Welcome to our Home School.
Where Learning and Fun work together.
Brochure for 2010/2011.
Harding Independent
2 Harding House,
Addison Way
Hayes, Middlesex, UB3 2DH
Tel: 07933025613. E-mail: harding.independent@yahoo.com
Website: http://school.thehomeworkzone.com
For up to date information on our Home school and to find out what’s
being planned for the upcoming academic year. Please visit our Website.
A chance to learn,
To grow, and have
Fun.
To explore ourselves
And the world
Around us.
To create a love of
Learning to last for
Life.
It is not the destination that is of importance but what
you learn on your journey getting there.
Welcome to Harding Independent. A home School.
Harding Independent is a home school with one pupil and one main teacher. This
brochure outlines the aims of this school, and what is offered to the pupil. This includes
the mention of all resources used both within the home school environment and outside
interests that is offered.
The aim of Harding Independent is to provide an opportunity to learn, develop and
grow both individually and as a valuable member of society. This includes all areas of
academic work alongside personal growth work, and other options such as creative
play, sports, and other outside interests.
English KS1 & KS2, Maths KS1 & KS2, Reading KS1 & KS2, History, Geography, Home
Economics, Life Skills, Religious Education, Computer Studies, Science, and Languages.
Alongside these subjects a broad range of others are provided. More details of these you
will find outlined further in this brochure, but these include life skills, personal
development and growth, encouragement to have a say and to be heard. To uphold your
rights and the rights of others. To be accepting of people regardless of differences of
opinion, religious beliefs etc...
Before the term began on 1st September 2010. Daniel was assisted in creating a badge
for his School. The badge consists of an Eagle, Dragon, Tree, and Arrows. Daniel also
learnt what each of the symbols meant.
Eagles: Accepting, Dragons: Accomplished, Trees: Wise, Arrows: Disciplined.
These symbols were picked to show Daniel that... He can accomplish anything he sets
his mind to do, as long as he is willing to work at it. He can accept himself and others. He
is wise and his learning can continue to grow throughout his life. Self discipline is
something to work towards acquiring.
A motto for the school was also chosen, which is Cruditio Vita, which means learning
life.
Daniel enjoyed working on this project. The aim of this was to help Daniel feel that he
was part of the process and that he has some input into his own needs. It is hoped that it
has helped give Daniel a sense of pride in himself and his education.
A note from the ‘teacher’
When I first realized that I would have to Home Educate, I was a little daunted, well a
lot actually! I initially learnt all I could about what is taught in Schools and what
education methods were implemented. Which, instead of making me feel better about
the situation actually had the opposite effect and frightened me even further. There is
a vast array of methods and, it seems, that everyone from teachers, inspectors, and
parents all have differences of opinion on every subject there is. So I learnt that coming
up with a comprehensive system , that would meet the needs of my pupil, was not
going to be easy.
There is, of course, the national curriculum. The Scottish Syllabus . The A.L.P.S
Approach. The Montessori method, and then you could implement the old system! So
where to start.
A.L.P.S is an accelerated learning method, which can be taught independently.
Montessori method uses mind mapping and other such techniques. Then the national
curriculum which has not been received very well since it began it’s life and has recently
been updated by the new coalition government, and the old system that people have
forgotten ever existed.
So I asked myself what did I want to achieve. I wanted a learning system that Daniel
would respond to, and become engaged with. That I enjoyed teaching and that was
appropriate for age and ability. I wanted to be able to provide education with breadth,
consolidation and reinforcement with focus on fostering confidence within himself and
with his own learning process.
Ultimately following the National curriculum is the easiest option as there are more
resources available and it is easier to assess where a pupil is. On the other hand there
are elements of the old system that I believe work better than the new system. I feel
mind mapping may have it’s uses to reinforce what has already been learnt and that
creative play can strengthen the learning process.
So, although I will be following the national curriculum it will be alongside other
methods as deemed appropriate or when another method fails. Constantly assessing
my technique means that I can change what isn’t working and find something that will.
I believe that this is a good starting point and gives me the opportunity to change
things according to how my pupil responds. Thus, ensuring that Daniel receives the
best education that can be offered that will make a positive impact on his life. This does
require me to remain open minded on all methods used in every subject regardless of
my beliefs.
Having said that, there are many elements of the accelerated learning that I do disagree
with. I do not believe that rushing through work is effective. I believe that repetition
work is vitally important and that there should be enough time for the child to
reinforce what is learnt and there is a solid platform from which to broaden the
understanding of each topic covered.
