How to find us Chalkstone Way, Haverhill, Suffolk. CB9 0LD Tel: 01440 761511 Directions from Cambridge A1307. Follow signs into Haverhill Town Centre. Turn left at the mini roundabout onto the A143 signposted Bury St Edmunds. Proceed along the A143 taking the second turning on the right into Chalkstone Way. Samuel Ward Academy is approximately 100 yds on your left.
Welcome Welcome to Churchill School. We provide innovative education for pupils with speech, language and communication needs and those with social, and social and interaction difficulties. Located in the grounds of outstanding Academy, Samuel Ward, we are a friendly, caring school where everyone is valued as an individual and where parents and the wider community are invited to share in school life. We aim to instil in all our learners a sense of pride. Pupils at Churchill School are at the centre of everything we do. We have high expectations for both behaviour and achievement and see that every learner has a unique personality and talents to be developed. Whilst at the school pupils are offered a curriculum which is not only broad and balanced but also exciting and challenging. Values and skills are taught together in a language rich environment which is supportive and safe but also inspiring and stimulating. Our school encourages students to begin to take responsibility for their own learning while recognising and respecting the needs of others. This prospectus is intended for the parents of children who may be admitted to the school and for interested professionals. We hope it will tell you most of what you wish to know, but please feel free to ask questions or come and visit us.
Howard Lay Executive Principal
Georgina Ellis Headteacher
Artists impression of the new Churchill Free Special School building.
Introduction
“Difficulties mastered are opportunities won” Winston Churchill
Our Aims We know that the choice of special
aspirations, opening up a wide range of
and technologically advanced society
school for your child is a big decision.
opportunities and working towards external
through creative, innovative and motivating
We are committed to enabling every
accreditation for all our pupils;
approaches to teaching and learning.
pupil to experience success, personally,
• To promote health, well-being,
educationally and socially and value the
happiness, enjoyment, and independence
The school will strive for educational
success of every individual and their honesty
in a stimulating yet safe, secure and caring
excellence in all it does. It will recognise that
and integrity. We expect each person to
environment;
each individual has a unique set of skills and
respect others and the communities in which
• To promote self-worth and enthusiasm by
that each individual is able to fulfil his/her
we live.
encouraging independent learning at all age
potential.
We recognise our special responsibility in
levels;
the education of girls and boys who find it
• To value and respect individuals,
difficult to learn and are committed to helping
recognising their strengths, encouraging
them so that they can take a full part in
them to develop their abilities, and helping
society.
them show positive attitudes towards others; • To promote social interaction through
Our objectives are:
developing communication, language
• To provide a relevant, broad and balanced
and literacy and reducing anxiety and
education for every child;
unnecessary stress;
• To create a culture of achievement,
• To prepare our pupils for the
by stimulating a desire to learn, raising
challenges and opportunities of a complex
Organisation The school is a centre of excellence
We know that students thrive best and
for pupils with Speech, Language,
achieve more when they feel secure and are
Communication and Interaction needs.
supported in a small community of learners.
Serving the local community in Suffolk and its
That is why pupils are in small groups of no
surrounds, we fulfil a long standing need for
more than ten, have their own learning and
places for students with communication and
outdoor space and special programmes of
language barriers.
learning. From this secure base, with support, the full
The school provides for up to seventy
resources of the Academy are on hand to
pupils. Most have a Statement of Special
broaden and enrich your child’s learning.
Educational Needs and there is an expectation that most will work towards a
The close partnership with Samuel Ward
full range of GCSE’s at age sixteen. Up to
Academy enables students to benefit from
fifteen places are for pupils who do not have
main stream facilities and the Academy’s
statements. These are for pupils who need
recognised commitment to outstanding,
a short time in the school to catch up with
effective and inclusive teaching. Students
their learning in literacy and communication,
also gain from Samuel Ward’s proven track
or who are undergoing assessment for a
record in the pursuit of excellence, and its
statement.
high aspirations for all its students.
