Nursery 3 - 5 Years
From Autumn 2016 Hannahs is extending the offer of learning to include the Starfish nursery group for 3 – 5 year old children with special needs. The core offer will include all aspects of nursery learning and speech and language therapy is built into every session.
Pre 16 Department - Curriculum
The Pre 16 programme is devised around the EQUALS curriculum and is shaped in such a way that each young person has access to a unique timetable which accommodates their individual needs and allows them all available opportunities to engage and progress. The curriculum is delivered via a sensory model ensuring that all students have the opportunity to engage in both the process and products of learning.
Pre 16 Department - Curriculum
The Post 16 programme has been devised to provide a transition between school and moving on from full time education at Post 19, by the development of transferable skills, giving realistic and meaningful independence.
The curriculum is delivered via two main accredited qualifications:
- ASDAN Personal Progress Certificate or Diploma
- Arts Award (Trinity College)
Each student has an individual programme geared to meet their needs and is derived from a baseline assessment drawn up on entry to Post 16 and takes account of their likely aspirations on completing the course.
Throughout their time at Hannah’s School, students are encouraged to work towards achieving as great a degree of independence as possible.
Dame Hannah Rogers School promotes students’ spiritual, moral, social and cultural development. The school community celebrates festivals, special days and takes time to quietly reflect. Cultural events from around the world are celebrated.
It is open to parents to request that their son or daughter be wholly or partly excused from these activities. Any such request should be made in writing to the Head Teacher.
Personal, Social and Health Education
PSHE (Personal, Social and Health Education) forms part of the curriculum at both Pre and Post 16. Its delivery is tailored to suit the needs of each student.
The curriculum supports the age and cognitive appropriacy of an understanding of safeguarding, self protection, privacy and British Values.
One of the most powerful keys to independence is the ability of the student to communicate to their full potential. As well as seeing all the students either individually or in groups; the speech and language therapists work closely with all members of staff to provide an environment where students are given opportunity and supported to maximise their communication skills throughout the waking day. The department has a range of systems to assess which is the most suitable for their individual needs. Students who need Augmentative and Alternative Communication, (AAC), are encouraged to develop the use of object / photograph or symbol systems, signing and where appropriate, electronic communication aids with voice output (VOCAs). The school is a ‘Total Communication Environment’ where all individualised methods of communication are respected and used. The school uses Makaton as the standard form of sign language and also utilises ‘Intensive Interaction' and the use of a core / regular vocabulary model.
“Pupils have a strong voice through the School Council. They make decisions about how to use their funding allocation and are active in raising funds for charities and deciding where this should go.” (Ofsted 2016).
“The school’s work to promote pupil’s personal development and welfare is outstanding.” (Ofsted 2016).
See our PHSE Policy
British Values and the Curriculum
The promotion of “British Values” is set within the context of safeguarding culture and individual cognitive and developmental stage and as appropriate for the children and young people at Hannah’s School.
The curriculum is adapted to meet individual need and we aim to promote spiritual, moral, social and cultural education throughout all aspects of our integrated curriculum approach.
The themed approach taken by the school allows all elements of the defined areas of “British Values“ to be explored.
Many of the young people at Hannah’s cannot communicate orally and use various communication techniques and equipment such as AAC, PECS, Makaton, objects of reference, facial expression and body language.
We regard this right to communicate as paramount in developing choice making skills and expressing views within an open and transparent democratic school community. The student ”voice” is heard.
We support empowerment of students in the role of the Student Council. Council meets regularly, has access to a budget spend and is accountable to classmates. Council can consult with the Head Teacher and report their classmate’s views, concerns and feelings.
Rule of Law
Students and the Student Council are involved in setting the guidelines for behaviour. The Five Golden Guidelines form a basis for student behaviour in school and staff supports the provision of a stable, fair and transparent environment within the school on a day to day basis.
Students also help to review the guidelines and the Anti Bullying Policy.
Students are encouraged to be good citizens in both the school and wider community. They are active in fundraising throughout the year and, with the Student Council, choose charities to support.
Trips out and Life skills activities support their individual roles in the community and enhances any choice making or independence of which they are capable.
We explain that everyone has individual rights; that saying “yes” or “no” are positive things to do.
We promote a positive environment in which each individual is valued.
The school environment, Five Golden Guidelines and holistic curriculum approach promote a sense of equality and respect for others points of view, waiting for others to speak, waiting for others to make choices.
That sense of mutual respect is also promoted in contact with other people and groups in the community as well as celebrations of events such as birthdays.
Tolerance of Different Faiths and Beliefs
The school culture and themed curriculum approach at Hannah’s encourages the celebration of British Values, shares in the celebration of other faiths and beliefs and encourages activities and links outside of the school community. This is represented in celebrations such as Diwali, Christmas and birthday celebrations within the context of differing faiths and approaches.
Our sensory assemblies allow students to think of others, have quiet, reflective times and think about themselves.
We never forget that we are part of a school community which sits within a local community where every individual is unique and valued without regard to gender, faith, ability, race, background,age or sexual orientation.
We aim to support all students in developing communication skills, often totally unique to them and supported by staff who know them well.
Resources and Facilities
All students have access to a range of special equipment including computers, interactive and sensory learning environments, and various communication devices. Our resources and facilities reflect the latest advances in modern technology as well as traditional methods of education. They include Interactive Hydrotherapy, Sensory Rooms, Interactive zones, Eye Gaze technology, Music and Music Therapy, purpose-built life skills kitchen, adapted transport and accessible grounds including a suitably adapted swing.
An informal visit is recommended before an application is made. The student and his / her family may then be invited to attend for interview to meet staff, other students and young people as well as a Consultant Paediatrician. Assessments are made based on information received and from the interview, reports from current placements and the current EHC plan or Statement of Special Educational Needs. The school will work with the local authority to support and facilitate applications and admissions.
Regular reviews of student progress include EHC reviews, Statement reviews, Child in Care (CIC) reviews, team and therapy reviews, external consultant reviews to name a few. Reviews and monitoring enables changes and adaptations to be made quickly / responsively to the needs of the young person.
A smooth transition is vitally important to the family and student.
A positive individual approach is taken towards future placements and the transition to adult services for each student in the school and every possibility for a young person’s future is taken into consideration.
The education team will support the family and student in working with local authorities and other agencies (eg Health) in ensuring that transition processes are as smooth as possible.
Considerable emphasis is placed upon students developing self-discipline and respect for others. Positive reinforcement of success and the provision of good role models achieve much as they create a relaxed and positive atmosphere, encouraging mutual respect and consideration.
Safeguarding underpins all elements of practice within the school. There is a clear reporting structure within the school led by the Designated Safeguarding Lead – the Head Teacher. All staff receive annual training in relation to ALL aspects of safeguarding knowledge and practice including e-safety.