It is not enough to be able to read effectively, It is even more important that what you
read you can understand, Otherwise the reason for reading is lost and therefore
pointless, and stops the learning process in every other subject. Accelerated learning is
not a method, therefore, that I will be actively using. However, there are some good
ideas that I will be using from it.
Structure based or Child–led ?
On top of dealing with many different teaching methods there is now also the question
of whether teaching should be structured or child–led. most home educators opt for
the use of child-led learning in their home, totally opting out of structured learning. I
think this does the child a huge disservice.
Why can’t you use both? The problem with child-led education is that children often
stick to what they know because this is what they are comfortable with, therefore they
do not get the challenge that they need. On the other hand, using some child-led
lessons help a child to understand that they have an active and key role to play in their
own education and also helps to teach them freedom of expression and the right to be
heard.
Structure based provides challenges and ensures growth, continued development and
generates new interests. But sometimes it can be a little too regimented, most
especially in a home environment.
Daniel will learn using, primarily, a structured method with the chance to have
sometime each day which is child-led.
For Example: English will be taught everyday. But one lesson each week will be childled. Math will be taught everyday but one lesson each week will be child-led. This will
be true for every subject so that each day there will be one subject on offer that will be
child-led.
Reading will be structured to an assigned reading book, appropriate for Daniel’s ability
but at the end of the day, everyday, he will be able to chose a book to read, which may
be the same reading book or he may chose a different book to read. The choice will be
his and I will not try to encourage him to chose in any direction.
Structured Art
Child-led Art
Autumn watch and Spring watch
Each year Daniel has had the opportunity to be involved in Spring watch and Autumn Watch
With the aid of the green balloon club and cbeebies and with the woodland trust. Daniel
Works on each project for three months each , through out the year.
He has explored nature, learnt about animals, trees, leaves, lifecycles and has grown seeds.
The woodland trust send Out work for him, via a membership to nature detectives. And
there are weekly challenges for Him to complete.
Daniel has also explored metamorphosis, the process of larvae turning into insects, and
Caterpillars turning into Butterfly’s
Daniel has enjoyed getting up close to nature and experiencing watching seeds grow into
Plants. There have also been other projects that have included pumpkin carving.
Cooking and decorating Halloween biscuits and Easter biscuits. Making baskets.
Going on an Easter egg hunt, nature trails, and planning and holding a mad hatter’s tea
party, which he enjoyed immensely.
Daniel enjoys Spring Watch 2010.
Sunday School
Hayes Park Sunday School. Every
Sunday 3 pm to 4pm.
The Sunday School, teaches the truths
that are found in the Bible. It is run by
Mr Philip Dean.
Sunshine corner – Bible club.
Uxbridge Gospel Hall. Cowley Rd,
Every Tuesday 6.30pm to 7.30pm
Bible club meet each Tuesday, teaching
From the bible. Daniel enjoys these
Outside activities.
The club is run by Mr Ken Buckeridge.
Daniel enjoys a day out with
Hayes Park Sunday School.
Both the Sunday School and Bible club has enjoyed a day
outing. Daniel’s Religious Education consists of two hours
per week outside the home school and one hour
consolidation work within the home school.
Consolidation work is provided by Emmaus Bible School,
where Daniel can work towards a certificate. He is
currently working on his certificate for the Gospel
according to John, which we aim to achieve by the new
year 2011.
OBJECTIVES AND AIMS OF THE SCHOOL.
English :
Learning word recognition and to be able to communicate effectively. Correct use of the
English language. Simple structures. How words can be used to describe
situations/pictures.
For Daniel to understand key concepts of English both written and oral. Resources
used includes, online worksheets, The oxford reading tree magic key, series. BBC
schools
Reading:
Time set aside for Daniel to read. To be read to. For discussion of the story and creative
play ( recreating the story as a play with actions.)
For Daniel to learn and develop his reading skills. To develop comprehension of what
he is reading.
Daniel is currently reading the Oxford Reading Tree and is on stage 7. Daniel has been
reading since before he was two years old. Along side this reading scheme Daniel is
also using. Tadpoles scheme, Ladybird reading Scheme, Key words with Peter and Jane.
Super phonics, Twisters, and spirals. Being read to Daniel is able to experience and
explore the story and use expression. To be able to place himself in the place of the
characters and to explore whether he would have done the same thing as the character
or would he chose to do something different and to think about how this could have
changed the outcome of the story and to explore and develop a different ending to the
story.
