For a number of years we have delivered the National Curriculum through a creative approach, linking or blocking subjects as appropriate. Following evaluation of what we are providing, the class structure we now have, the staff within the school and, most importantly, the children in our school, we have recently revamped our curriculum to ensure every subject shows a clear progression of skills and knowledge. This approach ensures we are delivering what our children need in our unique school, and enables us to track the acquisition of skills and knowledge across the subjects of the National Curriculum. More information about our curriculum can be found under the Learning tab, which will be updated as we introduce the new themes.
We are also changing the way we teach PE, having recently been trained in the REAL PE methods. This is again a skills-based approach, laying much more emphasis on the development of fundamental movement skills, leading to better core strength, agility and accuracy, which can in turn be adapted to a whole range of sports when the children are ready.
For RE, we follow the Discovery RE programme, an inquiry-driven curriculum which matches the requirements of the Locally Agreed Syllabus.
We follow the Letters and Sounds approach to teaching Phonics. Initially, children will read books which only have the sounds they have learnt. We have books from the Bug Club reading schemes to help children apply their knowledge of phonics and learn the skills of reading before going onto a wider range of scheme books, then ultimately becoming ‘free readers’. Once fluent, our well-stocked library provides plenty of choice for the children to experience a wide range of fiction and non-fiction.
Special Education Needs and Disabilities
Our school aims to meet the individual needs and develop the full potential of every child in the school. Some children have special educational needs but not all children with special educational needs are children with learning difficulties and the very able child may also require individual support.
Initial identification of children’s needs is made by the class teacher who discusses concerns with the parents/carers and the SEND Co-ordinator. Individual education plans to support the child are drawn up and interventions are agreed. The advice and support of outside agencies may also be sought and sometimes assessments are arranged. Where necessary, the school can request that children are seen by the Audiologist or the Speech Therapist. The school has recently been adapted with acoustic facilities for hearing impaired children.
The Special Needs Co-ordinator liaises closely with all members of staff and ensures that the Governors are kept informed of the support work being undertaken.
Throughout the provision of learning support for all children with SEND there will be due regard for the Special Needs Code of Practice and the very important links between home and school.
You can also find further information on the Dorset Council website: CLICK HERE.