Pupil Groupings Students are organised into teaching classes of between eight and ten students, according to a mixture of age and level of need, each with their own class teacher. The day begins with “Meeting Time”, a planning time to get prepared for learning, to discuss concerns and to go through the programme of the day. The staff will not only be looking out for your child’s welfare, but also supporting their learning skills and speaking up on their behalf where needed. During lessons a combination of whole class, group and one to one teaching may take place on any one occasion according to the demands of the task, supported by one or more teaching and learning assistants. The foundation subjects are usually delivered by teachers or instructors who are specialists in their subject areas.
Staffing Churchill School has its own Headteacher
learning and to ensure a foundation for
Dyslexia Specialist
and Senior Management Team who work
learning is in place.
A Dyslexia specialist is able to carry out
under the guidance of the Executive Principal of the main school, Mr Howard Lay. The staff of Churchill Special School includes specialist teachers and Learning Support Assistants with expertise in language and communication, together with Samuel Ward subject specialist teachers. These latter teachers are carefully selected, having experience in teaching pupils with special needs. Supporting Professionals Our Speech and Language Therapist and other professionals work closely and extensively with teachers and Learning Support Assistants, teaching alongside them in order to develop and enhance pupils’
Speech and Language Therapist (SALT) The therapist works with all pupils and provides advice and assistance to teaching
assessments as appropriate, train and advise both teachers and Learning Support Assistants and provide in class support, group and one to one support for students.
staff as appropriate. In addition, the SALT
Educational Psychologist
provides therapy, advice and assistance to
There are regular visits from Educational
pupils according to their specific needs to
Psychologists to observe and support
enable students to access the curriculum
students and staff with advice, further
more effectively.
intervention and resources.
Occupational Therapist (OT) The Occupational Therapist supports pupils according to their needs, with a view to helping them to overcome needs such as gross and fine motor difficulties, sensory processing difficulties, and access to the curriculum, personal care, posture and tone.
The School Day We aim to provide depth in learning, while maintaining focus and variety. The learning blocks allow pupils to have frequent breaks according to their needs.
Key Stage 2 and 3 Example
From 08.15
Breakfast and readiness time (optional)
08.45
Personal Learning and Meeting time
09.05
Learning block 1& 2: Communication and literacy, social skills
10.45
Break
11.00
Learning block 2 & 3: Mathematics, life skills
12.40
Lunch
13.10
Learning block 3 & 4: Thematic project work
14.50-15.40
Enrichment activity, Tuesday, Wednesday, Thursday
The School Day Key Stage 4 and 5
From 08.15
Breakfast and readiness time (optional)
08.45
Personal Learning and Meeting time
09.05
Learning block 1, 2 & 3 GCSE Options and Social Skills
11.35
Break
11.50
Learning block 3 & 4: GCSE Options
13.30
Lunch
14.00-14.50
Learning block 5: GCSE Options
In Key Stage 2 and 3, morning lessons
sport. Students also benefit from a range of
is a continuing emphasis on language and
consist of focused numeracy and literacy
therapies as required.
interaction and sensitive support. Pupils
work, life and social skills. Afternoons focus
In Key Stage 4 and Key Stage 5 each pupil
remain in small groups, with increasing
on the creative curriculum focusing on
has their own learning plan. The plan, drawn
opportunity to be integrated into courses in
project work with other curriculum areas of
up between the teacher, pupil and parent
the Academy.
science, performing arts, humanities and
provides clear targets for success. There
Contact with parents and the community We want our parents and families to
ways, including:
We offer a range of additional support to
participate in the life and running of the
• Link books
families including:
school and welcome their involvement in their
• Informal meetings and telephone contacts
• After school and holiday activities for pupils
children’s learning.
• Annual review
• Parent workshops
A close partnership between the school and
• Open days and parents meetings
• Advice and training with regard to specific
parents /carers helps to support academic
• Newsletters
difficulties/issues.
progress. All parents and carers receive
• Pupil Review Days
regular reports and are encouraged to attend review meetings where they are able to discuss their child’s academic progress and achievement. In order to develop and nurture the confidence and self-esteem of pupils, the school believes in the importance of celebrating achievement. To this end we operate a system of specific praise and reward for academic success, hard work and good conduct. We work closely with families and listen to parents’ concerns and aspirations and communicate with parents in many different
Approach to behaviour Behaviour management, pupil wellbeing and
Rights and Responsibilities
attendance are of paramount importance,
instruments to school, or any item that might cause a problem
as a means of achieving high standards
All pupils have the right to:
•
to note that physical violence is not
and to enable our students to progress well
•
Respect and fair treatment
acceptable
and foster high expectations about their
•
Learn, without being distracted by others
•
not to use foul or abusive language
academic and personal success.