Handwriting:
Practice writing letters, numbers words and to focus on sentence structure. Daniel has
been able to write since the age of two years old. He is already writing out simple
sentences in a textbook and is currently working on ladybird key words with Peter and
Jane, which was originally written in 1948 and was used in schools up until the late
seventies. It provides Daniel with a chance to practice early comprehension.
Science:
Daniel has been learning about the seasons, his body and how it works. Life cycles and
animals etc... The aim is for Daniel to learn about himself and the world around him.
The use of spring watch and autumn watch projects to help reinforce the learning
process.
Math:
Counting, addition, Problem Solving, shapes, Subtraction, use of Money. Etc...
Daniel is currently learning multiplication because he asked to start learning them.
Daniel is already learning Divide and has learnt odd and even numbers.
Home Economics:
Simple Cooking and Food preparation. Understanding safety in the kitchen etc...
Geography:
Daniel is learning about his local area such as distance, modes of transport etc...
History:
Daniel is currently learning about his local area through time. He is also learning
about his own personal history and family history, before moving on to other
projects.
Creative Play:
to create and act out stories either read from books or made up. To help Daniel to
explore in a safe and secure environment and to be able to express himself freely .
A chance for Daniel to build confidence.
Art:
Painting, Drawing, Design, Modelling, creating using many different materials.
Sunday School:
One hour activity run by Uxbridge Gospel Hall. Provides Socialization, working
and interacting with other children and adults. Improving recall and memory
skills. Learning about Christianity and the bible.
Bible Club:
Socialization.
Boys Brigade:
Socialization, encouraging to work as a team. Team building etc...
Library:
A chance to work in a different environment and access to other learning
resources.
A time table of learning.
Monday Tuesday Wed
Reading Reading Reading
Math
English Literacy
English Literacy Geo'grap
P.E
Math
Science
Reading Reading Reading
word gamecomputer Math
Literacy Bible C Art
free read school c Numerend day end
end
Thurs
Friday
Reading Reading
Life Skills History
Math
Creative
NumeracyEnglish
Reading Reading
Options Math
R.E
Drama
Game
Literacy
end
end
Comp
reading
talk
option
math,
reading
story
to do
studies
reading
about
for
evening
reading
the
Daniel
Sat
Sun
Reading Reading
Science Options
word gameP.E
Math
P.E
Reading Free Read
Art
SS
Numer- Art
P.E
Free Read
end
end
english, science, spelling
reading reading reading
and
the
day
more.
This is a loose, timetable for Daniel and can be subject to change.
Most of these lessons are structured, however each day there is one lesson which is childled
This means that each lesson taught is child-led once a week and structured for the rest of
the week.
As a home school, I do not observe weekends or holidays. However Sunday is an
unstructured Day, except for Sunday School. This means that Daniel chooses what to learn
on Sunday Through out the day and this means that the timetable above for Sunday, and
indeed Saturday, can be subject to change at any time.
I have also listed computer studies above, but what he learns at these times are not listed in
any particular order.
Literacy incorporates, listening skills, creative play, reading, spelling and comprehension.
Daniel will often opt to do more work in the evening but this is entirely up to him and I do
not encourage him to do it.
Sample of work completed
Here is a small cross section of work, Daniel has completed.
List of Resources
At home resources
Oxford Reading Tree reading scheme.
(includes, songbirds, chronicles, project
x, floppy’s phonics, sparrows, owls and at
home series.)
Gay Way series.
I can Read. I can write.
Twisters and Spirals.
Tadpoles and Zigzag.
Super phonics reading and textbooks.
Ginn Mathematics.
Abacus math (Scottish)
Edexcel textbooks, all subjects.
Lett’s workbooks.
Jolly Phonics workbooks.
Rising Stars Workbooks.
Fun to learn workbooks.
Gold stars workbooks.
Oxford press workbooks.
Heinemann textbooks.
Television Programmes
Nuzzle and Scratch, Hoof and Safety –
Hazard perception.
Something Special – Sign Language.
Squigglet – learning to draw.
Nina and the Neurons – science
programme.
Fun with Phonics.
The magic school bus – Science
programme
The magic key – English, oxford reading
tree.
Numberjacks – Math programme.
Words and pictures – English.
Online resources
www.homeeducation resources.com -:
worksheets in all subjects for ks1 and ks2.
www. First-school.ws -: activity worksheets
for handwriting.
