Enjoy and Achieve
Meeting Individual Needs
The significant strength of the school is that it can provide a holistic approach to a child’s needs, encompassing education, social care, medical diagnosis, monitoring and treatment, therapeutic diagnosis and intervention, behaviour management and support. The following details, however, refer principally to individual educational needs.
Every young person arriving at The David Lewis School will have a Statement of Special Educational Need, agreed by the home Children’s Services Department. This Statement is a legal document, defining the child’s identified needs and the provision agreed as appropriate to meet those needs. This Statement, and its continued appropriateness, will be considered at each Statutory Annual Review meeting.
We use the Statement, information from parents, information from professional colleagues, and previous school education and care plans to complete each child’s Common Care File. This will include the Individual Learning Programme (ILP) written by the class teacher, and this will be shared with parents. ILPs focus on the areas of learning the class team will address and are revised at least termly.
We put a great deal of effort into maintaining the closest possible liaison with other colleagues forming the “team around the child”. The medical team visits all the children’s houses for a weekly meeting to discuss any cares or concerns. The multi-disciplinary team meet in school weekly. The Registered Managers for the school houses meet the House Managers fortnightly. Pupils are supported by care officers who work with them in both the school and residential house setting. This improves house/school communication and consistency of approach. This consistency is crucial for those pupils whose spectrum of impairments includes a significant element of autism.
Educational facilities
The school has seven classrooms available for Key Stage 2, 3 and 4 classes. Most of these have their own or shared kitchen facilities. The classrooms either have their own en-suite toileting and changing facilities, or easy access to these. All classrooms open onto an enclosed garden area.
The school has a separate, purpose-designed suite of classrooms for post-16 pupils. This was opened 2 years ago, and has large and pleasant classrooms and corridors, teaching kitchens with specialist adaptations, extensive toileting and changing facilities. There is also a small library and garden area.
We have specialist facilities for:
Physical Education (including a large “soft play” room)
Swimming – the Centre has its own on-site swimming pool
Therapy – including Speech and Language Therapy, Occupational Therapy and Physiotherapy. The Physiotherapy team have their own hydrotherapy pool.
Sensory education, including a number of sensory rooms and a sensory garden
The school also has a variety of secure play areas, soft-surface play areas, access to an extensive minibus and car fleet and, of course, the use of our large and beautiful grounds.
Curriculum
Key Stages 2, 3 and 4
Pupils follow individual timetables which acknowledge the National Curriculum. However, the particular needs of our pupils mean that this is greatly modified in terms of delivery, pace and content . The focus of learning is the Individual Learning Programme (ILP) which defines the targets for progress, frequently at tiny steps from previous achievements. ILPs are used to plan learning across the extended day in both the classroom and the residential setting. ILPs are reviewed at least termly, and are shared with parents and carers.
The class teacher teaches English, Mathematics, Science, Personal, Social and Health Education, Art, Design and Technology and Humanities at Key Stages 2, 3 and 4.Swimming and PE are delivered by specialist staff, and pupils receive specialist input for music.
16 Plus
The 16 Plus department follow a separate curriculum to earlier years, which has the benefit of allowing easy access for students joining us at this stage of their education. This is the “Essential Skills” curriculum, developed by MENCAP for use in residential settings. ILPS are developed from this, in a similar manner to those in use for earlier key stages, but with a focus on developing independence skills.
During their time in the 16 Plus department, all students will participate in at least one work-experience placement, either on-campus, or off-campus if appropriate. College links are also established where this is assessed as appropriate.
All school pupils and students participate in a wide range of educational visits. Pupils can also access “riding for the disabled” and “Wingate House” ( a large, purpose built gymnasium, suitable for children with learning disabilities).Where appropriate pupils can attend integration sessions at local schools or colleges.
