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Spirehouse Lane, Blackwell, Bromsgrove , B60 1QD Phone : 01214451320
School Policies
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Aims of the School This school supports the position that the general aims of education are the same for all children. Applying this principle to our population requires the recognition that, whilst the aims are the same, the manner in which they are achieved will vary considerably according to ability and the physical / environmental factors unique to each child. Our children include those whose disabilities / disorders / learning difficulties are so severe and complex that they require intervention beyond the combined resources of a day school, the family and the community at large to educate them. We seek to provide a stable, safe and mutually caring community in which to develop, to the full, the potential of all pupils and staff. Such a community should prepare pupils to cope confidently in the world, and be able to take their place in, and actively contribute to, society. Expressed more precisely our aims are therefore: To develop meaningful relationships with both peers and adults. To encourage tolerance for, and develop an understanding of, other people irrespective of physical or intellectual differences or different ways of life. To encourage a sense of responsibility, self-discipline and respect at both a personal and material level To make all learning experiences meaningful and enjoyable, so that each child’s educational potential is developed to the full. To involve pupils in sharing the responsibility for their own learning and development wherever possible and desirable. To prepare pupils for successful adjustment to living and working in the community. To ensure maximum awareness of personal hygiene and health in practical situations. To return pupils to mainstream education when and where appropriate. To foster links between home and school, and to encourage parental interest and co-operation in the development of their child. To encourage all staff to further their own professional development, so that skills and knowledge may be used for the maximum benefit of every member of the community The ethos of Hunter Hill School is built on the foundation of a 24 hour curriculum. It is clear that not all learning in a child’s development occurs in classrooms. Between the ages of 0-5 a child learns more than at any time in it’s life and yet virtually non of this time is spent being directed by professional teachers but instead largely unqualified people like parents, carers, siblings and so on. Similarly the opportunities for learning skills, intellectual and social over the whole day, including the evening, are many, varied and valuable. Exposure to a stimulating environment, participation in planned activities, relating to good role models and having the opportunity to express oneself and be valued are all important facets of the Hunter Hill experience. Each pupil undertakes a programme of PHSE in the form of group work designed to enhance awareness of others and personal communication skills. This programme is run as part of the care programme in each of the school homes. Organisation and Curriculum. The School provides a modified mainstream curriculum with support as appropriate to the needs of individual pupils. All pupils follow a basic core programme of National Curriculum, communication and literacy skills; numeracy skills; social skills; self-help skills; independence skills and life skills. Work schemes in current use include the Wellington Square Language programme. Religious education is provided in accordance with the Authority's 'Agreed Syllabus'. The religious beliefs of all pupils and their parents are respected and, if parents request it, appropriate arrangements are made for the withdrawal of pupils from RE lessons and acts of worship. The philosophy of the School is that learning experiences shall be presented in such a way as to allow pupils to enjoy their learning and to succeed; to raise pupils self-esteem and to build their self-confidence. We recognise that our pupils have often had a history of failure and have that expectation of a learning situation; that for many their emotional problems and need for recognition may have prevented success in a mainstream situation. The School's priority is to help children overcome their social problems; to learn to live with their fellows and to become sufficiently independent to survive in the outside world; to develop positive self-esteem. Delivery of our basic curriculum objectives underlies all learning experiences. The teaching techniques used include pupil centred learning; negotiated curriculum; modular curriculum; mini-enterprise; links with the local community and with other neighbouring educational establishments. Both the member of staff and the pupil record all progress. At regular intervals pupils assess their achievements and decide upon which they will select to be representative of their development in their record of achievement, now well established as their "Progress File". All School activities are recognised as potential areas of achievement for our pupils. To this end, each member of staff provides certification or a statement to confirm real achievement no matter how small. The School is an active member of the Birmingham Southern Area (CEBP) Business partnership and the South