"The school promotes positive attitudes to work and is committed to high standards". OFSTED, November 1999.
Teaching Methods.
A variety of teaching methods are used throughout school depending on the age and ability of the pupils, the curriculum content and the level of staffing available. Particular teaching methods for individual pupils may be advised by our educational psychologist or other visiting staff.
National Curriculum
As at any school our pupils are entitled to a broad and balanced curriculum including the National Curriculum and R.E. Within the Nursery the curriculum is based on the National Early Learning Goals which lead pupils towards
National Curriculum work. Within the Primary Department the curriculum is delivered within class through a mixture of subject focused and topic work. Coverage of all areas of the National Curriculum is planned for within Key Stage 1 and Key Stage 2.
Teacher's detailed planning takes into account individual pupil needs and dictates the emphasis placed on particular subject areas.
"I like singing". Bethany
Within the Senior Department the National Curriculum is followed within Key Stage 3 and 4. The curriculum for 16+ pupils continues to include many areas of the National Curriculum but with a greater emphasis on developing skills appropriate to their lives outside school and in the future. Our KS4 and 16+ pupils are encouraged to undertake work experience and/or join short college courses if appropriate. Teaching within the Senior Department is largely subject focused and pupils move between rooms and staff according to their timetable.
Literacy and Numeracy
The school was awarded the Basic Skills Agency Quality Mark in June 2005.
As the only special school in the country to pilot the National Literacy Strategy, Oakes Park's Primary Department had a head start in exploring the best ways of presenting the Literacy Hour to our pupils and attracted a great deal of national interest.
"I like to work at spelling". Jamie
The National Literacy Strategy is designed to raise standards of literacy in all primary schools, including special schools. Like our mainstream colleagues we plan the content of the Literacy Hour in detail. This involves a mixture of shared reading and writing, alongside speaking and listening. It includes whole class teaching, group and individual work. Routines are now well established with pupils aware of expectations. Individual targets are set for reading and writing (composing and spelling) and pupils progress is monitored.
All schools aim to teach their pupils to read and write with confidence, ease and understanding. For our pupils in particular, Literacy is a key to self expression, a way to say exactly what is on your mind. Literacy provides access to language. (Blackstone, 1989 The Handbook of A.A.C.). We have adopted and adapted the National Literacy Strategy to help us meet that challenge.
The National Numeracy Strategy was launched in schools in September 1999. Training for all school staff took place in the Summer Term 1999. Numeracy is a key life skill and we have endeavoured to adopt and adapt the National Numeracy Strategy to meet our pupils special needs and ensure that high standards of teaching and learning are achieved throughout the school.
"Number work is hard , but I like my 100 times table". Becky
Oakes Park's Senior Department joined the L.E.A's Key Stage 3 project when it began in September 1998 and is now implementing the KS3 Strategy. The frameworks of the National Literacy & Numeracy Strategies are being used to enable pupils to build on the progress they have made in the primary classes and ensure support for the development of literacy and numeracy skills within all subjects on pupil's timetables.
"The school implements the National Literacy and Numeracy Strategies very effectively". OFSTED, November 1999.
Other Curriculum Areas
School for Parents and Motor Learning
Within the Nursery Thursday morning is designated as 'School for Parents' when motor learning takes place in the form of group sessions. Parents who wish their children to attend these sessions are required to attend themselves to work with their child. A philosophy based on Conductive Education applies with all suitable pupils throughout their time in Nursery. Please see our Nursery booklet for further details.
On a Thursday morning Infant pupils and parents are able to join with School for Parents. Throughout the week for those pupils for whom it is appropriate a Conductive Education based philosophy is applied to their positioning and they will also practice their skills in other teaching sessions and when moving around school.
In the Junior and the Senior Department a weekly group session for motor learning is held, dependent on pupil needs, and pupils are encouraged to continue to practice what they have learnt from previous motor learning group work.
Augmented and Alternative Communication
This is a priority throughout school in order to enable both communication and access to the curriculum. Particular methods are decided upon in conjunction with the communication therapist. Manual signing, symbols, objects of reference and high-tech communication aids may be used.
Parental support and involvement are vital if pupils are to achieve sufficient individual practice and make good progress in this area.
ICT
"The school provides good access to information technology and uses this well to aid communication". OFSTED, November 1999.
This is an area of the National Curriculum but has extra importance for many of our pupils who may use ICT to access environmental control, communication, other curriculum areas and leisure activities. We endeavour to develop pupils use of ICT and provide a range of switches, means of access to computers and appropriate software. The school is part of the South Yorkshire e-learning Project.
"I like the computer". Marcus
Personal, Social and Health Education (PSHE)
"I like Personal and Social Education because I get a chance to talk to everyone about the things I like." Scott
Many of our pupils need specific teaching of skills other young people take for granted. We try to develop in our pupils, independent thought and action, interactive skills, self care skills and self advocacy skills that will stand them in good stead both in and out of school.
Sex and Relationship Education
Sex and Relationship Education is part of our P.S.H.E. programme. Within Nursery and the Primary Department children are made aware of the need to care for ourselves and others and the value of family life in its widest context. Children are gradually made familiar with individual differences and essential vocabulary for talking about their bodies and feelings. Towards the end of their time in the Primary Department pupils parents will be informed of more formal sessions of SRE. We involve the School Nurse in this provision and welcome parents to look at the material we use and discuss any concerns. Parents may withdraw their children from all or part of SRE except those elements taught as part of National Curriculum Science. Formal SRE sessions continue within the Senior Department within PSHE and may include contributions from outside agencies.
