STONY DEAN SCHOOL
Specialist SEN College for
Communication and Interaction
“Working to Inspire”
Headteacher: Mrs Pauline J. Dichler
Orchard End Avenue, Amersham, Buckinghamshire HP7 9JW
Tel: 01494 762538 FAX 01494 765631
Email office@stonydean.bucks.sch.uk
BUCKINGHAMSHIRE COUNTY COUNCIL
EDUCATION DEPARTMENT
STONY DEAN SCHOOL
Orchard End Avenue
Off Pineapple Road
AMERSHAM
Buckinghamshire HP7 9JW
Telephone:
01494 762538 (Office)
Fax:
01494 765631
E-Mail:
office@stonydean.bucks.sch.uk
HEADTEACHER:
Mrs Pauline J Dichler
CHAIRMAN OF GOVERNORS: Mr Adrian Yacomeni
EDUCATION OFFICE:
Chiltern/South Bucks Div
Education Office
Easton Street
High Wycombe HP11 1NH
Telephone: 01494 475000
PARENT GOVERNORS:
Mr Adrian Yacomeni
1 vacancy
Stony Dean is a County Co-Educational Secondary
Special School for 160+ pupils with a complex range
of learning needs. The school has been designated as
a specialist SEN College for Communication and
Interaction by the Department for Education
Dear Parents and Carers
At Stony Dean School, we aspire to provide a broad and balanced education which takes
our students through their transition from primary school and prepares them for the
adult world by the time they leave us
In 2008, Stony Dean School was designated as a Specialist SEN College by the
Department for Education. We were the first special school to achieve this status in
Buckinghamshire and are tremendously proud of this achievement. Our specialism is for
Communication and Interaction and this status gives us the opportunity to work more
closely with our partnership schools and other agencies on provision for pupils with
special educational needs.
Our goal is to continually strive to improve the quality of teaching and learning,
particularly through continued staff training. We are providing training on a variety of
topics related to SEN for schools across the county, offering outreach support for pupils
and staff, providing high quality facilities and proactive partnership.
The most important things to us are that our students are enabled to maximise their
potential, that their academic capabilities and life skills are enhanced and that they leave
us with the confidence and interpersonal skills to make a significant contribution to the
world in which they live and work. There is a strong focus on developing life skills and on
preparation for the world of work which is achieved through a range of additional courses
like Travel Training. We also have an innovative system of supported internships in
partnership with local businesses and the Town Council which allows our students to
develop their understanding of the adult world through on-going work placements
Our highly skilled and committed staff team works to achieve this by providing a
timetable which is rich in content and which incorporates many opportunities for
individual programmes of study, in addition to work-related learning. This summer’s
results show just how much hard work and progress our students made with 75% of our
results being at GCSE or equivalent level.
We are also involved in many extra-curricular activities where the school is consistently
successful. These include a wide range of sports, the Shakespeare for Schools Festival,
drama and science competitions. This year students also took part in the Amersham in
Bloom photography competition, the Creative Art in Autism competition and they are
currently working on a national competition to design a birdbox
When our students leave us, we are extremely proud of the way in which they are able
to move forward into a wide variety of Further Education college placements, training
and employment. All of July’s leavers achieved their goals
Our school is a very special community and we want everyone to feel part of that in spite
of the fact that our pupils come from all over the county.
Mrs Pauline J Dichler
Headteacher
STONY DEAN SCHOOL: STAFFING 2014-2015
SENIOR LEADERSHIP TEAM
Mrs P Dichler
Headteacher
Mrs L Revell
Deputy Headteacher
Ms C Medland
Assistant Headteacher
Mr N Strain
Ms C Tonev
Mrs L Benjamin
Mrs K Blackwell
Mrs R Wignall
TEACHING STAFF
Mrs ANDERSON
Ms ANDREOU
Mr ALLAN
Mr BOARDMAN
Ms BOWEN
Mr BRAMELD
Ms EAMER
Mr EVISON
Mr FAULDER
Ms HOWSLEY
Ms KEITH
Mr KLYNE
Mr MALLORD
Ms McLEAN
Mr PICKERING
Mrs REES
Ms SCOTT
Mrs VAN BENSCHOTEN
Mrs WHITE
Assistant Headteacher
Business Manager/Post 16 Leader
Teaching and Learning Leader/Literacy
ASC Coordinator
SaLT Manager
Maths
Curriculum Leader: Science,
Science/Maths
Curriculum Leader: ICT
Head of Year10/RE
Enterprise Education/PE
Music/Performing Arts
PE
Curriculum Leader: PE, Head of Year 8
Head of Years 7 and 9/PE
Curriculum leader; Numeracy
Maths
Curriculum Leader: Humanities
Curriculum Leader: D&T
D&T/Construction
English
Foundation Learning Leader
English
Curriculum Leader: Art and Design
LEARNING SUPPORT ASSISTANTS
Mrs HILL
Mrs JEFFREY
Mrs BALDERSON (School Nurse)
Ms BEESTON
Mr BLICK
Mrs BROOM
Mrs BOLTON
Mrs COLLINS
Mrs DALE
Mrs DUNN
Mr EDWARDS
Mrs GILL
Mrs JOHNSTONE
Mrs KIMBER
Mrs KING
SPEECH AND LANGUAGE THERAPY
SaLT MANAGER:
Mrs WIGNALL
SaLT:
Ms TAHER
SaLT:
Mrs WATKINS
ENGLISH/DRAMA/MUSIC
ENGLISH
PE/RE
BUSINESS/ICT
HND
ENGLISH
HUMANITIES/ENGLISH
MATHS
SCIENCE
SCIENCE
ICT
RE/HISTORY
Training as teacher
MUSIC
PE/SCIENCE
PE
PE
MATHS
MATHS
HUMANITIES/ENGLISH
D&T/GRAPHICS
D&T/CONSTRUCTION
ENGLISH
PRIMARY/ENGLISH
ENGLISH/PERFORMING ARTS
ART
Mr KIRMOND
Mrs LORD
Mr LOWE
Mrs MCDAID
Mrs McDONNELL
Mrs PHILLIPS
Ms PHIPPS
Ms QUIRK
Ms ROBINSON
Mr SANSOM
Ms TARVIT
Mrs TURNER
Mrs WOODLEY
Mrs WHIPPEY
Pupils at Stony Dean School who have communication and interaction
difficulties identified on their Statement of Special Educational Need are
supported by a range of methods and interventions.
The School has an experienced and enthusiastic team of Teachers, Speech and
Language Therapists and Support Assistants.
Pupils with communication and interaction difficulties may benefit from support
in one or more of the following areas:
 Understanding and processing language
 Literacy and writing needs
 Specific learning difficulties
 Following instructions
 Memory
 Participating in conversations
 Finding and using appropriate words or grammar to express themselves
 The production of speech sounds
 The organization of their thoughts and their work
 Social skills
 Specific difficulties, for example with maths language
 Autistic Spectrum Condition/Asberger’s Syndrome
Individual programmes are set up for these pupils, based on thorough
assessment of their language needs.
Support includes:
 Individual or small group Speech and Language Therapy
 Conversation and social skills groups (SULP)
 Help with memory difficulties
 One to one or small group teaching
 Support in the classroom
The specialist support given to these pupils enables them to access the
curriculum and follow the routines of the school. They are fully integrated into
their tutor groups and participate successfully in the life of Stony Dean School.
In addition, a small number of pupils will be supported using aspects of the
TEACCH approach to learning in response to their identified Autistic Spectrum
Condition
SCHOOL AIMS
1.
To recognise each child's entitlement to a broad, balanced, relevant and
differentiated curriculum.
2.
To recognise each child's entitlement to be taught by well-qualified and trained
teachers.
3.
To develop each child's independence and self-advocacy.
4.
To provide a safe, secure and happy environment for teaching and learning to
take place.
5.
To ensure maximum participation
carers/agencies as required.
6.
To realise the entitlement of all pupils to have their achievements recognised,
recorded and reported.
7.
To ensure that appropriate resources and facilities are available.
8.
To ensure every pupil's spiritual, moral, social and cultural development.
by
parents,
governors
and
other
These school aims will be supported by the following Curriculum Aims:
a.
To ensure implementation of the National Curriculum whilst allowing the flexibility
necessary to meet individual needs and development beyond statutory requirements.
b.
To provide a broad and balanced curriculum delivered through a wide range of
teaching and learning styles in order to meet group and individual need.
c.
To stimulate interest, promote positive achievement, progression and realisation of
potential.
d.
To encourage pupils to develop skills and qualities. This will promote increased
responsibility for their own learning.
e.
To ensure equality of opportunity across the curriculum taking into consideration issues
of gender, race and belief and individual need.
f.
To present pupils with first rate standards of oral teaching and presentational
resources so they can access the whole curriculum as fully as possible.
g.
To promote the highest possible standards of literacy across the curriculum and enable
pupils to improve their performance.
h.
To enable pupils to gain knowledge, understanding and experience of the world of
work, continuing education and leisure and the opportunities, rights and responsibilities
within them.
i.
To enable pupils to develop an awareness of, and a sensitivity towards, the
community.
STONY DEAN SCHOOL
HOME SCHOOL AGREEMENT
The school will :

ensure that your child is educated in a happy and safe environment;

meet the needs of each individual child;

keep parents informed of their child’s progress and/or of any concerns;

forge links with parents to enable the best support of their child;

achieve high standards of work and behaviour through building good relationships with
pupils and parents;

be welcoming at all times;

set homework in consultation with parents and in keeping with the needs of their child.
Signed: …………………………………………[school]
Parents will :

ensure that their child attends school regularly;

notify school on the first day of any absence followed by a letter on return to school;

support the school’s policies and guidelines for behaviour;

attend Annual Review Meetings and Parents’ Evenings;

inform school of any concerns.
Signed: …………………………………………[parent]
Pupils will :

attend school regularly and arrive on time in correct school uniform;

come to school prepared with appropriate equipment;

follow normal school routines and exhibit acceptable behaviour;