•
Feel safe and be safe.
•
to wear the correct school uniform, in line
with the school’s uniform policy. All students are expected to follow the school’s code of conduct. All members of the school community are asked: •
to respect staff members, other adults
and fellow students •
to respect their own and other people’s
property •
to be well-behaved, polite and attentive
•
to report any problem with another pupil
to a member of staff who will deal with the matter •
to be punctual to all lessons
•
not to bring sharp or dangerous
Curriculum Our mission statement is “Difficulties mastered
•
TEACCH
a key role. In planning the learning programme
are opportunities won.”
•
Visual Activity Narratives
for each pupil priority is given to addressing
This informs our approach to the curriculum.
•
Picture Exchange Communication System
the specific difficulties that are creating
(PECS)
barriers. This includes time spent with the
Our Approach:
•
speech therapist. For those pupils who require
Our approach to teaching and learning is based
(SULP) – a programme to assess and develop
alternative communication systems to support
on an understanding of language difficulties
students’ communication, interpersonal and
curriculum access, learning includes the use of
and the autism spectrum. Usually, young
social skills
electronic aids, Makaton Signing and Picture
people with language and communication
•
Exchange Communication System (PECS)
problems or autism will have problems in
Conversations
learning in a social environment. They may find
•
Intensive Interaction
Key Stage 3
it hard to understand others or to communicate
•
Social skills and social communication
Pupils have access to the full range of National
in ways that others understand. They may
groups
Curriculum subjects at Key Stage 3. The
find it difficult to express themselves, to use
•
curriculum is taught in flexible ways according
Social Use of Language Programme
Social Stories and Comic Strip
Access to appropriate models of language
imagination, to think flexibly, to problem solve
to pupils’ needs and learning styles, interests
and to transfer what they have learned from one
and aspirations and made as practical as
setting to another. As each young person is
possible. Teaching includes an innovative
unique, the approaches adopted vary to fit the
Key Stage 2
strategy called Instructional Learning, an
individual’s pattern of need.
Pupils follow a thematic curriculum with a strong
approach which has been tested in the
These approaches include:
emphasis on language. Music and drama have
Curriculum Academy. This involves short, pacy sessions
Key Stage 5 – Sixth Form
focused on the key skills, practised intensively
The post-16 curriculum aims to provide
until mastery. Some students also receive explicit
students with a solid foundation and
teaching from therapists.
preparation for life beyond school. In addition to developing core skills in functional
Key Stage 4
English, Mathematics and ICT, the range of
By accessing the facilities in Samuel Ward
examinations and qualifications is tailored to
Academy we offer a focused range of option
the individual needs and students’ areas of
courses in Years 9, 10 and 11. Pupils are able
strength and interest. Some pupils benefit
to follow courses from entry level up to full GCSE
from a work related programme and follow
in English, maths, science, art and design,
vocational programmes, such as the Sports
and design technology and other subjects as
Leader course.
appropriate for the individual provision. Design and technology, art, music and drama are given
Other students, who need access to more
a high value as an integral part of the overall
academic courses, are provided with the
curriculum and valuable therapy. We also ensure
support to access the Samuel Ward Sixth Form
that pupils for whom EBac subject examinations are appropriate get the access and the support to achieve their goal.
Work experience
Enrichment
Churchill students have an opportunity
For three afternoons per week all students
for vocational learning and personal
are able to join in an extensive programme
development in a professional adult setting.
of enrichment. We believe that Enrichment
This opportunity can be a key to the world
opportunities are an essential part of your
of work from which they might otherwise be
child’s development. That is why each pupil
excluded. Work placements are integrated
is expected to choose from over sixty after
in Key Stage 4 and Key Stage 5 courses.
school activities. Many of these are led by
We take a personalised approach to work
qualified coaches and other leaders from
experience, taking each pupil’s individual
outside the school and take place in Churchill
circumstances into consideration.
and the Academy. Pupils can experience a range of learning experiences both inside and outside the classroom. Trips, visits and projects are all on offer. Opportunities to learn never end. The Academy has weekend classes and a highly regarded summer school, all of which are open to Churchill pupils.
