Strathmore School

[EduCativ]

At Strathmore School, we aim to provide a happy, safe, supported, and structured environment in which each member of our learning community will flourish. As an organization, our school strives to meet both the educational and care needs of every individual within a climate of friendship, trust, and opportunity for development. We bring a culture of experience combined with contemporary understandings to provide a learning environment in which appropriate ways of working are planned for each individual.
Each child and young person is special and important.
At Strath more, we are proud of our inclusive, multisensory, and motivating approach to teaching Communication, Language, and Literacy. We believe that by truly knowing and understanding our pupils, we can deliver an appropriate curriculum for each individual. We aim to support every student to independence.
As the children develop, they have access to different reading and writing routes based on a personalized learning approach, in line with their development. With support from OccupationalTherapy, the students develop the skills required to write. Word processing programs such as Clicker 6 have had a positive impact on the pupils’ ability to write expressively in sentences, or label pictures with nouns if they are unable to write using pens or pencils.
In 2015 16, we carried out extensive research on learners who were not making progress with a phonics approach to reading. Because not all students can verbally pronounce sound sand blend, we knew we had to explore other ways to support the early reading skills.
Each teacher plans their Communication, Language, and Literacy lessons to cater to their class groups. For some pupils, a multiskilled lesson can be most effective e.g. having a range of activities to access within the session based on different aspects in Communication, Language, and Literacy (guided reading, reading for pleasure, writing, communication, listening, speaking). Other class groups or individuals benefit from a discrete hour of writing, an hour of reading, etc…twice or three times a week. All pupils receive the recommended amount of Literacy/English teaching.
As a school, we continue to develop our approaches in teaching Communication, Language, and Literacy in line with statutory guidance and the latest research-based advice. We improve our teaching and learning through copious observation, reflection, trialing new ideas, and collaborating with other SEN and mainstream professionals. We are very lucky to be able to draw upon our wealth of experience as a team and make very specific, personalized assessments to track pupil progress. Our therapy team provides excellent guidance and works in conjunction with the class team to integrate Speech and Language Therapy into all learning.
The Children and Families Act, introducing major reforms to the SEN system in England, comes into force on 1 September. The Act changes how children and young people’s special educational needs (SEN) will be identified, assessed, and met, and will shape the future of a generation of children with SEN. The Bill aims to transform the system for children and young people with SEN by placing families at the center of decision-making. It sets out requirements that education, health, and care services should work together to provide coordinated support across all areas of a child or young person's life.
Educational and medical staff work together as part of the interdisciplinary team, which is designed to meet the wide-ranging needs of pupils in the school’s care. Liaison with therapists is a key role for teaching and support staff, and this takes place via formal meetings and appointments as well as through less formal discussions.
The Speech and Language Therapist is concerned with the management of disorders of speech, language, communication, and swallowing in children and adults. The therapist will diagnose problems in these areas and develop individual therapy programs to maintain and improve pupils’ abilities. Therapy might be carried out with the therapist on a 1:1 basis, in class as part of a communication session, or in pairs or small groups. Programs may include strategies such as PECS (Picture Exchange Communication System), Intensive Interaction, special dietary or feeding requirements. The therapists as well as the school's Makaton trainer can also provide training for staff and parents.
The Prevent strategy is not just about discussing extremism itself, which may not be appropriate for all Strathmore children. It is also about teaching children values such as tolerance and mutual respect. The school will make sure any discussions are suitable for the age, ability, and maturity of the children involved.

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