respect other pupils and staff and be polite and helpful;

respect the school’s property and protect the good name of the school when out in the
community

discuss any worries or concerns with a member of staff
Signed: ………………………………………….[pupil]
[1]
Stony Dean School opened as a Special School in May 1968. Pupils are drawn mainly from the
Chiltern/South Bucks and the Wycombe area but pupils are sometimes accepted, for a variety of specific
reasons, from other areas. Due to the fact our children come from a large catchment area the majority of
pupils are brought to school by transport arranged by the Area Education Office (Transport Officer), but it
should be noted that pupils are not automatically entitled to transport if they live within walking distance of
school (3 miles).
ADMISSION/VISITING ARRANGEMENTS
A placement on the school roll will normally take place only after, or, in exceptional cases, pending, the
assessment procedure leading to a statement under the 1996 Education Act. This procedure ensures that
parents are fully consulted at every stage of the assessment which includes a range of multi-professional
advice. In 2012, 170 places were available in the school. The school is usually over-subscribed
If the Local Authority has suggested Stony Dean as a school suitable to meet a child's educational needs,
parents are encouraged to make an appointment, through the school office, to visit the school. The
Headteacher and admissions staff would welcome this and will be available for consultation and
discussion. The school is happy to accommodate visitors informally, by prior arrangement with the office,
for discussion and a tour of the school.
THE SCHOOL
Stony Dean is on an attractive site of approximately seven acres. Facilities include a full-range of
specialist teaching rooms, multi-skills court, full-size football pitch and a new adventure trail.
Specialist facilities include a well-equipped Resistant Materials Room, Art Room, Science laboratory and a
recently refurbished Food Technology Room. There are two computer suites, which can accommodate
whole classes for ICT and ICT-related work across the curriculum. Most classrooms have PCs and there
are laptops available for individual or whole class use, all linked to the wireless network
Other well equipped rooms are designed to deliver the National Curriculum, suitably modified to meet the
needs of our complex learners.
The Post-16 Department offers a two year programme of Life Skills and Work Related Learning and a
wide range of accredited courses, chosen to ensure our students are well-prepared to meet the
challenges of the adult world.
The Gymnasium/Hall is a spacious area for both Assemblies and PE activities.
A choice of freshly cooked meals is available daily and healthy snacks are sold at break times. The
school runs a breakfast club daily.
SCHOOL HOURS
School commences at 8.55am daily with a morning break between 11.00 and 11.15am. Lunch is taken
from 12.55pm in two sittings. Afternoon school ends at 3.30pm.
HOLIDAYS
Holiday dates are in line with other schools in Buckinghamshire with the exception of the additional
days/occasional holidays for pupils. These are allocated each year to allow for the In-Service Training of
staff. Term dates for 2013-2014 are included at the end of this document
SAFEGUARDING
Stony Dean School takes the safeguarding of its pupils extremely seriously. The school ethos creates an
atmosphere in which vulnerable pupils can feel secure while seeking, through both the curriculum and the care
and guidance process to inform and empower pupils. In this way, our pupils are encouraged to develop the
confidence and skills to deal with the adult world from a position of knowledge and strength.
The Designated Senior Person for Child Protection is Mrs P J Dichler and the Deputy Designated Senior
Person is Mrs C McKenzie. Several other staff have undertaken the relevant training to enable them to fulfil
this senior role, thus ensuring that a senior member of staff with Child Protection training is always available on
site. All staff are trained as part of their induction to the school and this training is regularly updated for all staff.
Any disclosures made by pupils or concerns about pupils are passed to Social Care and their procedures are
rigorously followed in order to ensure our pupils’ safety.
The school follows the Safer Recruitment processes as laid down by the Local Authority and all staff,
governors and volunteers have been checked using the enhanced Criminal Records Bureau procedure.
SCHOOL UNIFORM
Pupils wear school uniform to enable them to identify with each other as a school community, in line
with the other secondary schools in the area.
The uniform is:
 Black trousers of skirt
 Choice of white shirt and maroon tie* or white polo shirt with school logo*.
 Black school sweatshirt with school logo*
 Black shoes
 Black blazer (optional)
 Fleece (reversible,shower-proof)*
All items with an* can be purchased through the school office.
All clothing should be clearly marked with the pupil’s name, particularly those items of clothing
regularly removed e.g. coats, jackets, body-warmers etc.
P.E.
All pupils require:
 black shorts and/or plain black jogging pants,
 white t-shirt (plain or with school logo),
 sports socks,
 football boots and trainers.
 Burgundy Stony Dean sweatshirt
 A swimming costume and towel will be required by Y7, Y8 & some Y9 pupils for weekly swimming
instruction at the Amersham Pool.
 All pupils should bring a towel and expect to shower after PE.
MEDICAL ARRANGEMENTS
The School Medical Officer visits the school each term. She examines all new entrants during their first
term in school and re-examines pupils who are about to leave. Some pupils may be examined at
more frequent intervals. Parents are notified of the date and time of such examinations and are
encouraged to be present. The S.M.O. also carries out routine vaccinations as required. Pupils
undergoing a course of medical treatment should hand the medicine or tablets to the School Nurse
with an accompanying letter requesting her to administer them, as required.
PARENTS
The school welcomes the partnership of parents and is pleased to work closely with home in the interests
of our pupils. There is an energetic and supportive PFA, to which new parents are warmly welcomed.
A range of partnerships is also being developed with local businesses and agencies within the community
to enrich and extend the learning opportunities of our pupils.
Parents may decide to withdraw their children from Religious Education Lessons, School Assemblies and
Sex and Relationships Education. As these are all important aspects of the school’s life, the school shares
full information about these activities and looks forward to the opportunity to discuss any concerns with
parents
SUPPORT SERVICES
We work closely with many professional agencies including:
 the Schools Psychological Service,
 Schools’ Medical Services,
 Social Care,
 Educational Welfare,
 Transitions and Connexions,
 Speech and Language Therapy Service,
 English as an Additional Language teaching service
 Specialist Teachers of the visually and the hearing impaired.
 The local police liaison officer visits regularly.
HOMEWORK
Homework is set in the core subjects each week as well as a project based homework for the Foundation
Subjects. Homework will be very carefully selected, in order to ensure that it is a positive experience for
both parents and pupils, re-inforces basic skills and can be completed independently
All pupils are expected to do homework. This allows them to consolidate class work, develop the skills of
independent learning and encourages future study.
Pupils may have had distressing experiences with homework in previous schools and any homework given
will be planned carefully to provide a positive experience for both pupil and parents. As some pupils find it
difficult to complete homework at home; a quiet room is available in school and staffed at break times to
support their homework studies.
Homework will be very carefully selected by staff in order to ensure that it reinforces classroom work and is
related to ongoing programmes of study.
Homework will consolidate and reinforce skills and understanding, and should provide opportunities for
parents, pupils and the school to work in partnership.
Pupils, staff and parents all have a role in ensuring that homework is a positive experience.
Teachers will:
Provide homework for pupils and ensure pupils know what to do.
Ensure that the homework is clearly understood and differentiated for the pupil.
Ensure that the content relates to current class work
Ensure that homework is marked regularly and feedback to the pupil will show what the pupil needs to
do to move forward
Manage the loan of resources efficiently
Be willing to advise parents on appropriate support if required
Pupils will:
Complete homework and return it on the agreed date.
Tell the teacher if they need to complete homework in Homework Club.
Be responsible for returning any equipment/materials, including library books.
Parents will:
Support the pupil in encouraging completion of the homework.
Take responsibility for any equipment loaned by the school including library books.
Homework will be set according to the Homebased Learning Policy.
EQUALITIES AND INCLUSION
At Stony Dean School, we are committed to ensuring equality of education and opportunity for all
pupils, staff, parents and carers receiving services from the school, irrespective of race, gender,
disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion
and diversity in which all those connected to the school feel proud of their identity and able to
participate fully in school life.
The achievement of pupils will be monitored by race, gender, socio-economic factors and disability
and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will
tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and
creating an environment which champions respect for all. At Stony Dean School, we believe that
diversity is a strength, which should be respected and celebrated by all those who learn, teach and
visit here.
The school believes in inclusive education and ‘best’ placement of pupils. Successful links have been
established with partnership schools and these may include opportunities to experience mainstream or
transfer between schools.
The curriculum is carefully designed to include the National Curriculum, suitably modified in pace and
content, for the diverse learning needs and styles of our pupils. In addition, the wider curriculum expands
learning opportunities and develops life and social skills.
A range of teaching and learning strategies secures pupil entitlement and ensures access to effective
learning programmes. There is specialist expertise and resources within school, which impact
positively on the progress of our pupils, including the most complex learners.
There are opportunities for work-related learning in Key Stage 4, which extend into the Community,
through liaison, links and partnerships.
EDUCATIONAL VISITS
The school organises a range of visits in support of the curriculum. These might include a trip to a
church, mosque, art gallery or to see the effects of erosion on a river bed. Other out-of-school activities
might include sports activities like the weekly swimming for Year 7, matches against other schools and
sessions at Green Park for Year 11 exploring sports like archery and rock-climbing.
Developing life skills might involve travel training or work-related learning might involve a visit to a local
business.
Theme Days take place throughout the year and these may incorporate a related visit
Camping is an annual event which is available to pupils from Year 9 upwards and the Sixth Form
undertake an overnight expedition as part of the Duke of Edinburgh’s Award
During the last days of the summer term, the school participates in Activity Days which currently
include the Year 7 pupils spending two days at the Hillingdon Outdoor Activity Centre and usually
include some off-site visits/activities for the other pupils
Parents are notified of these trips as far in advance as possible and written permission is required.
The school wishes to include as many pupils as possible in these activities because they are all a very
valuable extension of the curriculum and personal; development work we undertake with pupils. From
time-to-time, it may be necessary to carry out a risk assessment to determine whether or not a
particular activity is appropriate for a pupil. The school’s decision in this case will be final but every
effort is made to engage with parents in ensuring that pupils have every chance to participate in as
broad a range of activities as possible.
Many of the activities outlined above will be at no cost to parents and carers. Any charges for activities
will be in line with the Charging Policy of the school’s Governing Body and the school actively seeks to
keep costs to a minimum. Any parent who experiences difficulty with the financial costs of any activity
is encouraged to discuss this with the Headteacher.
SCHOOL ORGANISATION
LOWER SCHOOL: Key Stage 3
Years 7, 8 and 9 are in Key Stage 3. Pupils are placed through a careful screening and induction
programme into classes of eight to ten These groups are always supported in addition to which many
pupils will have a personalised programme in response to their own specific needs
The subject-based curriculum incorporates the National Curriculum and extends beyond it. It is
designed to meet the wide-ranging needs of pupils and includes specialist approaches. Subjects are
taught in flexible groupings.
In Years 7 and 8, literacy and numeracy skills are taught in Communication and Interaction (English)
and Numeracy, as well as in the context of other subjects.
Year 9 teaching builds on this foundation to prepare pupils for effective transition into Key Stage 4.
The end of Key Stage 3 is marked by assessment and parents are notified of the results.
UPPER SCHOOL: Key Stage 4
Pupils begin Key Stage 4 in Year 10. For many it will be an opportunity for a new start as an emphasis
will be given to skills needed for survival in the world of work, as well as academic success.
Pupils follow externally set syllabuses in the core subjects (English, Mathematics and Science) and in
other curriculum areas, leading to external accreditation.
Some pupils will follow a curriculum with Functional Skills as a basis, leading into vocational and work
related learning opportunities. There is also the opportunity for some pupils to study an accredited Life
Skills programme.
All Year 11 pupils will leave school with a Record of Achievement, identifying the successes they have
experienced in Years 10 and 11.
POST 16 studies are available at Stony Dean in the Sixth Form. (see separate Post 16 Prospectus)
The National Curriculum:
The National Curriculum is a framework used by all maintained schools to ensure that teaching and
learning is balanced and consistent. It sets out
 the subjects taught
 the knowledge, skills and understanding required in each subject