BBC Bitesize -: games, worksheet in all
subjects. Access to school’s programs.
BBC Schools. Programmes, worksheet and
online games.
Mychild.com. Worksheets and support
Education Otherwise. Educational support
History Cookit. Recipes used in AngloSaxon, Medieval, Tudor, Victorians, Vikings,
and World War Two.
www.sites forteachers.com -; Links to
worksheets, lesson plans, ideas, other
education sites etc..
Spell city, Scholastic, magic key, magic
school bus/
Woodlands Junior school.
The woodland trust.
BBC Learning Podcasts.
Outside Resources
Sunday School, Hayes Park School.
Sunshine Corner, Bible Club.
Boys Brigade, 4th Hillingdon, Hayes
Methodist church.
Townfield community after school club.
H.A.T Tennis, Long Lane.
Rhythm and Rhyme. Hayes Library.
Storybook Yeading Library.
Events throughout the year are run at
local libraries, Minet Country Park,
Barahall park.
Resources continued
Educational Games.
Pop to the shops -: Math game dealing
with money management.
What a performance -: Expressive game
devised to encourage, acting, miming,
dancing and singing.
What’s rubbish -: a game teaching about
recycling.
What’s the time Mr. wolf? -: Game
teaching telling the time.
Pass the word -: spelling game.
Junior scrabble -: word recognition,
spelling.
Educational Games, developed by me.
Read it, Spell it -:
Reflection of Daniel’s Education Birth – September 2010
Daniel could read at the age of Two years and count up to one hundred. He began
writing soon after and by the time he was two and a half he could write letters, numbers,
and simple words, which included his name and the names of other close family
members.
I did not begin teaching Daniel until he was three, and then only because he became
disruptive and I had no choice. Since that time Daniel has learnt to do Addition with
numbers up to Twenty and Subtraction with numbers up to Twelve. He can use sign
language, can count up to ten in Welsh. Can navigate around a computer better and
faster than I can.
It became apparent early on that Daniel wanted to go beyond what he should be learning
and I have allowed him the freedom to express and explore that. Daniel picks things up
easily and quickly making it quite hard to keep up with him. He has learnt simple
cooking and making cakes, learnt how to use a washing machine, can make simple art
and crafts etc...
He also understands that a question mark comes after a question. That a full stop ends a
sentence and a capital letter begins the next sentence. That capital letters are also used
for names and places.
He can spell two and three letter words from memory and has taken it upon himself to
start learning Multiplication.
Daniel shows a lot of confidence in everything he tackles even when I feel that the work
he is attempting is far to complex for him. He often manages it and surprises me, which
is why I have learnt to let him try anything he wants to even though I know it’s not
always appropriate , such as when he tackled some KS2 spellings. Which he managed to
do quite easily.
He does have to understand that there are some things that he cannot do due to his age
and ability but Daniel becomes very disruptive if you try to stop him doing something
that he has decided he wants to try.
Although, the plus side to this is that I can assess his needs and change work that I give
him so that I am providing challenge and room for growth.
There are some areas that I feel he does need to work on. Sharing is a problem that we
are still tackling. Sometimes he will rush work in order to move on, this is because he
gets excited and wants to do all the work at the same time. This has a consequence of his
work becoming untidy and he does not focus properly on each task. Daniel also needs to
learn to listen to instruction properly and make sure that he understands before he
rushes in.
Educational forecast for the coming year September 2010 – September 2011.
For the coming year we are focusing on all work relating to Ks1 year 1 Term 1 & 2.
You will have also noticed that on the timetable there is a subject listed as
Options. This is because Daniel likes to choose something to learn that may not
be covered by the national curriculum or he wants more depth than a normal
lesson provides. List of Options available are :
Hazard Perception, French, German, Sign Language, Tennis, Welsh, Latin,
Creative learning, Sewing , Knitting, D.I.Y etc..
New options are added as and when Daniel expresses an interest and so, again,
the list is subject to change.
This Term Daniel has decided to study Hazard Perception, after watching
episodes of Nuzzle and Scratch on cbeebies, he decided this was something he
wished to explore more. At the end of term Daniel will be given the opportunity
to learn a new option or continue with the option he has chosen. He can return
to each option when he chooses as long as each option is studied for 1 term.
I am currently using S.A.T papers as a way to assess what I am teaching and to
ensure that I am reaching targets.