Accreditation
Pupils attending The David Lewis School have an unusually broad spectrum of complex needs because of the medical aspects of their conditions. They will, however, have at least moderate learning difficulties, and far more often severe or complex learning difficulties. Many pupils are also diagnosed with autistic spectrum disorders.
Pupils entering the school are assessed on many criteria, but in terms of educational attainment they are assessed using “performance level descriptors” or, where appropriate, national curriculum levels.
We are aware of the need to measure attainment at the end of Key Stages 2 and 3. None of our pupils have the ability to sit SAT papers and, indeed, if a pupil was able to do so this would be considered as an indicator for urgent consideration of re-integration into local authority provision. Pupil attainment is measured by teacher assessment.
At Key Stage 4, the Youth Award Scheme of the Award Scheme Development and Accreditation Network (ASDAN) is used both to support a broad and balanced curriculum accessing the National Curriculum, and as a pathway to accreditation. The Youth Award Scheme is offered at either Bronze or Transition level, depending on pupil ability. Each Award contains a choice of challenges, which encourage pupils to become more skilled at:
- Improving learning and performance
- Working with others
- Using communication, number and ICT skills
- Problem solving
Pupil work is moderated externally at regional consortium meetings by staff from other establishments, and the school has a long history of pupil success with this accreditation.
Progress
Pupil progress is measured using Performance Level (P Level)descriptors for pupils of compulsory school age, and Milestones for 16 Plus students.
The OFSTED report of January 2006 defined progress as “Good”. The report following the inspection of the school for Inclusion Quality Mark Status, in May 2007, states that pupil progress is a significant strength of the school.
Multi-Disciplinary Team Meetings
The school multi-disciplinary team meets weekly to capture progress for our pupils. We are very aware that progress in the classroom environment is only one, often small, part of the progress that we need to record. Colleagues from education, care, medicine, psychology and therapy review progress toward ILP targets, and agree future targets for each child.
Careers education and guidance
The school has held “Investors in Careers” status for many years. This was re-awarded in November 2006 following a complete re-inspection of our Careers Education and Guidance provision.
Careers Education and Guidance is an integral part of the curriculum as it encourages students to prepare for their future lives, whatever shape this may take. Teaching and Learning are geared towards adult independence. The school offers a full programme of activities, which includes work experience both on and off campus, and sector college placements. Class based lessons in Careers education and Guidance (CEG) include practical sessions in order that skills can be applied in real-life situations. The school works closely with the Careers Advisor from Connexions. The Advisor works with the school CEG co-ordinator to meet the needs of students through team teaching, individual interviews and attendance at review meetings.
Collective Act of Worship and Religious Education
Following morning registration there is a quiet time in the classroom for the Collective Act of Worship. The form teacher will decide an appropriate form for this depending on pupil ability within the class group.
A whole school assembly takes place each Friday morning, with an emphasis on celebrating achievement. On a termly basis all pupils attend an assembly in our local parish church. Parents may request withdrawal from assembly and should contact the Head of Education to discuss arrangements.
All pupils have taught lessons of Religious Education during the school year.
Attendance
Pupil attendance at school is recorded using the school’s management information system, enabling us to access an immediate record of attendance. We expect pupil attendance to be in excess of 95% , and will contact parents where home leave or absence from school causes attendance to fall below this figure. Parents are asked not to book family holidays during school terms.
Play
The school is very keen to provide facilities to enable children to learn how to play. This is a key skill for children whose development is at a very early stage and also for pupils with autism. The secure gardens of many of the residential houses have appropriate play equipment, particularly swings, and there are other play areas around the campus.
The school also has its own fleet of specialist bikes and trikes, enabling pupils to gain maximum use from our extensive grounds.
Inclusion
The school’s Mission Statement is “To Optimise Communication and Participation”. We wish our pupils to have a visible presence in our community, and to be able to access as much of the fullness of life as their potential will allow.
The school was awarded the “Inclusion Quality Mark” in May 2007, following an accreditation process overseen by Cheshire County Council