standards or attainment targets in each subject (eg. English AT1; Speaking and
Listening, AT2; Reading, AT3; Writing) Teachers use these to measure your child's
progress and plan the next steps in their learning
how your child's progress is assessed and reported
Within the framework of the National Curriculum, schools are free to plan and organise teaching and
learning in the way that best meets the needs of their pupils.
The National Curriculum was first introduced over twenty years ago and has undergone some
significant changes since then. There is, for example, no longer any requirement for pupils to sit tests
at the end of Year 9 and these assessments are carried out by teachers.
P Scales:
The National Curriculum starts with the P Scales which are designed to provide a way of assessing
pupils in the early stages of their learning. They help teachers to plan future targets and help them to
review progress. They begin with P1 and move through eight levels to P8. They break down into
achievable steps the important skills, knowledge and understanding which a pupil needs before
moving on to work at the National Curriculum levels.
There are P Scales for Literacy, Numeracy, Science, ICT (Information and Communication
Technology) and PSHE (Personal, Social and Health Education)
National Curriculum Levels:
These levels start with Level 1 and each Level is subdivided into three sub-levels. A pupil will,
therefore move from P8 to Level 1c, then on to Level 1b and so on in the subjects which are not
covered by the PIVATS programme. In schools which do not use PIVATS, the division of each Level
will be limited to the three sub-levels (c, b then a)
P SCALES
Literacy, Numeracy, Science,
ICT
National Curriculum Levels
Literacy, Numeracy, Science,
ICT
PSHE
Pupils start at P1 and progress through to P8
Other Subjects
Pupils start at Level 1c and progress through to Level 4a,
then on to Levels 5 - 10
Pupils move from P8 to Level 1c and progress through to
Level 4a, then on to Levels 5 -10
Pupils start at Level 1c and progress through to Level 16a
PUPIL PREMIUM
The Government believes that the Pupil Premium, funding which is additional to main
school funding, is the best way to address the current inequalities by ensuring that funding to
tackle disadvantage reaches the students who need it most.
The Pupil Premium for 2011-12 has already been allocated to schools. It has been for schools to
decide how the Pupil Premium is spent since they are best placed to assess what additional
provision should be made for the individual pupils within their responsibility.
From September 2012, schools are also required to publish online information about how the
premium has been used.
In 2011-12, Stony Dean School received £14,124 and prioritised the use of the Pupil Premium as
follows:
providing transport to enable specific pupils to attend after-school sessions for curriculum support,
self-esteem building activities, sports activities and counselling
providing extra staffing to target pupils with additional support and 1to1 tuition in literacy and
numeracy
providing increased staffing to reduce group sizes for targeted phonics programmes in KS3
providing systems which allowed for greater personalised timetables to ensure on-going support to
avoid exclusions from school and society
In 2012-13, Stony Dean School received £30,600 in total and used the funding in the ways outlined
above in response to individual and emerging pupil needs. The school also intends to use a proportion
of the funding:
 to enhance the ICT hardware available. This will ensure that pupils who do not have access to
personal computers or laptops at home will be able to use equipment at school
 to provide additional staffing to support pupils with homework tasks within the school day
Enterprise Education:
The Enterprise Education Curriculum is skills based and designed to prepare students for the adult
world and in particular, the world of work. The skills necessary for positive and effective
communication, problem solving, decision making, team work, independent learning and risk
taking/innovation will be developed. Money management skills and knowledge & understanding
about safety in the workplace will be included and every student will follow a personalised education
pathway to enable them to maximise their potential. Horticulture is central to the Enterprise
Education Curriculum and involves all aspects of planting and growing for profit The Young
Enterprise Projects allow the students to put into practice, further develop and extend these vital
employability skills.'
ICT:
The ICT department at Stony Dean offers a vibrant, unique and practical learning experience. Pupils
can arrive at Stony Dean with limited ICT skills, so we aim to engage and motivate them. All pupils
need to become confident and competent computer users, familiar with all aspects of ICT. The
specific courses in ICT lessons and broader use of ICT across the curriculum ensure that they will
obtain essential skills to help them in their future employment and everyday life.
In KS3 pupils learn the basics of Microsoft Office, Control Programming, E-Safety, E-mail and the
Internet, Staying safe around computers, Website Design and Multimedia creation.
After pupils have gained a sound knowledge of ICT through KS3, Year 10 pupils are entered into an
AQA unit award scheme which allows them to gain accreditation which can be used to gain access
to college courses or be used in employment
Year 11, 12 and 13 pupils are entered into the OCR Level 1 Nationals. Pupils are to complete two
mandatory units to gain 1 GCSE (D-G), or completing an extra two units to gain 3 GCSEs (Grades
D-G). Pupils will work with Microsoft Office, Animation Software, Website Creation and most
importantly will solve a business problem using their ICT, Communication and Enterprise Skills.
Students may choose to continue their studies beyond Year 11 in the Sixth Form
Department at Stony Dean School. Pupils from other schools are also welcome to
transfer, if appropriate.
This can be an important time for many students who may wish to improve their basic
‘life skills’ before leaving the school environment, alongside nationally accredited
courses of study.
Sixth Form students follow a wide and varied curriculum. Sixth Form students can be
entered for a number of examinations which currently include:








Functional Skills English and Maths
OCR ICT Nationals (equivalent to GCSE),
BTec Construction
BTec Cooking
AQA Unit Awards in a range of subjects
Sports Leader Award
Duke of Edinburgh Award
Equals courses
The emphasis is to enable our students to mature and develop to the best of their
ability. They are encouraged to think for themselves and become responsible adults.
Students are able to wear non-school uniform but are expected to look smart. Parents
and students sign a Sixth Form Agreement before studies begin which outlines the
expectations of the school.
EXTERNAL ACCREDITATION – JULY 2013
GCSE AND EQUIVALENT:
NUMBER OF
CANDIDATES
G
F
E
2
4
2
2
4
2
3
1
ENGLISH
6
MATHS
11
3
4
SCIENCE
9
5
4
ART (full)
8
RESISTANT
MATERIALS
PE (Short)
6
1
1
15
10
4
ICT NATIONAL
CERT
22
D
C
B
A
2
1
17 DISTINCTIONS
5 MERITS
ENTRY LEVEL:
NUMBER OF
CANDIDATES
LEVEL
1
LEVEL
2
LEVEL
3
ENGLISH
28
7
12
9
MATHS
33
1
9
23
SCIENCE
10
1
7
2
ART
16
9
6
1
RELIGIOUS STUDIES
9
1
8
PE
27
8
10
9
RESISTANT MATERIALS
21
1
3
17
FOOD TECHNOLOGY
11
11
H&S AT WORK
8
7 PASSES AT ENTRY LEVEL
The schools performance tables can be accessed at www.education.gov.uk
The Stony Dean School Ofsted Inspection report can be accessed at www.ofsted.go.uk
STONY DEAN SCHOOL
CLASSROOM CODE
We all agreed:
 Be on time for lessons
 Work hard, try your best and never give up
 Behave well
 Listen and be helpful to the staff
 Wear school uniform and bring the right equipment
 Let people work
 No bullying or calling people names
 Accept help from staff
 Never be rude to staff or other pupils
 Ignore bad behaviour
BULLYING
Stony Dean: Against Bullying
There is a robust policy in place to support a safe environment for
all pupils.
Bullying is unacceptable behaviour. It
happens in all schools and many young
people are regrettably involved at some
time. It is not just physical violence but
involves many sorts of behaviour including
intimidation, teasing, name-calling and
isolation of another, usually carried out over
a period of time.
The staff and governors of Stony Dean aim
to create an environment in which everyone
feels safe and where condemnation of
bullying is an integral part of the school
ethos. Sanctions will be applied as
appropriate and those involved will all be
supported in resolving the situation.
The school is committed to reducing bullying
through a range of preventative approaches:
 In Personal and Social Education (PSE),
tutor group and School Council discussions
 The use of the ‘circle of friends’ approach to
class members experiencing difficulty either
as a bully or victim
 Group work and role play across the
curriculum promoting awareness and valuing
difference
 Counselling in order to promote a sense of
self-worth
 Consistent reinforcement of the need to both
build and maintain positive relationships.
Governors met with members of the School Council to learn their views of the school’s antibullying policy. We heard that pupils know who to talk to if they are bullied or if they see someone
else being bullied.
……..and how parents can help us
If your child reports being bullied:
 Talk calmly with your child about the
experience
 Make a note of what the child says
 Reassure your child that it was the right
thing to tell you about it
 Encourage your child to talk to their tutor
 Contact the school and explain to the tutor
the problems your child is experiencing
 Stay calm – do not encourage your child
to hit back.
WHOLE SCHOOL POSITIVE BEHAVIOUR POLICY
At Stony Dean we believe that:
Pupils want to behave well - We believe that our pupils are happy when they behave well and
when that behaviour is recognized by adults and their peers.
Pupils can learn to improve their behaviour - Our pupils find learning difficult. Learning new
behaviour is a task, just like learning to read or write.
Mistakes are part of the learning process - We understand poor behaviour as a mistake which can
be rectified. We don’t make a judgement about it – instead we support our pupils to get it right.
Practice improves performance.
All adults can learn strategies to support pupils to improve their behaviour - Developing an
understanding of why children behave as they do, a positive attitude to the child and his/her
behaviour and effective strategies for managing that behaviour is a core requirement of the job. It
requires a real commitment to ongoing professional development. As for the child, constant practice
improves performance.
We adults can support our pupils by:
The quality of our relationships with each other and them – our Staff code of Conduct gives a
framework to help us provide good models of behaviour at all times for our pupils, many of whom
may experience less helpful relationship models in life outside of school.
These relationships are crucial. Each adult is a significant adult for our pupils. To foster successful,
enabling relationships we need to:
• actively build trust and rapport – they have to be earned; they’re not given
• demonstrate belief in the pupil – that s/he can succeed. Let the pupil know this
• treat the pupil with dignity and respect at all times e.g. by saying ‘thank you’; by listening carefully
• enjoy his/her company – have fun together, where and when appropriate
• hear the message behind the word/behaviour; ask yourself why the pupil is behaving in this way –
there will always be a reason; the behaviour is a symptom
• see things through e.g. if pupils have to make up time, the teacher concerned must help them to do
this during morning break/lunch time/after school
• keep our word – do whatever we say we will do
• look for the good in the pupil – identify it with the child and build on it.
• apologise if you make a mistake – you are modelling this for the pupil and you will earn respect
• name and manage your own emotional reactions to pupils’ behaviour ie demonstrate emotionally
intelligent behaviour at all times
• let go of your memory/feelings of a pupil’s previous bad behaviour – it’s unhelpful history. Focus
instead on getting it right in the future
• quietly but firmly hold appropriate boundaries for the pupils. Never let pupils do whatever they want,
when this would infringe the rights or comfort of others.
The quality of our teaching - If we are able to meet each child at his/her point of learning, in most
cases poor behaviour is likely to decrease/disappear.
To do this we need to:
• Accurately assess the pupils’ learning e.g. learning ability, learning style and level of achievement
in order to move them on
• Plan to meet the pupils’ range of needs e.g. equipment, seating, groupings, use of LSA’s
• know what the pupils believe they can do i.e. self esteem, self image and adjust expectations
accordingly
• know what motivates each pupil and use it to help him/her achieve
• carefully plan lessons to ensure that we meet each pupil at his/her point of learning i.e. the work
should be not too easy, nor too hard and we should plan for success
• include the pupils in the target setting and evaluation process, using appropriate language(self
assessment)
• give the pupils feedback on progress in a supportive way, focussing particularly on their
achievements and what they need to do to make further progress
• praise the pupils for their specific achievements i.e. descriptive praise
• actively teach the pupils positive learning behaviours, so that they know what to do to ensure
successful lessons e.g. enter the room quietly, listen to the adults, think before you answer, choose
who to sit with etc etc
Rights:
• All our pupils have a right to:
- learn, and to make demonstrable progress
- feel physically and emotionally safe at all times
- be treated with respect and dignity at all times
- express their feelings in an appropriate way ( emotional intelligence)
• All our staff have a right to:
- teach without undue disruption
- learn how to improve their practice
- feel physically and emotionally safe at all times
- be treated with dignity and respect at all times
- express their feelings in an appropriate way(emotional intelligence)
Responsibilities:
• are linked to rights, and this should be made explicit to our pupils
• everyone at Stony Dean School is responsible for their own behaviour. Nobody makes us behave
badly. We choose how to respond
Rules support positive behaviour. They should be:
• agreed with pupils through the School Voice
• written in a language the pupils can understand (including visual cues)
• stated in the positive
• regularly referred to by all staff with pupils
• regularly reviewed with the pupils during Circle Time
• prominently displayed in appropriate areas
• appropriate to the activity/place/age range
Routines support our pupils by fixing desired behaviours in their minds. They must be explicitly
taught – don’t assume they know them.
You will need to teach routines for all activities, including:
• the start/end of the day
• moving from classroom to elsewhere e.g. dining hall, playtime
• entering/leaving the classroom
• answering the register
• leaving the Hall after Assembly/PE lunch etc
• greeting visitors
The more consistency there is over routines, the easier it is for our pupils to learn them.
The language of choice – This is part of helping our pupils to take responsibility for their behaviour.
We actively encourage them to choose the right thing to do, by explaining the consequences of their
choices, both good and bad. We use specific descriptive praise when we see them making a good
choice – we can never do too much of this.
We link consequences to the choices they make, to help them make the best choice.
This language:
• increases pupils’ sense of responsibility
• regards mistakes as part of learning
• removes the struggle for power
• is positive
• overtly links responsibility, choice and consequence
• helps them to take responsibility
• helps them to manage their own behaviour
• increases their independence
The Reward System:
The purpose of a whole school approach to rewards is to develop an understanding of appropriate
behaviour and also to enhance pupils’ self-esteem. The school has a system of rewards which focus on
this positive reinforcement of acceptable behaviour. This includes descriptive praise, smiles and non
verbal acknowledgement and ‘good work’ celebration.
In addition to immediate recognition of good behaviour via the points system for each lesson (PEBLS),
many of the longer term rewards will be negotiated with the individual pupil and will relate to progress
towards their own targets. This system of achievable goals combined with joint monitoring encourages
self-discipline.8
The Sanctions System:
This is based on the principle that it is the behaviour which is unacceptable and not the pupil themselves.
The use of inappropriate language, bullying, harassment (racial, sexual or other), vandalism, rudeness
and violence will always be unacceptable at Stony Dean School and will always be dealt with
seriously.The aim of this policy is to emphasise each individual’s right to a quiet and calm environment
conducive to purposeful teaching and learning and to clarify everyone’s responsibilities towards others in
maintaining this by showing respect.
The following hierarchy of responses will be applied as appropriate
 disapproval using non-verbal or verbal cues
 acknowledgement eg. ‘how can I help’
 ignoring (eg I’ll come back to you when…)
 reminding and re-stating the rules
 redirecting behaviour, refocusing attention
 giving choices
 time out using the school’s learning support system
 repetition of task if necessary
 working in an alternative area
 loss of privilege
 loss of free time
 parental involvement
 being placed “on report” to monitor behaviour
 internal exclusion
 involvement of outside agencies
 exclusion, either fixed term or permanent
The principle of using the least intrusive approach will always achieve the best long-term outcome and will
be most supportive of both the pupil and relationships with staff members. Pupils are helped to develop
social awareness through the certainty and consistency of consequences to their actions. They are
always offered a way out of a situation and the means of “putting it right”.
Consequences
It is important for our pupils to clearly link a specific behaviour with its consequence.
E.g.
Behaviour
Consequence
Pupil disrupts lesson
Pupil leaves lesson and makes up time from
his own time
Pupil apologizes to the group, for his/her
specific actions
Pupil arrives late for lesson
Teacher requires pupil to make up this time
from his own time e.g. break or lunchtime
Reparation means repairing relationships, or ‘putting things right’ in some way. We believe that
pupils should always be given the opportunity to repair, and that they want to do this. We enable
pupils and staff to do this using the principles of Restorative Justice
Descriptive Praise
If we tell people what it is exactly that we like about what they are doing, we are
reinforcing the behaviours we want to promote e.g.
‘I liked the way you lined up quietly’
‘I noticed how kindly you supported _S_. Thank you’
‘Thank you for returning to class so promptly’ etc
This gives positive feedback and personal recognition, raises self esteem and leads to improved
behaviour.
Roles and Responsibilities:
General
We all have a responsibility to:
• read this policy
• understand it
• ensure that our practice is in line with it
• be proactive in implementing it
• continually seek to further improve our behaviour management skills
Staff working with pupils:
 quality of teaching and learning in the classroom – ensuring appropriate differentiation
 classroom climate – ensure that pupils feel emotionally and physically safe
 planning for use of LSA’s ,and other resources, to support learning and behaviour
 ensure we report all incidents in line with the school procedures
 develop and maintain of a positive classroom climate
 help pupils to manage their behaviour positively in the whole school environment
Positive Behaviour Group (SLT, Key Stage Leaders, Learning Support Manager)
 advise and support other staff on effective behaviour strategies, including IBP’s (Individual
Behaviour Plans) for particular pupils
 keep succinct, detailed records of incidents/improvements to monitor progress and to
establish patterns
 develop positive relationships with parents to support pupil behaviour
 to support teachers and teaching assistants to manage behaviour effectively
 through continuing professional development – not by doing it for staff
 to support pupils with understanding the school’s approach to behaviour management
 to support parents with understanding the school’s approach to behaviour management, and
with behaviour management techniques
Pupils – as individuals, members of teams, members of the school community
 to understand the school’s approach to behaviour management
 to improve their own behaviour, in line with our policy, so that they consistently show
emotionally intelligent behaviour
 to support their peers to improve their behaviour, in line with our policy
Parents
 to support the school’s approach to behaviour management, in line with this policy
Governors
 to approve the school’s policy
 to support the school with its implementation
 to hear the case for fixed term/permanent exclusions, and to decide on the appropriate
course of action
Bullying:
Bullying is unacceptable behaviour. It happens in all schools and many young people are regrettably
involved at some time. It is not just physical violence but involves many sorts of behaviour including
intimidation, teasing, name-calling and isolation of another, usually carried out over a period of time.
Bullying should never be ignored.
The staff and governors of Stony Dean School aim to create an environment in which everyone feels safe
and where the condemnation of bullying is an integral part of the school ethos. Sanctions will be applied
as appropriate and those involved will all be supported in resolving the situation.
The school is committed to reducing bullying through a range of preventative approaches:
 in PSHCEE, tutor group time and School Council (Student Voice) discussions
 Rights Respecting Schools Award activities and whole school approach to rights and
responsibility
 the use of the “circle of friends” approach to class members experiencing difficulty either as a
bully or victim
 S.E.A.L principles embedded in learning
 Restorative Justice approach to solutions
 group work and role play across the curriculum promoting awareness and valuing of difference
 counselling in order to promote a sense of self-worth
 consistent re-inforcement of the need to both build and maintain positive relationships
 raising awareness through events such as Anti-bullying week.
(ref: Anti Bullying Policy)
Substance Use and Misuse:
This school, like others has a key role in supporting young people in the choices they must make as they
grow up and many of them will encounter substance misuse either directly or indirectly at some time.
Drug, alcohol and smoking Education is provided as part of the PSHCE programme and aims to inform
pupils of the health and legal issues associated within this difficult area. It also aims to empower them to
withstand peer pressure to participate in activities they know to be harmful.
Any instances of substance misuse on the school premises will be treated seriously and may lead to
permanent exclusion
Smoking: The school is a no-smoking site.
The school approach to pupils who smoke is:
 educate pupils about the consequences of smoking
 to involve parents and health professionals to assist pupils who have become dependant
 discourage smoking through the application of sanctions for breaking a school rule
Racial Harassment and Racial Incidents: This school has been complimented on the infrequency of
such incidents and the way in which cultural, religious and ethnic differences are celebrated. It is our
intention to maintain an environment in which everyone has equal opportunities to fulfil their potential and
to feel pride in their identity. To support this, racial incidents or racial harassment will always be treated
seriously. Appropriate sanctions will be applied and all incidents will be logged in the pupil’s file and also
in the Racial Incidents Book which is regularly inspected by the governors.
The school aims:
 to address issues of racism and equality through the curriculum
 to provide positive images and role models in resources and displays which reflect the
experiences and backgrounds of all our pupils
 to encourage co-operative and collaborative approaches to learning
 to build positive links with families and to use support agencies to the full
 to use counselling with individuals or groups to explore issues of racism and prejudice
Inappropriate Language: Pupils’ attention will always be drawn to the inappropriate use of language,
even when used in passing. This is part of the school’s role in preparing its pupils for adult life and is
intrinsic to their ability to respond in a socially acceptable way to a range of situations.
Vandalism: Any damage to property has an effect on the whole school community. It reduces the quality
of our environment and has financial repercussions because repairs and maintenance are costly. It is the
governors’ policy to seek compensation for deliberate acts of vandalism
Physical Contact:
There are occasions when physical contact is necessary and helpful. Examples of these are:
 to greet or to celebrate
 to provide comfort or to ease distress
 to support in gymnastics
 to demonstrate the use of tools or methods of making something
 to draw attention to something
Certain pupils, however, will not be comfortable with physical contact so awareness and sensitivity are
vital at all times.
It may, on very rare occasions, be necessary for staff to exercise their duty of care where a pupil is
endangering themselves or others by their actions. This intervention will always follow the guidance
from the LA. If a pupil is likely to require such support, then this will be included in the IBP, with all
those concerned in the pupil’s care informed and asked to agree.
Appeals Procedures:
The school will always contact parents and carers regarding any incident in school and would also wish to
respond immediately to any concern raised by a pupil, parent or member of staff. Our experience shows
that this prompt action usually prevents misunderstandings but senior staff or the Chair of Governors are
available if further discussion and intervention are needed.
The Pupil Discipline Committee of the Governing Body meets regularly to consider any exclusion and
parents have the opportunity to appeal against any exclusion with which they do not agree.
Monitoring:
 we need consistent behaviour management throughout the school, appropriately adapted to
the age/ability of the pupil
 LMT, Curriculum Leaders will observe and feedback to staff on observed good practice and
areas for development
Continuing Professional Development (CPD) – In order to further improve practice, staff can:
 apply to go on individual courses out of school, as part of their individual Continuing
Professional Development identified in their Performance Management meetings
 ask for in-house individual development opportunities e.g. by observation and learning
dialogues with staff, with identified best practice
 attend whole school training sessions on behaviour management
In conclusion, if each person in the school is effectively implementing this Policy, we will have a
simple yet sophisticated technique for contributing tour pupils learning.
Furthermore, it will reduce stress levels on both staff and pupils and contribute to continuing to make
it a privilege to work at Stony Dean.
S.E.N. POLICY
This policy embodies the principles and objectives of the Code of Practice 2001
School Arrangements
This SEN policy has been approved by the staff and the governors of the school. It describes the
objectives of the governing body in making provision for pupils with special educational needs, and a
description of how it will contribute towards meeting those objectives.
General Statement
Stony Dean School seeks to develop each pupil's potential through equipping them with academic and
social skills that will allow them access to lifelong learning and their place within their families, the
neighbourhood and society at large.
The school provides an environment which is stable, supportive and non-threatening, while providing
clear and consistent boundaries within which pupils can achieve and enjoy their learning.
Stony Dean aims to develop confident and caring young people. It is recognised that education through
quality teaching and learning, both within and outside the classroom, is essential if pupils are to
maximise their potential.
All aspects of the school day will contribute to raising self-esteem and acknowledging their own
success. These will include the curriculum with structured programmes to encourage growth and also
the quality of relationships, attitudes and patterns of behaviour
Aims and Objectives
To provide a physical environment in which all pupils achieve their maximum potential:

a warm, calm and inviting environment.

a learning environment which motivates and recognises achievement.

a wide range of social opportunities and facilities.
To create an ethos that enables pupils to address social, emotional and educational problems through:

improvement in self-image through early and continuing success.

enabling them to develop appropriate relationships with peers and adults.

consistent behaviour management

varied, stimulating and relevant educational programme throughout the day.

advice and guidance both individually and via discussion in groups.
To provide teaching and learning through which pupils may develop their potential and satisfy their
subsequent needs through:

broad, balanced and relevant Curriculum.

appropriate and specialised teaching strategies and approaches.

appropriate and accredited Qualifications.

access to the world of work and lifetime learning.
Roles and Responsibilities
To contribute towards meeting the aims of the school, the Governors have determined the following
provision, which is additional to or otherwise different from the educational provision made generally for
children at mainstream schools.



Staffing
An intensive level of Teachers, Learning Support Assistants and Therapists, providing opportunities to
learn in small groups or individually, as well as attending to the welfare of pupils.
A high level of staffing to enable administrative procedures and support for staff.
Appropriate catering and cleaning staff to deliver a healthy diet and clean living and learning
environment.
All members of staff within the school will offer access to reliable, predictable and consistent models of
behaviour to facilitate the learning and emotional and behavioural adjustment of pupils. All staff pay
due regard to equalities legislation.




