Curriculum Statement.

Triad_of_ImpairmentsAt Stone Bay School we have developed a unique curriculum, based on the National Curriculum it is specifically designed to meet the needs of our students, as highlighted in part 2 of their Statements or section B of their Education Health and Care Plans.

In doing this we systematically plan to address the triad of impairments the majority of our children face in their everyday lives. We support inclusion by offering access to a modified National Curriculum and supported access to our local community.

As part of our whole school review programme we are currently carrying out a comprehensive review of our KS 3 curriculum (KS 4 review will start in December) to ensure it is everything we need it to be. In line with our commitment to collaborative working, all teaching staff are involved in this review. Led by an Assistant Head, curriculum leaders and teachers are reviewing programmes of study, aligning these to topics used by classroom teachers to engage our students in their learning.

This process of evaluation and development helps ensure our offer supports our students to become:Triad_of_Impairments

  • Engaged, Successful Learners.
  • As Independent as possible.
  • Confident individuals and Self-Advocates.
  • Effective Communicators and Contributors.
  • Responsible citizens.

Ultimately leading them to a productive, positive, happy and contented life beyond school into their adulthood.

We place great emphasis on the development of appropriate communication skills within the Stone Bay School curriculum. Depending upon individual need, our studnets will use both speech and augmentative communication methods such as PECS (Picture Exchange Communication System), Makaton signing, iPads and talk boards in order to fully participate in their lessons. Teachers are adept at breaking the teaching of desired skills into small manageable steps, from the simplest forms of communication to more complex conversations.

We carefully plan and promote, positive and appropriate social interactions throughout the day, ensuring enjoyable learning experiences for all that balance access with challenge.

We follow the Ruth Minskin Read, Write, inc phonics scheme and the Freshstart modules ( also Read, Write Inc) programme for our higher reading groups.

All classrooms are equipped with a range of equipment including interactive whiteboards and iPads to support engaging and stimulating learning activities. The class teacher delivers most curriculum subjects however, some lessons are delivered by our specialist teachers.

Learning targets are set in conjunction with parents and are reviewed three times a year through their Individual Education Plan (IEP). We accept that all our students learn at different rates and are set different, challenging, but attainable, learning targets that reflect their needs.

We will continue to assess your child’s progress using P scale/National Curriculum level descriptors and the “B Squared” assessment system. Progress is continuously assessed and targets can be modified if, and when, required. We are working on another system with colleagues from the Kent Association of Special Schools and will introduce this in due time.

Teachers and Learning Support Assistants assess “for learning” on a daily basis both in and out of the classroom. Teachers will carry out assessment of learning formally 3 times a year. Moderation of their judgments takes place regularly within the school at staff meetings and externally through the Kent Association of Special Schools. This helps us ensure the validity of our assessment processes and conclusions.

Your child’s individual evidence of learning file is carefully maintained. Emphasis is also placed on student self-assessment and evidence of this process can be seen within student work files.

All of this allows us to plan the next stages in your child’s learning with a high degree of confidence, ultimately leading to real progress for your child and a successful placement with us.