Monitoring progress
Individual Education Plans
Parents will be kept fully informed of their
All pupils will have a personalised Individual
child’s progress through regular contact.
Education Plan (IEP), which will be shared
This will be achieved through their Annual
amongst all staff. Personalised targets will be
Review which will take place once a year.
set to focus on the key areas for progress,
This is when parents and pupil will discuss
enabling him or her to make progress at a
progress with the Learning Coach on an
faster rate. The IEP will be reviewed on a
individual basis and is a valuable opportunity
termly basis and will be used at the pupil’s
for enabling the pupil to take responsibility for
annual review meeting.
their learning.
Attendance
Homework
Additional provision
We know that regular attendance and
Homework is voluntary, but we do know that
The school offers a limited number of places
punctuality are vital to the success of every
there is a positive link between homework
for pupils who do not have a statement
pupil and we are conscious of the statistical
and progress in learning, so we encourage
of Special Educational Needs. These
link between high attendance and success.
pupils to do homework. However, each
places are for pupils who need short term
The school challenges the behaviour of
pupil’s needs are different, so we have a
support with language and literacy which
pupils and parents who give low priority to
flexible approach.
can be ameliorated given intensive support,
attendance, as this is detrimental to their learning.
appropriate structures and a language aware Our homework policy reflects the diverse
environment, or for pupils in the process of
needs of our pupils. Where necessary we
assessment for a statement of SEN, who may
consult with other professionals to agree
transfer to the school on a permanent basis.
specific homework activities that can be
Admission to these places is also through the
integrated into the child’s IEP and reviewed
Local Authority.
regularly with parents
Admissions Each application is assessed on an individual
• Pupils may have specific learning
• A referral from the Local Authority including
basis. In each case, we take account of the
difficulties, such as dyslexia
detailed information about the pupil
needs of the individual child and consider
• An offer of a place to the Local Authority, if it
whether the school would be suitable to meet
Churchill pupils’ needs may be complex,
is agreed a placement at Churchill School
their needs.
creating extensive barriers to learning, but
is appropriate
they will not have emotional and behavioural
• An agreement by the Local Authority to fund
• Pupils must be aged between eight and
difficulties or significant/severe learning
the placement
eighteen years at the time of admission
difficulties as their primary need.
• A transition plan including visits to the school.
Places are commissioned by the local
A detailed base line assessment takes place
authority. Applications for the admission of
during the first half term of a pupil’s placement.
of KS4: 5 GCSE’s A*- D
pupils who live outside Suffolk are considered,
The base line data is used to set educational
• Most pupils will have a Statement of Special
subject to the availability of places and
targets that are incorporated into Individual
Educational Needs, specifying that he/she has
transport decisions by the pupil’s home Local
Education Plans (IEPs).
specific difficulties with language, interaction
Authority. Pupils with statements naming the
and communication or a diagnosis of autistic
school are admitted.
• Assessment and/or pupil tracking shows that pupils’ projected attainment should be: End of KS2: L3 – 5 End of KS3: L4-7+ End
spectrum disorder.
If you think Churchill School could offer the right placement for your child, please contact us to
• Pupils may have learning difficulties that are
The school’s admissions procedures involve:
arrange to visit the school. At the same time,
associated with their language, literacy and
• An initial visit to the school by the young
you should inform your Local Authority of your
person’s parents/carers
interest.
communication difficulties.
“Difficulties mastered are opportunities won” Winston Churchill
Churchill Free Special School
Chalkstone Way, Haverhilll, Suffolk CB9 0LD Telephone : 01440 760338 Facsimile : 01440 761899 email : admin@churchillschool.co.uk www.churchillschool.co.uk This brochure was produced in-house at Samuel Ward Academy ©2012 Printed by Red Side Up Limited on Recycled paper.