Approaches:
To devise organisational and teaching structures to enable effective delivery of the National
Curriculum.
To develop confidence and competence in all aspects of the school's life.
To improve pupils' self-esteem and achievement by increasing their involvement in the educational
process. This will be achieved through setting appropriate goals and challenges.
To develop a range of provision within the school that will address a wide range of need and provide a
relevant curriculum for all pupils.
Managing Provision:
The pupils placed at Stony Dean School, on account of their learning, language and communication,
autism and associated behavioural difficulties, will not span the same range of ability as those pupils in
mainstream schools. They will generally function at a level which is determined as below average.
They will have significantly more difficulties than their peers in mainstream schools. In some cases
they will exhibit a range of behaviour patterns and interactions which impede normal personal and
social development and make it difficult for them to learn effectively without causing serious disruption
to the education of their peers.
Learning difficulties sometimes present obstacles to normal development because they manifest
themselves in a range of unacceptable behaviours. This can have an adverse effect on National
Curriculum attainments. Pupils will need to develop the ability to adapt to a range of personally
demanding physical, social and personal situations.
It is the aim for all pupils to receive the full curriculum and to have access to the full range of extra
curriculum activities. However, there may be occasions, in the best interest either of the pupil or the
main school body when this is not possible. Where it seems necessary, for example, due to illness,
to restrict the curriculum or to educate on a one to one basis both parents and pupils will be involved
in discussion before any final decision is made.
Identification, Assessment and Provision
How resources are allocated amongst pupils
The Governors allocate the funds received by the school from the Local Authority through its scheme
for Local Management. The scheme is based on a Matrix Funding formula which identifies need and
informs the LA funding arrangements. The effective use of these resources is overseen by the Finance
Committee
How the needs of pupils are identified and resourced
Each pupil placed at Stony Dean School is subject to a Statement of Educational Need which is drawn
up by the Local Authority. During the first half term of admission a baseline procedure is completed
and targets set against which progress can be judged. The Statutory Annual Review considers the
school's, parents' and pupils' views of the progress made and the previous year and any difficulties. It
then sets targets for the following year. The process is highly valued by the school. The dates are set
at the beginning of the year but where parents are unable to attend in the first instance, an alternative
date is sought and failing this the review will go ahead with the child.
At the Annual Reviews which follow a pupil's fourteenth birthday, outside agencies, including the
Connexions [Careers] Service, will offer advice, alongside that of the parents, pupil and the school, in
order to produce a coherent plan for the pupil's transfer to adult life.
At least one parent consultation evening offers the parents an opportunity to celebrate the academic
and social achievements of their children every year. Staff are also able to maintain close liaison with
parents whenever necessary. All staff closely monitor the needs and progress of the pupils and review
approaches as appropriate.
Curriculum access and inclusion
All pupils have access to appropriate materials and equipment to support the teaching of a broad,
balanced and relevant curriculum, including the National Curriculum.
To access this, the School has two main tasks. Firstly to have organisational and teaching strategies
to enable delivery, and secondly to offer specifically designed programmes, ensuring appropriate
differentiation, to overcome the learning difficulties which have impeded progress.
Many pupils have complex difficulties and their ability and attitude towards learning will vary
considerably. Additional support to individual pupils with more complex and/or language and
communication difficulties may require some modification to the requirements of the National
Curriculum. This is offered through programmes developed by Teaching and Therapy Staff as well as
Support Assistants.
Some pupils experiencing more severe learning, language and associated emotional and behavioural
difficulties may require disapplication.
To facilitate access to age appropriate levels of the National Curriculum, individually structured learning
programmes may have to be developed.
Pupils at the end of their key stage will access appropriate tests. Programmes of study leading to
appropriate externally accredited examinations will be the right of all pupils.
Evaluating Success
The Governors regularly visit the school and report on their observations to a full meeting. All aspects
of school life are covered by visits enabling the Governing Body to carry out its monitoring and
evaluation responsibilities effectively.
The Governing Body receives a termly report on the work and life of the school.
The School Development Plan which outlines the aims of the school and the objectives attached to
them, are considered at strategic points throughout the year, and the financial implications included in
the Budget Plan.
The school's budget share is matched to the provision statement, to ensure effective deployment of
staffing and resources.
The Governors consider access to external accreditation of learning a right for pupils and receive the
results accordingly.
The Annual Review procedure provides parental perceptions on the work and life of the school and the
analysis of these comments are used as an indicator of success.
The Senior Leadership team and Curriculum Leaders regularly review progress data and interventions
are put in place as necessary to ensure expected progress for each pupil.
Complaints Procedure
Any arrangements made by the governing body relating to the treatment of complaints from parents of
pupils concerning the provision made at the school.
If parents wish to discuss any aspect of the school and its curriculum they are welcome to contact the
school to make an appointment to see the Head teacher.
In the event of a complaint the first stage is informal and the Head (together with a member of staff, if
appropriate) will meet with parents and attempt to resolve any concerns.
The second stage, if after discussion the parents are still not satisfied, will involve representations to
the Committee of the Governors which oversees issues dealing with pupils. Where this fails to resolve
the matter, then there is another Governors’ Committee to hear an Appeal.
Finally, if each of the stages fail, then parents may make representations to Buckinghamshire County
Council.
Partnership within and beyond the school
Staff development and appraisal
The Governing Body has delegated the responsibility for in-service training and appraisal for all staff to
the Head Teacher. They receive reports on the programmes and monitor those elements within the
School Development Plan.
Links with other agencies, organisations and support services
The school considers carefully individual pupil's needs and where necessary accesses the appropriate
external support services. Visits are made to the school by Physiotherapists, Occupational Therapists
and Teachers for the hearing and visually impaired. The school employs Speech Therapists as part of
the staff team. The Education Welfare Officer visits as does the Educational Psychologist, School and
Community Nurse, Area Medical Officer and Social Workers as required.
Work experience is planned and delivered by the Business Enterprise Partnership and is undertaken in
the local community. Supported Internships form an important part of the school’s development plan
and the Enterprise Leader works with local businesses to ensure their success.
Close links are formed with Social Services Departments where they have an interest in a pupil.
Informal advice and support is available through the contacts established by the school with the
children's teams in each area.
Where a pupil's difficulties cause concern these are investigated during the Educational Psychologist
time allocated to the school. Attendance is monitored very carefully with the support of the Area
Education Welfare Officer.
Partnership with Parents
The partnership between home and school is important as it is a commitment to support, encourage
and recognise the success of a pupil. It also allows both to have an understanding of each other's role
to support and compliment each other.
To achieve this partnership the school will:
provide opportunities to exchange information and encourage dialogue and the interchange of ideas
and opinions;
seek co-operation when planning the range of experiences for the pupil by involving parents in the
process of determining the way forward;
inform parents and develop with them an understanding of assessment and the recognition of
achievement of success.
The voice of the child
The school actively encourages the voice of the child through the ‘School Voice’ of pupil
representatives which meet regularly to discuss their agenda items.
Links with other schools and transfer arrangements
Stony Dean School has strong links with mainstream secondary schools, and with other secondary
special schools, both formally and informally, for both curricular and sporting interests.
If at an Annual Review it has been decided that a pupil's needs can be best met within a mainstream
school, Stony Dean negotiates and supports a suitable reintegration programme and formally reviews
progress to ensure a successful transfer takes place in line with its own Inclusion Policy.
Preparation for the world of work is achieved through a Careers Guidance [Connexions] and Work
Experience programme, including supported internships. The curriculum itself has a strong vocational
bias in Key Stage 4 and Post 16. Where pupils wish to extend the prevocational pathways, the school
is uniquely able to offer Post 16 education. Some pupils who wish to experience this and a College of
Further Education, will be supported through a transitional stage to ensure successful integration.
Charging and Remissions Policy for Educational Activities
The Governing Body recognises the valuable contribution that the wide range of additional activities,
including clubs and visits, can make towards a pupils education. The Governing Body aims to
promote and provide such activities as part of a broad and balanced curriculum for the pupils of the
school and as additional optional activities.
The relevant statutory provisions are contained in Chapter III of Pt VI of the Education Act 1996. This
requires the Governing Body to determine and keep under review a Charging and Remissions
Policy. Parents have a right to ask for this information and a summary must be included in the
school prospectus. The school must also comply with the Buckinghamshire County Council Scheme
for Financing Schools, Finance Section F7 Charges for Educational Activities.
There are two types of financial contributions for which parents can be asked in relation to
educational activities:
 Voluntary contributions
 Permitted charges
They have different limitations as set out below.
Voluntary Contributions:
Nothing in legislation prevents a school governing body or local authority from asking for voluntary
contributions for the benefit of the school or any school activities. However, if the activity cannot be
funded without voluntary contributions, the governing body or head teacher should make this clear to
parents at the outset. The governing body or head teacher must also make it clear to parents that
there is no obligation to make any contribution.