West Area Network (SWAN) for Excellence in Cities. Pupils are placed in classes appropriate to their year group, each school year has two classes organised on an ability / needs basis. Each day starts with the form tutor which enables the child to develop strong working relationships with form and the teacher. A 24-hour curriculum is run with common aims for both teaching and care staff, and provides opportunities to underpin the learning process that each pupil has taken outside of the classroom. Additional evening duties for teachers are seen as a means of providing curriculum enrichment outside 'School' time as well as establishing better staff/pupil relationships. "Activities" is a structured session from 1800 to 1900 hrs. each day, in which children are encouraged to broaden their experience. The activities offered are determined by the interests of the pupils and the interests and expertise of staff. They range from football to bird watching and guitar playing to model making. Pupils choose what they wish to do from the range of possibilities on offer. Within the Houses, the children continue to develop social skills and self-help skills as well as receiving help with their basic skills in communication and numeracy. Domestic chores and helping with the preparation of light meals form a part of the development of independence skills. Each House is well equipped with games and recreational equipment including ICT. Control and Discipline The monitoring and fostering of good discipline is an integral part of the pastoral care programme, and is the responsibility of all staff. The philosophy of the School is to use a system of praise and appropriate rewards to reinforce positive self-discipline and social behaviour by the pupils. The underlining philosophy throughout the School is the celebration of achievement, no matter how small, by positive recognition and reinforcement. Positive endeavour, along with desirable social behaviour, is recognised, highlighted and rewarded. Each child negotiates a personal profile for the week which sets a target he/she feels is achievable. Success is rewarded by the awarding of certificates on a weekly basis, which in itself is an integral part of the whole-school Record of Achievement programme. Undesirable and negative behaviour should be dealt with at the point of incidence. If the matter is too serious for this, there is a hierarchy through which the problem should pass until it reaches the lowest level at which it can be resolved. At each level, the pupil has an opportunity to reflect and change his/her response before the matter becomes more serious. This also gives pupils the maximum number of opportunities to learn from their mistakes, while giving staff the maximum number of opportunities to help the pupil reflect on the more positive aspects of their behaviour, build self-esteem and reinforce staff/pupil relationships. To facilitate this a number of sanctions can be adopted, like having pupils back at the end of the school day to make up lost time, loss of freedom during break times and so on. In the event of extremely disruptive behaviour a teacher may consider removal from the classroom for one to one work in a designated room. In each case time should be given to help the pupil reflect on the more positive aspects of their work and relationships and to use the time to foster and build more positive relationships. Staff keep a personal record of these occasions. Staff at all levels are fully supported by all colleagues in these processes. In all this, the School follows the Authority's disciplinary policy, which requires that pupils should regulate their conduct through self-discipline. Where self-discipline is finally found to be inadequate, a variety of sanctions, involving loss of privilege, may be imposed for misconduct, but corporal punishment is not permitted under any circumstances. As a fundamental principle, progress can only be made in cognitive development and positive behaviour, with the co-operation and desire of the individual. Physical contact, in the form of restraint, for the protection of a child who is at risk, or by the extreme nature of his/her behaviour is placing other pupils/staff at risk, will always be at the absolute minimum to ensure avoiding damage and personal injury. All staff are trained in nationally recognised techniques for physical intervention (PAMOVA). All pupils are subjected to regular risk assessments to ensure the maintenance of health and safety in the learning environment. Should restraining be required in any way other than on the rarest of occasions, and the nature of the reasons for physical intervention be of an increasingly violent and dangerous nature, then the pupil must be regarded as beyond the resources of this School. In such cases, actual or acting parents will be informed along with relevant agencies, a meeting to discuss the child's future educational provision arranged, and the pupil removed from site to ensure the personal safety and quality of education of all other pupils. Pupil Photographs. Disclaimer - Photographs of the pupils are displayed on the web site along with examples of their achievements and work. If any parents object to their children being photographed or having their picture displayed on the web site would they let the Head Teacher know in writing.
Registered Charity Number : 1091007
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