
allowing VI students to understand where they are.

The school has a number of other unusual features, such as a sensory garden and
a swimming pool. Many basic features of the school are specifically designed; all
corridors are wider than in an average school, to accommodate wheelchairs and
other equipment

The nature of the support offered to the children

A huge range of support is offered to the children. The support is individualised
to the pupils very specific needs and their targets are also driven by their
individual needs. Class sizes are very small: circa seven children. Classes are
mixed ability and mixed condition, with the exception of one class, which has
students who all have profound learning difficulties.

The content of the curriculum

Students follow the P stages designed to operate at a level below the national
curriculum. As students require multiple lessons to grasp new concepts a range
of innovative approaches are used to repeatedly introduce new points.

What other adults support the students

The school has a ratio of around two pupils to every one member of staff. Staff
support students in a number of ways, for example, by modeling activities one to
one or conducting assessments of a students progress. Staff also support
students physical and medical needs; all are trained to administer medicine.

However, as well as teaching support staff there are also medical staff on site. A
team of nurses is based permanently on site, and physiotherapists and doctors
also regularly visit.

Impact on the trainee

The trainee was conscious of the ways in which good practice displayed in this
school could be applied to mainstream schools. The deployment of teaching
support staff was of particular interest, specifically their role in on going

The trainee was also interested in The Orchard Schools outreach programme
and in relationships between mainstream and special needs schools.
Diary Pedmore Technology College - 9/10/13

Special Features of the School

This is a technology college. Design and technology is strongly emphasized at the
school. The students recently took part in a business programme where they
were able to design and sell items of clothing, a shop on Stourbridge high street
was hired for this purpose.

What adults support the children

There were very few support staff present. Most classes observed had simply the
teacher working alone. However, there were some technical staff present in the
design and technology block. There were also some teaching assistants present
alongside students with special educational needs. Though these were unusual
and only observed in one class.

The content of the curriculum

This was a standard secondary school curriculum. Students take a number of
compulsory subjects up to Year 9 before taking options in Year 10. One
interesting option was Urdu as a modern foreign language. This made sense as a
Urdu is a commonly spoken community language.

Impact on the trainee

The trainee was interested in the similarities and differences between secondary
and primary. Many of the techniques used in primary are replicated at
secondary level.

The trainee was also interested in Key Stage Three. It seems that there is a loss of
momentum in Key Stage Three. KS3 students do not seem to be the priority of
the school. It seems that less progress is made at this stage.