Daniel should currently be working on Ks1 at reception/ foundation level.
However, he reached this target by the time he was four years old and so we are
working through Year 1 work which he would have started next September when
he is six years old. He is also doing Ks1 work for year 2 already.
Daniel is currently above the Target set, so the target I have set for the up
coming year is to progress through the work ensuring Daniel understands and
can recall what he has learnt.
Reading Target for 2010/2011 is to work through the year and it is hoped that he
will be able to achieve reading at level 11 by September 2011. which will place
him at a reading age of approximately 7 – 8 years. Although chronologically
Daniel will only be 6 years old. Daniel’s current reading stage is 7 and his
reading age is approximately 6 – 7 years.
Target for Math is for Daniel to be able to recall mental arithmetic for numbers
up to 15, and for him to have mastered at least two of the times tables and able to
recall and repeat without looking or working out.
There are no targets set for options work or for any work Daniel decides to do as
extra work. As I feel that this would be unfair. Targets for Sunday School and
Bible Club are set by the teachers respectively. Sunday School plans for learning
four bible versus for the year and there are set bible stories that they will work
through. Bible club also has a target of four versus to learn through the year.
Child-led work will make up approximately 25% of work undertaken per week.
With the rest made up with structured learning. This is to ensure that I generate
interest in all subjects, rather than allowing Daniel to stay with what he knows.
I have noticed that all child-led art activities all seem to be the same and Daniel
will often repeat art work and I wish to be able to expand beyond those things to
ensure growth in this area. This is why I believe that an all child-led programme
is the wrong choice, it may not be for other children but certainly Daniel
requires some structure.
Needs led
Needs led assessment of needs for -: Daniel Joseph Andrew Hills
D.O.B -: 06/09/2005
Educational needs: Daniel has not displayed any problems in this area. There is no special
provisions required at this time.
Emotional needs: Daniel appears to be a well balanced child. There are times when he
appears anxious, in some situations and work is being done with him to resolve those
issues.
Health needs; Daniel remains in good health and there are no concerns in this area. Daniel
is up to date with his immunisations and sees his G.P when appropriate. His weight is 2
and a half stone, and his height is 3ft 4in, which is within normal recommendations.
Physical needs; Daniel has fallen arches (flat feet) care should be taken with exercise.
Correctly fitting shoes and trainers with arch support must be supplied whilst doing
any high impact exercises to ensure Daniel’s feet remain in the correct alignment and to
decrease the chance of injury. There is no need to stop him from doing any activity but
to ensure any activity is safe and all provisions needed are made available.
Safety needs: Daniel has no special safety requirements at this time, only those that
would be needed for a child of his age group.
Special needs: No special needs has been observed in Daniel regarding any area.
Additional information: Daniel is a happy child, whose communication skills is within the
appropriate parameters. There are no overall concerns in any area and remains happy
and healthy.
School rules and rights
As a pupil of Harding Independent I understand the following rules that apply to me
and those that teach me.





I must treat people with respect.
I should allow everyone to have their say and to respect the views of others.
I must not bully anyone.
I should try my best.
I must not swear, spit or cause harm to others.
As a pupil of Harding Independent I understand that I have the following rights.
 I have the right to be treated fairly.
 I have the right to a voice and be heard.
 I have the right to a full time education appropriate to my age, ability and beliefs.
 I have the right to complain if my rights are infringed upon.
 I have the right to live without fear of violence and threats.
 I have the right to basic Human rights as laid out in the Human rights act.
 I have the right to take legal action against anyone that infringes on my human rights
 I have the right for an adult, impartial or otherwise, to be present when I am interviewed.
Thank you for reading our brochure and we hope that you have enjoyed learning
about our school.
It is hoped that this brochure has helped to define our purpose and our
structure. Harding Independent believes that children have a voice and that
they should feel that they can express themselves in a manner that is
appropriate and that they are comfortable with, whilst teaching skills in
learning structure and self discipline.
Harding Independent believes that children should learn at their own pace
whilst also encouraging children to stretch themselves so that they can
consistently learn and grow.
We believe that children should find learning to be a fun process, without
any boring stuff! (well, some boring stuff is inevitable.)
All information contained in this brochure was correct at time of printing, but, as
is often the case with children, needs change and so must the way they are taught
and treated.
For more up to date information please visit us at our website, address can be
found at the beginning of this brochure.
Thank you once again,
Samantha J Slamaker.
Head Teacher.