About our school |
| Posted by School Website Administrator (siteadmin) on Nov 16 2010 at 6:13 PM |
Pupils in the Primary Phase usually have one class teacher and teaching assistant. However they can also experience teaching in some of the school’s specialist areas [e.g. Food, Art, Music, Design Technology, ICT and Science].
From Key Stage 3 pupils are taught throughout by specialist subject teachers in specialist subject teaching rooms. The school has a speech and language therapist who works two days each week and as a result of gaining specialist status the school is employing two occupational therapists who work for a total of three days per week.
The school shares a campus with a mainstream primary and secondary school and provides an ‘in-reach’ service for pupils from other schools as well as an outreach service supporting staff and pupils in their own schools. As well as support during term time for groups of pupils there are also inclusive holiday schemes and after school clubs for all children offered at Alderman Knight School.
A distinctive ethos and identity:
Alderman Knight is recognised as a school with many outstanding features. It has an excellent reputation within the local authority and community as a school where children with a wide range of special educational needs are given every opportunity and support to flourish and to grow up to lead safe, happy, healthy and successful lives. It has a reputation for effectively meeting the needs of pupils with Autistic Spectrum needs.
However a common need of all our children is the development of communication and interaction skills. This is a trend reflected across the county and it is apparent that there are more children within mainstream and special schools who need support in this area. As a result we decided that the best way to support both our children and the local community was to achieve specialist status in the area of
‘Communication and Interaction’. We have been a specialist school since September 2009.
Raising attainment and achievement:
As stated all our pupils have some difficulties in the areas of communication and interaction which can
cause significant barriers to academic achievement and social inclusion. However their attainment
and achievements are at least good and for many pupils in many areas, outstanding. This is because
of the way the school works to personalise learning for each pupil through detailed knowledge and
understanding of their needs. It ensures all provision and interventions are informed by assessment
and that school staff use appropriate teaching and learning strategies as well as a creative curriculum
designed to challenge and engage our pupils.
This includes:
• use of the Gloucestershire Total Communication approach and support for all staff, pupils and parents to learn to sign through sessions in school, parents evening classes and weekly newsletters;
• use of visual and signing strategies in the teaching and learning routines for pupils;
• use of social stories to develop thinking skills and support changes in behaviour or preparation for change;
• visual timetables for groups and individuals; work stations; timers; low stimulus classrooms;
communication and interaction / social use of language sessions for pupils;
• additional therapy support including speech and language support two days a week, occupational therapy support, three days per week and a full-time learning mentor to support children with social and emotional needs and their families;
• embedding PSHCE, literacy and numeracy skills within every aspect of the school curriculum;
• structured activities during breaks;
• annual school residential journeys;
• after school clubs and activities all designed to develop interaction skills.
Broadening and extending opportunities throughout our community:
The school has extremely good links with the local community and is well supported by it. In the last year, as a result of our Specialist Status, the school has extended its links with community and business groups in order to provide pupils with additional relevant experiences. As well as extending opportunities for children in other schools, seeking to help secure the five ‘Every Child Matters’ outcome for as many children as possible:
1. Healthy
The school is a ‘Healthy Plus’ school and has achieved Artsmark Gold and the Sports and Active Mark
awards. A 15 minute programme ‘Healthier Living’ about the school’s approach to healthy living was
commissioned by the Department of Health and produced by Teacher TV and shown in May 2008.
Associated articles regarding the teaching of PSHCE in special schools were published in Department
of Health publications and on the website. The school was also judged outstanding by OfSTED in June 2009 in this area.
2. Safe
The school has a Learning Mentor. This is crucial to supporting pupils with social and emotional needs
and identifying and working with vulnerable pupils at risk of harm through their circumstances. This
member of staff is a trained counsellor and her experiences enable her to carry out this vitally important role to help ensure pupils stay safe. Part of the role involves liaising and working with outside agencies and families to secure the additional support needed by these pupils. Multi-agency meetings are held at the school as necessary.
Some agencies visit more regularly e.g. the Community Police Officer visits on a regular basis to support class discussions and teaching of Personal, Social, Health and Citizenship Education [PSHCE] and to get to know the children.
3. Enjoy and Achieve
The school uses the community to enhance curriculum delivery. It follows a ‘creative curriculum’ model
with practical and real experiences using the community. The school is part of the national Community
Action Project. Currently twenty-seven students from the local comprehensive school support across
the curriculum weekly. In addition social events are organised for children from both schools.
4. Positive contribution
The school supports both the local and global community. This is an integral part of the PSHCE programme and there is an active school council.
The school provides an extensive outreach programme to local schools and works regularly with at least eleven schools. It is an active member of the extended schools cluster and runs a support group for families of children with SEN in all local schools. The Gloucestershire Branch of the National
Autistic Society and Gloucestershire Dyslexia Association already use our facilities. Adult Learning
opportunities are also provided at the school during the holidays. There is also a social group set up
by parents of children with AS. This group meets regularly usually at the weekend to enable the children to play together in a familiar setting.
5. Economic well-being
Alderman Knight School is very well supported by the local community. These include Basepoint Business Centre, VIVID consultancy, HSBC, Cartridge World, Rotary Club of Tewkesbury, Tewkesbury Chamber of Commerce, The Mayors of Tewksbury, Cotteswold Dairy, Warners Garage, Tesco and Morrisons. All are very committed to working with the school to provide additional work-related experiences for our children as well as financial support to extend their opportunities. Business enterprise is a key part of the Key Stage 4 Curriculum.
The school offers placements to a range of students from health and educational professions.
All year 10 and 11 pupils have opportunities to do work-experience within the local community and
attend taster sessions with local providers of Post 16 provision. Pupils from other schools have the
opportunity to do work-experience with us.