It is important to note that no child should be excluded from an activity simply because his or her
parents are unwilling or unable to pay. If insufficient voluntary contributions are raised to fund a visit,
then it must be cancelled. Schools must make sure that they make this clear to parents. If a parent
is unwilling or unable to pay, their child must still be given an equal chance to go on the visit.
Schools should make it clear to parents at the outset what their policy for allocating places on school
visits will be.
When making requests for voluntary contributions to the school funds, parents must not be made to
feel pressurised into paying as it is voluntary and not compulsory. Schools should avoid sending
colour coded letters to parents as a reminder to make payments into the school or maintenance
funds. Schools should also ensure that direct debit or standing order mandates are not sent to
parents when requesting for contributions.
Permitted Charges:
Permitted charges are a direct request to cover certain costs involved with a school activity or visit.
No charge can be made in respect of education provided during school hours (which excludes the
midday break). Further more, no charge can be made for any education provided outside of school
hours if this forms part of the syllabus for a public exam, or as part of the National Curriculum or
religious education (non-chargeable education). A charge may be made however for board and
lodgings on any residential educational visit (subject to the provisions of the LA and school’s
remissions policy).
1. Materials & Textbooks
Where a pupil or parent wishes to retain items produced as a result of art, craft and design, or design
and technology, a charge may be levied for the cost of the materials used. In the case of Food
Technology, pupils usually provide their own ingredients, but if the pupil forgets, the school provides
the ingredients and levies a charge. Textbooks are provided free of charge, but in some subjects,
additional revision guides are available, for which a charge is made.
2. Music Tuition
Although the law states that all education provided during school hours must be free, music lessons
are an exception to this rule. The Education and Inspections Act 2006 introduced a regulationmaking power which allowed the Department for Education to specify circumstances where charging
can be made for music tuition. The new Regulations, which came into force in September 2007,
provide pupils with greater access to vocal and instrumental tuition.
Charges may now be made for teaching either an individual pupil or groups of any appropriate size
(provided that the size of the group is based on sound pedagogical principles) to play a musical
instrument or to sing. Guidance about these changes to the charging regulations can be viewed
here. Charges may only be made if the teaching is not an essential part of either the National
Curriculum or a public examination syllabus being followed by the pupil(s), or the first access to the
Key Stage 2 Instrumental and Vocal Tuition Programme (Wider Opportunities).
3. Residential Activities/Activities Outside School Hours
If the activity is held outside school hours and is education other than non-chargeable education,
then it is regarded as an “optional extra”. A charge may be made for the full cost of the activity but
must not exceed the actual cost of providing the activity. The charge may include the costs of travel,
board and lodgings, additional staff costs, entrance fees, insurance, materials and equipment.
However, the charge made to individual parents cannot include any cost added to subsidise parents
of children who are unwilling or unable to pay the charge.
When is an activity held in school hours?
If the number of school sessions taken up by the visit is equal to or greater than 50% of the number
of half days spent on the visit, it is deemed to have taken place during school hours (even if some
activities take place late in the evening). Whatever the starting and finishing times of the school day,
Regulations require that the school day is divided into 2 sessions. A “half day” means any period of
12 hours ending with noon or midnight on any day.
Example 1: Visit during school hours
Pupils are away from noon on Wednesday to 9pm on Sunday. This counts as 9 half days including 5
school sessions, so the visit is deemed to have taken place during school hours.
Example 2: Visit outside school hours
Pupils are away from school from noon on Thursday until 9pm on Sunday. This counts as 7 half
days including 3 school sessions, so the visit is deemed to have taken place outside school hours.
4. Examination Entries
A charge will be levied in respect of examination entries for pupils where the school has not prepared
the pupil for the examination.
A charge will be levied in respect of examination entries for pupils where
- the school has prepared the pupil for the examination and
- it considers that for educational reasons the pupil should not be entered and
- the pupil’s parent/guardian wishes the pupil to be entered (or pupil him/herself when over 18
years old).
In these circumstances, if the pupil subsequently passes the examination, the school may refund the
cost.
A charge may be levied for pupils re-sitting an examination.
A charge will be levied where a pupil fails without good reason to complete the requirements of any
public examination where the school paid or agreed to pay the entry fee.
5. Damage/Loss to Property
A charge will be levied in respect of wilful damage, neglect or loss of school property (including
premises, furniture, equipment, books or materials), the charge to be the cost of replacement or
repair, or such lower cost as the Headteacher may decide.
6. Lettings
The school will make its facilities available to outside users at a charge of at least the cost of
providing the facilities. The scale of charges will be determined annually by the Finance Committee
and approved by the Governing Body.
7. Other charges
The Headteacher, Finance Committee or Governing Body may levy charges for miscellaneous
services up to the cost of providing such services e.g. for providing a copy of an OFSTED report.
Remissions Policy
Where non-chargeable education is provided during a residential visit, then the parents of a pupil
who is eligible for free school lunch shall receive a complete remission of any charges that would
otherwise be payable in respect of board or lodgings.
Under current regulations children whose parents receive the following support payments are eligible
for free school meals:
 Income support
 Income based job seekers allowance
 Child Tax Credit except if the parent meets ANY of the following criteria i) entitled to working tax credit (regardless of income)
ii) have an annual income in excess of £16,190 (Please note that this figure is for April 2011
and that it changes in April each year).
 Support under part VI of the Immigration and Asylum Act 1999
 Guarantee element of State Pension Credit
Where charges are to be made by the governing body for optional extras, parents may receive a
remission for the whole or part of the charge as set out in the school’s remissions policy.
STONY DEAN SCHOOL TERM DATES 2013/2014
AUTUMN TERM – 2013
Term Begins
(Back to school)
Inset Day (No School)
Half Term
Back to school
Term Ends
Thursday
5 September
Friday
Monday – Friday
Monday
Friday
25 October
28 Oct – 1 Nov
4 November
20 December
SPRING TERM - 2014
Term Begins
(Back to school)
Half Term
Back to school
Term Ends
Tuesday
7 January
Monday - Friday
Monday
Friday
17 - 21 February
24 February
4 April
SUMMER TERM - 2014
Term Begins
(Back to school)
Bank Holiday
Half Term
Back to school
Term Ends
Wednesday
23 April
Monday
Monday – Friday
Monday
Wednesday
5 May
26 May – 30 May
2 June
23 July
Literacy
SULP
Numeracy
ICT
Science
PSHCEE
Humanities
(Rotation of groups 13 weeks)
Design & Technology
(Rotation of groups 13 weeks)
Art
PE & Games
Enterprise Education
(Horticulture & Outdoor
Learning)
Enrichment (in rotation)
Language & Communication
Rights Respecting Schools
Community & GreatOutdoors
Music and the Arts
Year 7
AUTUMN
Decoding skills, Motor skills, Speaking and
listening, Reading workshop
Personal WritingLiterature & Media, The Man With
the Yellow Face, The Silver Sword
Damian Drooth, Drama activities
Appearance, eye contact, interests, friendships,
listening
Curriculum Overview
SPRING
Decoding skills, Motor skills, Speaking and
listening, Reading workshop
Media – Designing a chocolate bar, Creative
Writing, Literature –Drama activities
Handling data, Equations and formulas, Area and
Perimeter, Co-ordinates, Place value,
Sequences and functions
Microsoft Word – Who Am I (Posters)
Graphics – Story Maker/Cartoon
Last two weeks of December – Christmas Cards
Calculations, calculator methods. Four rules of
number. Sequences and functions. Graphs Angles
measuring equations
Staying Safe (E-Safety and Health and Safety) –
News report
Using the Internet – Making their Own Playing
Cards
Forces- types, speed, sports
Energy and Electricity - forms of energy, fuels and
pollution
Relationships 2- Friendship and family,
Environment 1-basic introduction to drugs and the
laws on alcohol and tabacco
RE – Differences, Symbols, Who was Jesus?
History – Amersham: a local study, Medieval
Monarchs
Geog – What is Geography, Sustainable Living
Resistant Materials
Design and make a Travel puzzle, money box
Food
Investigating Fruit. Healthy Snacks. Desserts.
Comparing Healthy/Unhealthy Breakfasts.
Imaginative drawing, designing and construction.
Laminating using papier mache.
Creating a 3D robot.
Hockey, Swimming, Basketball, Tag Rugby,
Boccia
Self awareness & cooperation, following through
practical activities, forward planning, economic
awareness.
Sign Language, Fair Trade, Teamwork games,
Textiles
Induction, Scientific equipment, Safety, Acids and
alkalis, Forensics
Cells – types, parts, organs and body systems
About Me 1-Identity and our differences,
Relationships 1-prejudice and bullying, Code of
Conduct
RE – Differences, Symbols, Who was Jesus?
History – Amersham: a local study, Medieval
Monarchs
Geog – What is Geography, Sustainable Living
Resistant Materials
Design and make a Travel puzzle, money box
Food
Investigating Fruit. Healthy Snacks. Desserts.
Comparing Healthy/Unhealthy Breakfasts.
‘Myself’ project, How to talk about a painting.
Representational drawing, Colouring, Collage
Basic skills, Swimming, Gymnastics, Fitness,
Football
Team Building, responsibility, practical
coordination skills, Seasons, seasonal activities.
Health and Safety.
French, Who are we?, Sustainable Schools
Project, Music from around the world
Emotions, turn taking
SUMMER
Decoding skills, Motor skills, Speaking and
listening, Reading workshop
Creative Writing, Literature – Macbeth,
Narrative skills, Look, Listen, Turn-Taking.
Personality, The way we talk, Body Language,
Conversation skills
Place value, problem solving
Functions, graphs, Transformations, Geometric
reasoning, Graphs.
Control Programming/Software – Bee Bots,
Assault Courses, Obstacles, Video Recording, and
Timing etc.
Creating their Superhero and Comic Strip.
Space – planets, solar system, night+day, seasons
Variation and behaviour – classification of animals,
ecological relationships
Health 1- Puberty, Health 2-Diet and exercise
RE – Differences, Symbols, Who was Jesus?
History – Amersham: a local study, Medieval
Monarchs
Geog – What is Geography, Sustainable Living
Resistant Materials
Design and make a Travel puzzle, money box
Food
Investigating Fruit. Healthy Snacks. Desserts.
Comparing Healthy/Unhealthy Breakfasts.
Artist discussion and inspired 2D work, Drawing,
Introduction to clay use e.g. clay modelling, rolling
out, marking etc.
Outdoor challenges , Walking , Rounders,
Swimming, Athletics, Tennis
Team work, practicing skills, planning and
preparation for growth cycle, sustainability. Mini
fairs, seeds growth etc.
Spanish, Film Making, Orienteering & Strategy
games, Clay
Year 8
Curriculum Overview
AUTUMN
Writing & S/L - Holidays
Comprehension
Decoding, Reading Workshop
