Penn School is committed to providing a full and balanced curriculum, with a strong emphasis on language and literacy development, communication and the raising of self-esteem. Throughout their school life, pupils are expected and enabled to follow the National Curriculum, appropriately modified to meet their special educational needs, having regard to age, ability, aptitude, and the nature of their difficulties. For some pupils in some subjects, the Programmes of Study will be those used by their mainstream contemporaries. For others, the usual Programmes of Study for an earlier Key Stage may be appropriate. Homework is set when required.

For younger pupils, the emphasis is upon language, literacy and communication in order to access an integrated curriculum. Having one teacher responsible for most of the work of a class gives plenty of opportunity for work to be planned in a co-ordinated way and for knowledge to be applied in a variety of circumstances.

For older pupils (Years 10 and 11) there is a range of exam courses (Edexel, OCR, ASDAN and WJEC). These include English, Maths, Science, Geography, ICT, Art, Food Studies, PE, Drama, History, Business Studies, Personal and Social Skills, Skills for Work and Life Skills. We also offer the GCSE course in Art for eligible pupils. Subjects such as Art, Design and Technology, Music and Drama are highly valued as an integral part of the overall curriculum.

OfSTED Report June 2008

Quality of provision

Curriculum and other activities - Grade 1 (Outstanding)

"The curriculum is extremely well adapted to the needs of the pupils and thus all pupils are able to participate in learning activities. The curriculum is significantly enriched by the input of multi disciplinary teams of teachers and therapists who work closely together to devise personalised learning programmes for the pupils. The pupils enjoy the many after school activities, which help them in socialising, communicating and in their personal development. Basic skills provision is good and this, together with effective procedures to help older pupils to get ready for college, or work related training, ensures the pupils are very well prepared for life after school. The pupils develop an excellent understanding of the importance of healthy eating, physical activity and of how to keep themselves safe through the outstanding programmes in life skills, boarding routines and personal, health and social education (PHSE)."

Teaching and learning - Grade 2 (Good)

"Teaching and learning are good. Teachers consistently update their skills and several staff have gained a high level of expertise through studying for higher degrees, for example in autistic spectrum conditions. Individual pupils receive a very high level of support, both from teaching assistants and from trained therapists. As a result, pupils become much more confident in attempting new things and this has a positive impact on their achievement. Teachers and their staff, however, do not always effectively record all the small steps in the progress of each individual pupil and consequently sometimes they are not able to plan sufficiently challenging learning targets. All the pupils are able to take a full part in classroom activities because staff provide good visual clues and make good use of facilities to enable them to learn through sensory experiences. Pupils like their teachers and the support staff, and so respond well in lessons. Teachers are enthusiastic and as one pupil commented, 'The teachers have a lot of fun teaching us'. Pupils understand and respond well to the clear routines, and this assists in keeping a strong focus on learning."
                                                              

Pottery sessions at the school are closely interwoven with the Art and Design curriculum and form another 3D element to extend the creative thinking of the children.

Some hearing-impaired pupils take the CACDP Stage One Certificate in British Sign Language.

The school provides a Health Education (including sex education) programme in which the teacher is assisted by the school nurse in the delivery of the programme.

Swimming instruction, football, tennis coaching and horse-riding are also part of the curriculum.

Each child has an Individual Education Plan which is jointly devised by the specialist teacher and the Speech and Language Therapist. We aim to offer each pupil access to the Programmes of Study in the National Curriculum as is appropriate for that pupil. Speech and Language Therapists work along the specialist teachers in the classroom.


Our aim is to educate each child to the highest level of their individual abilities.

In school, class size is on average 6 pupils. Each class is in the charge of a qualified teacher who may have additional qualifications and experience in specific areas of special education: Teachers of the Deaf, Speech and Language difficulties or Autistic Spectrum Disorders.

The Speech and Language Therapist working with the pupils with speech and language difficulties hold specialist qualifications in that area and similarly, the Therapist working with the hearing-impaired and ASD.

The staff at the school work closely together as a multi-professional team. This team consists of the specialist teacher, speech and language therapist, special support assistant, physiotherapist, occupational therapist and care staff.

The hearing-impaired pupils are taught using a Total Communication approach. Deaf communicators and speech and language therapists are appropriately provided and, working together with the specialist teacher and support assistant, enhance the effectiveness of class lessons.

The pupils in the Speech and Language difficulties and the ASD departments have an intensive input of speech and language therapy, the therapist working closely with the teacher and support assistant with an emphasis on social skills.

EDUCATIONAL VISITS
If language is to be meaningful, it must be associated with first hand experience and with this in mind, we provide a programme of educational visits, for example, to London art galleries and museums.

OUTDOOR ACTIVITIES
We recognise the contribution that outdoor activities can make to a pupil's education and take advantage of the 18 acres of land in which the school is set with our environmental centre, pond and nature trail.

CAREERS
Effective links are maintained with the Connexions services who give impartial advice to pupils throughout years 10 and 11 and help appropriately to plan their transition into the next phase of education. Work experience is arranged where required and link courses with local colleges of further education have been established.

THE 24 HOUR CURRICULUM/WAKING HOURS CURRICULUM
A range of extra- curricular activities is provided, including sports. For those pupils who are resident, effective links are made between care plans and Individual Education Plans. A good range of activities is provided by staff in the evenings, including regular attendance at a local youth club. After school speech and language therapy sessions concentrate on social skills which are then put into practice in varying social situations.
 

EVENING ACTIVITIES
Evening activities allow day pupils to access the waking hours curriculum. Pupils attend youth club, have speech and language therapy sessions focussing on social skills, independent shopping experience and a variety of activities such as bowling and sports clubs.

INVESTORS IN PEOPLE REPORT, NOVEMBER 2008

"A lot of areas of the standard are well exemplified by this school. Some of the more outstanding features are

• Excellent, strong yet empathetic leadership shown by the Head and her senior managers

• Good, clear strategic vision. The school understands well the challenges it faces and, as a result, in the last few years has responded to them successfully. This in turn has resulted in increasing numbers and in the current year an excellent OfSTED report

• The provision for development of all staff whatever their role in the organisation. Among other benefits this has contributed to the 'outstanding' judgement on the boarding provision at the school

• Very high staff morale developed as a result of recognising people's contribution and valuing them whatever their job role.

• Very good evaluation which has led to appropriate changes to the organisation both in the way it is organised and managed and in the development of its people. The use of considerable expert knowledge within the school to develop internal training has been both cost effective and enabled the training to focus on the needs of the school rather than remain generic"