Headteacher: Mr I Pryce
Designation: Severe or profound and multiple learning difficulties including autistic spectrum conditions
Age range: 7 to 19
Strathmore School is a coeducational special day school for pupils who have severe learning difficulties and complex needs. Staff, governors, volunteers and parents strive to create a centre of excellence where pupils and students are welcomed, valued and encouraged to achieve their full independence and potential. As part of that process, provision is made for older students to access one of the three local colleges whilst close links are maintained with Russell School (junior, infant and unit departments) and other local primary and secondary schools.
The school caters for 47 pupils from key stages 2 to 5 (7 to 19 years old). It is well resourced with materials to promote the pupil’s development. All pupils have equal access to resources that they need to progress towards the targets in their statements. The building is single storey with wheel-chair access throughout and is well equipped.
The facilities include:
The school caters for pupils from key stages 2 to 5 (7 to 19 years old). All pupils have a statement of special educational need for severe or profound and multiple learning difficulties and may, in addition, be on the autistic spectrum.
The school has an induction process linked to its home school liaison policy.
Each pupil has an annual review where priority targets are agreed. These form the basis of the child’s individual education plan (IEP) and their termly targets. There is ongoing assessment using “B” squared which links to “P” level assessment. Pupil’s needing therapy input are assessed on arrival and an individual programme is written.
The staff observe, evaluate and assess the pupil’s progress on a weekly basis. Progress is recorded using pupil progress records which inform the teacher’s daily planning. These observations are then used in the development of the pupil’s IEP and annual review targets.
Each IEP is reviewed three times a year and new targets are devised. These are discussed with parents and wherever possible, the pupil. The IEP details specific strategies to be used, the timescale for the target to be achieved and how success will be measured in achieving the target. Pupil’s statements of SEN are reviewed annually when the statement may be amended to meet the changing needs of the pupil.
The following reports are kept to record the progress of each pupil, an integral part of the observation and assessment work of the school:
The school offers the full national curriculum which is suitably differentiated to meet individual needs. Each curriculum area has a coordinator. The coordinator is responsible for writing the policy and scheme of work and monitoring their curriculum area. The school has lunchtime clubs including German club, jogging club, football club and music club. There is also an active choir. The week is timetabled to include all curriculum areas, and all pupils have access to all subjects.
The three upper school classes participate in the Duke of Edinburgh’s Award scheme.
We follow appropriate aspects of the religious education curriculum. Parents can withdraw their child from religious education if they wish.
Inclusion opportunities are planned with clear curriculum and social objectives for individual pupils as appropriate, giving some pupils the opportunity to experience wider learning environments and work with role models. Pupils are supported by school staff as part of the inclusion process.
The school is well equipped to meet the needs of pupils on the autistic spectrum and one member of staff is the designated Autistic Spectrum Disorder manager. TEACCH and PECS are used throughout the school.
Pupils at Key stage 4 and post 16+ gain external accreditation in ASDAN transition challenge and ASDAN towards independence.
Liaison between home and school is of paramount importance for the effective education of pupils. Close cooperation between school and home on learning programmes is most important for a consistent approach. ‘Parents as partners’ is a valued principle. Day-to-day information is exchanged between home and school through a home and school diary. Therapists, the school nurse and the family support worker facilitate and provide parent workshops on a variety of themes.
The school has a home school liaison policy outlining the main opportunities for liaison including the annual review, parents meetings and six monthly IEP meeting focusing on areas of development across the curriculum. Parents are invited in for coffee mornings. Friends of Strathmore School hold social events to raise money for school equipment or resources and hold social events. Parents are invited to the school improvement planning meetings.
A number of parents offer to help specific activities such as swimming sessions, hearing children read and accompanying groups on curriculum visits. Parents are also invited into school for specific events including special assemblies and sporting events.
The school maintains close links with all external services including health and social services. There is a nurse on site for part of the week furthermore every pupil has an annual medical and sight test. The pupils receive services from the audiologist and school dental service and the school has valuable access to borough psychology services and social services.
The school is committed to the fullest inclusion possible through an internal and external inclusion programme, which includes as many pupils as possible. The rationale of the programme is to raise pupil’s confidence and self-esteem and to give them an opportunity to work alongside their peer group.
A great deal of planning goes into any joint decision with school, parents and pupil contributing towards implementing an inclusion programme. Some pupils are included in mainstream schools. There are excellent links with three local colleges. We have participated in borough initiatives: Dramatic Edge and use two local Classrooms of the Future.
All pupils in the further education class attend a link course at one of three local colleges on a weekly basis. Prior to attending college full time pupils access a transition plan when they spend an agreed number of days at college. Transition reviews are held for pupils when they are 14,16,18 and 19 years. The school has close links with social services who provide after school provision. We work closely with Connexions who come into school to help support work related learning and attend transition reviews. The school participates in Richmond Business Partnership Enterprise initiatives.
Telephone: 020 8948 0047
Fax: 020 8948 0047
Updated: 1 February 2011