Careers Education
Careers education is considered in the widest possible context of preparation for life after school. It is taught as part of our PSHE programme at KS3 and as a separately timetabled lesson in KS4 and 16+. We try to give our pupils opportunities to become familiar with a number of post-school options and to involve them in any choices available to them. work experience can be arranged for individual pupils as appropriate, both within and outside of school. We work closely with our Connexions Personal Adviser.
Citizenship
This as been introduced as a new school subject. It is taught as part of PSHE in the Primary Department and as a separate subject in the Senior Department.
R.E.
Religious education is taught according to Sheffield's locally agreed syllabus. In the Primary Department R.E. is taught both within topics and as a separate subject. Within the Senior Department R.E. is taught to all pupils as a separate subject.
Parents have the right to request that their child is withdrawn from R.E. The school will seek to co-operate with such requests within our staffing resources on an individual basis.
Sporting Aims and Provision
The school has achieved the Sportsmark Award.
"I like football". Daniel.
We aim to cover the requirements of the National Curriculum as far as we are able and to make pupils aware of the importance of taking exercise to whatever extent they may. In addition pupils throughout school have opportunities at various stages of their school career to participate in swimming, horse-riding, carriage driving, boccia, athletic events and use the Meldreth Games at Graves Tennis Centre.
Riding and carriage driving are arranged on a rota basis from Y3 onwards. Medical advice and permission is sought for these activities. There is a small charge for riding. If your child is going riding we would appreciate them wearing outer clothing that is not slippery or shiny, as this can make for added difficulties in assisting pupils on to horses and holding them when on the horse. Hats and gloves are essential in the winter.
"I like to go horse riding". Becky
We have a swimming pool on site and employ a swimming coach to work with our pupils. All pupils must bring their own swim-wear and towels when it is their swimming session. It is helpful if pupils wear clothing which they can manage themselves as far as possible. If your child needs assistance with dressing/undressing, please ensure clothing is roomy enough to allow ease of changing. Staff will discuss individual difficulties with parents.
Senior pupils take part in regional athletics and boccia events organised by Disability Sport England, and friendly competitions with similar schools. Pupils are encouraged to enjoy spectating and supporting each other as well as competing. Opportunities are provided for all pupils in the Senior department to attend a sporting event as a spectator at least once each year.
We do not insist on P.E. kit but would appreciate parents co-operation in helping their child to dress suitably on P.E. days and for other sporting events.
Arts Policy and Provision
The school has an Artsmark Award.
Opportunities are provided for pupils to work with a professional artist each year as part of the Sheffield Children's Festival. All pupils also have the opportunity to experience live music and live theatre at least once each year in school. The school has taken part in two projects with English Touring Opera and other partners, giving older pupils opportunities for participation in public performances. Visits to live music and theatre venues are arranged when there are suitable performances.
Equal Opportunities
We try to achieve equal access for all our pupils to all areas of the curriculum and school activities whilst having due regard to the safety and welfare of both pupils and staff.
Discrimination or abuse on the grounds of sex, race or disability will not be tolerated in school.
S.E.N. Policy
In co-operation with colleagues employed by the Health Authority, we would wish to promote our pupil's development of their full potential in areas of physical, social, communication, independence and academic skills, preparing them for a life beyond school in which they will be able to make the best of any opportunities offered to them.
The bulk of the school's budget is spent to achieve a high overall pupil/adult ratio. Within the overall staffing ratio attention is allocated to pupils according to individual care, safety and physical needs, priority aims within I.E.P's and needs dictated within curriculum delivery. Pupils with additional visual or hearing impairment will receive additional input from the LEA's Sensory Impaired Service
Visits and Extra Curricular Activities
Many visitors are welcomed into school including volunteers, parents, students, theatre groups and musicians.
Visits outside school are made in connection with topics studied, to attend theatre performances, to take part in sports events, routinely for activities on college sites or for riding, and occasionally as "treats" at times such as Christmas and the end of the school year.
Transport is provided in our school minibus or a vehicle hired from Central Transport, a hired coach or public transport may be used. At all times safety is a prime consideration in our choice of transport and in providing suitable adult/pupil ratios. Staff vehicles are used to transport pupils only if there are adequate seat belts and appropriate insurance cover.
There are no regular after school activities offered due to the constraints of the school transport system. However, some visits involve an extended day for pupils owing to distances needing to be travelled or the timing of performances and we ask for parental co-operation in collecting their child from school or elsewhere in the city on these occasions. Residential visits are also arranged for groups of pupils on a regular basis and care is taken to ensure that such opportunities are offered equitably.
Information sent to school regarding opportunities for pupils to attend playschemes, clubs, events and activities out of school are distributed to parents and pupils as appropriate.
"Very good extra-curricular activities, particularly in sport are provided". OFSTED, November 1999.
Inclusion
For some pupils some time spent regularly within a mainstream school is felt to be important. This is occasionally with a view to eventually moving a pupil into a mainstream school full-time. Such arrangements are discussed at annual review and support sought from the L.E.A. where necessary. The school budget is able to fund support for individual pupils attending mainstream school for one half day per week.
Groups of pupils from Oakes Park School may visit other schools to share activities and particular resources. Groups of pupils from other schools, both mainstream and special, are regularly invited to share sporting and dramatic activities at Oakes Park School.
Complaints about the Curriculum and other matters
These should be discussed with the headteacher in the first instance and then if necessary with the governing body. Any complaints which cannot be resolved through these channels will be dealt with through the L.E.A. Complaints Procedures. Information for parents regarding complaints procedures is available in school.