Speaking and Listening
Space Raiders, Drama Activities
SPRING
Decoding, Reading Workshop
Speaking and Listening, Drama Activities
Gothic Genre
Frankenstein adapted by Philip Pullman
Sleepy Hollow (film) Harry Potter (film)
SULP
Emotions, body language, looking, listening
Personality, The way we talk, Conversation skills
Numeracy
Probability, number, integers, powers/roots
Measures, equations, geometric lines and angles.
ICT
Microsoft Word – Poster About My Summer
Microsoft PowerPoint – All About Me!
Multimedia – Pupils to make their own movie on
Stony Dean.
Last two weeks of December – Christmas Cards.
Chemistry, Elements and Compounds
Rock cycle and weathering
About Me (2)- personal safety and peer pressure,
Relationships (3)- bullying,
Rights Respecting Schools Award
RE – Rites of Passage
History – Religious changes in the 1500’s
Geog – Waters and Rivers , Weather
The way we talk, asking and answering
questions, looking & listening, turn-taking
Following instructions, messages, conversation
skills
Handling data. Place value, calculations and
calculator methods, Integers, powers roots.
Sequences, functions, graphs
Desktop Publishing – Creating their Own
Calendar.
Microsoft Excel – Cinema Scenario
Literacy
Science
SUMMER
Decoding, Reading Workshop
Poetry From Other Cultures
Checking Out Me History by John Agard
The British by Benjamin Zephaniah
Dr Who (BBC TV)
Speaking and Listening, Drama Activities
Narrative skills, Look, Listen, Turn-Taking
Fact/opinion, compromise, asking for help
Problems, lines angles, shapes
Handling data, number, data handling,
Geometric reasoning
Microsoft Access – Information Workshop
ICT in everyday life – Pupils own Individual
research.
Microsoft Office – My Own Island
Light and sound
Heating and cooling
Hygiene, Sex Education, Economics,
Citizenship, Rights Respecting Schools Award
Resistant Materials
Structures. Design and make book ends.
Food
Investigating raw and cooked vegetables, Soup,
Pasta. Rice.
Jungle project
Health and disease
Food & Digestion
Environment (2)- morals, recycling and
responsibility, Health (3)- Alcohol, tobacco, drugs
Rights Respecting Schools Award
RE – Special Buildings
History – The English Civil War
Geog – Flooding & the structure of the earth +
Earthquakes and Volcanoes
Resistant Materials
Structures. Design and make book ends.
Food
Investigating raw and cooked vegetables
Soup, Pasta. Rice.
African mask project
PE & Games
Athletics, Tag Rugby, Gymnastics, Football,
Boccia, Curling,
Fitness, Basketball, Cross Country, Handball,
Hockey
Tennis, Rounders, Athletics,
Hand eye coordination games
Enterprise Education
(Horticulture & Outdoor
Learning)
Health and safety, autumn preparation for
growing. Basic livestock management and
breeds. Introduction to native British wildlife,
habitats and nature, Wildlife and autumn fairs
Sign Language, Fair Trade, Teamwork games,
Textiles
Self awareness & cooperation, following through
practical activities, forward planning. Christmas
fairs, making products for sale. Customer service.
Tools and correct usage
Spanish, Film Making, Orienteering & Strategy
games, Clay
Team work, practicing skills, planning and
preparation for growth cycle, sustainability.
Harvesting growing, seed sowing, garden
maintenance.
French, Who are we?, Sustainable Schools
Project, music from around the world
PSHCEE
Humanities
Design & Technology
(Rotation of groups 13 weeks)
Art
Enrichment (in rotation)
Language & Communication
Rights Respecting Schools
Community & GreatOutdoors
Music and the Arts
RE – Special Books
History – Transport , Town to Country
Geog – Europe & France, Economy/ Climate
Change
Resistant Materials
Structures. Design and make book ends.
Food
Investigating raw and cooked vegetables
Soup, Pasta. Rice.
Totem pole project
Year 9
Literacy
SULP
Numeracy
ICT
Science
PSHCEE
Humanities
Design & Technology
(Rotation of groups 13
weeks)
Art
PE & Games
Enterprise Education
(Horticulture & Outdoor
Learning)
Enrichment (in rotation)
Language & Communication
Rights Respecting Schools
Community &
Curriculum Overview
AUTUMN
Decoding & comprehension, Reading workshop,
Language skills, Handwriting, Speaking and
listening,
Literature-, I Know What you did Last Wednesday,
Call of the Wild, Children of the New Forest, Holes,
Drama activities
Compromise, personality, fact/opinion, friendships,
body language, the way we talk.
Proportional reasoning, calculators, graphs,
Sequences, functions and equations. Shape
construction
Microsoft Office – What Did I Do this Summer
(Poster).
Information Reliability – Tree Octopus/Doggy Island
Microsoft Word – Creating their own recipe books.
Last two weeks of December – Christmas Cards.
Chemical reactions, using chemistry, environmental
chemistry
Forces and space
SPRING
Decoding & comprehension, Reading workshop,
Language skills, Handwriting, Speaking and
listening, Personal Writing Performance Poetry,
Drama activities
Times you can say ‘No’, friendships, body
language, bullying, criticism, strengths &
weaknesses, self esteem.
Probability, problem solving integers, powers and
roots, Geometric reasoning. Co-ordinates,
measuring. Real life graphs
Image Manipulation/Graphical Design – Wanted
Posters/Photo Albums
Microsoft PowerPoint – E-Safety
SUMMER
Decoding & comprehension, Reading workshop,
Language skills, Handwriting, Speaking and
listening, Literature- The Terrible Fate of Humpty
Dumpty
Drama Activities
GCSE/Entry Level Transition
Relationships, narrative skills, debating skills,
criticism.
Handling data. Number, algebra, SSM, Graphs.
Consolidation of KS3 work.
Internet and Microsoft Office – Pupils are to
research on Titanic/ WW1/ WW2/ Sport etc etc.
Multimedia Creation – Video, Camera and Sound
creation for a TV advert.
Genetics – inheritance and selection, reproduction
Energy and Electricity – types of energy,
generating electricity, pollution
Energy and Electricity – types of energy,
generating electricity, pollution
Plants for food, Photosynthesis,
Environment 3-Personal safety and society,
Learning Styles- our strengths and weaknesses
Rights Respecting Schools Award
RE – Islam
History – The Slave Trade
Geog –Global development gap
Resistant Materials
Design and make a clock. Mechanisms.
Food
Bread Production. Fat and Fibre in our Diet.
Castle project
Health 4- healthy lifestyles, alcohol, tobacco,
drugs, About Me 3-emotions
Rights Respecting Schools Award
RE – The Natural World
History –The British Empire, Aspects of WW 1
Geog – Brazil, Rainforests
Resistant Materials
Design and make a clock. Mechanisms.
Food
Bread Production. Fat and Fibre in our Diet.
Ink painting project
Sex and Relationships , Citizenship 2
Rights Respecting Schools Award
Athletics, Cross Country, Tag Rugby, Handball,
Basketball, Fitness
Types of careers, Team Building, Signatures, life
skills, design your own island, leadership skills, Self
Awareness, Future Planning, Horticulture, designing
your own products for resale.
Football, Outdoor Education, Volleyball,
Badminton, Hockey,
Possible types of careers, preparation for working
life, preparation for job interviews, Cooperation,
teamwork Social Signs, Abbreviations,
Horticulture, basic personal finance.
Cricket, Athletics, Rounders, Softball, Ultimate
Frisbee.
Personal Qualities and Skills, Team work,
practicing skills, stock market challenge,
Supermarkets, employability and aspects of
horticulture.
Spanish, Film Making, Orienteering & Strategy
games, Clay
French, Who are we?, Sustainable Schools
Project, music from around the world
Sign Language, Fair Trade, Teamwork games,
Textiles Project,
RE – Right and Wrong
History – Aspects of WW 2
Geog – Ecosystems, Conservation
Resistant Materials
Design and make a clock. Mechanisms.
Food
Bread Production. Fat and Fibre in our Diet.
Investigating cultural art and its meaning
GreatOutdoors
Music and the Arts
Year 10
English
SULP (10V)
Numeracy
ICT
Science
Curriculum Overview
AUTUMN
GCSE/Entry Level- Macbeth (Diary entry)
Holes (Character study)
Autobiographical Writing, Persuasive writing
(Leaflet, Poster, Holiday brochure)
Drama Activities, Oral response to film “Sad Eyes
Empty Lives” Speaking and Listening
Body language, personality, life skills.
Skills for Life - Practical work based on money,
time, shopping, measurement.
Entry Level & GCSE modular course work–
algebra, number scales, probability
AQA Unit Award Scheme – Pupils are to
complete a number of different units on order for
them to gain the accreditation of the unit awards.
GCSE - Physics, Chemistry, Biology
Entry Level – Chemistry ; Materials from the Earth
PSHCEE
Developing Confidence
Rights Respecting Schools Award
Humanities
Entry Level
RE – Origins and major beliefs, Judaism
Humanities – Hitler’s Germany 1933-1945 –
Design & Technology
Resistant Materials
Entry Level -Unit 1 Health and Safety
GCSE - Design and make coursework
Food
Entry Level - Unit 1 Health and Safety.
BTEC – Jamie’s Home Cooking Skills assignments.
Art
GCSE - View finder project
Entry Level - Painting and Drawing unit
Entry Level – Athletics, Football, Table Tennis,
Badminton, , Tag Rugby
British Safety Council Entry 3 qualification
BTEC Work Skill Entry 3
Horticulture AQA Unit award Scheme Entry 3
PE & Games
Enterprise Education
(Careers, Horticulture, Outdoor
Learning & Independent Living
SPRING
GCSE/Entry Level - Formal Letter Writing,
Speaking and Listening,
Exam Prep,
Entry Level/GCSE Mock Examinations
Drama Activities, 1ST Person narrative writing
Poetry (Carol Ann Duffy-Christina Walsh)
Conversation skills, asking for help, life skills.
Skills for Life - Practical work based on money,
time, shopping, measurement.
Entry Level & GCSE work - Problem solving,
shapes, area and perimeter, data handling.
Multiplication, division, time, percentages, mode,
median and range
AQA Unit Award Scheme – Pupils are to
complete a number of different units on order for
them to gain the accreditation of the unit awards.
GCSE - Physics, Chemistry, Biology
Entry Level – Physics; Energy transfer and
efficiency
Taking Responsibility, Health (1)- risky behaviours
(drugs, alcohol, smoking, includes some
discussion on sexual activity, Staying Safe, Rights
Respecting Schools Award
Entry Level
RE – Celebration and worship, Judaism
Humanities – Patterns and Places, Migration
and population
Resistant Materials
Entry Level - Unit 2 Evaluating Existing Products
GCSE - Design and make coursework
Food
Entry Level - Unit 4 Food Handling, Storage and
Preparation
BTEC – Jamie’s Home Cooking Skills assignments.
GCSE – Painting portrait project
Entry Level - Imaginative design unit
Entry Level – Basketball, Circuit training, Table
tennis, Keep fit, Mixed games, Outdoor Education,
British Safety Council Entry 3 qualification
BTEC Work Skill Entry 3
Horticulture AQA Unit award Scheme Entry 3
SUMMER
GCSE/Entry Level – Journey to Jo’burg
Of Mice and Men
Speaking and Listening
Drama Activities
3rd Person narrative writing
Poetry (Love and Persuasion)
Narrative skills, life skills.
Skills for Life - Practical work based on money,
time, shopping, measurement.
Entry Level & GCSE work - Estimation,
measuring, fractions and decimals.
AQA Unit Award Scheme – Pupils are to
complete a number of different units on order for
them to gain the accreditation of the unit awards.
GCSE - Physics, Chemistry, Biology
Entry Level – Biology; Keeping Healthy and
Inheritance
Sex Education, , Relationships (1)- prejudice and
challenging offensive behaviour, Health (2)staying safe in the sun, healthy diet
Rights Respecting Schools Award
Entry Level
RE – Rites of Passage, Contemporary & Cultural
Issues , Judaism
Humanities - Tourism, Travel and Leisure
Resistant Materials
Focussed Practical tasks
GCSE - Design and make coursework, mock
exam revision.
Food
World War 2 –researching rationing & cooking.
BTEC – Jamie’s Home Cooking Skills assignments
GCSE – 3D design – Cultures
Entry Level - Sculptural study: Henry Moore
Entry Level - Athletics, Rounders, Cricket, Golf,
Softball, Ultimate Frisbee.
British Safety Council Entry 3 qualification
BTEC Work Skill Entry 3
Horticulture AQA Unit award Scheme Entry 3
Skills)
Year 11
Curriculum Overview
AUTUMN
GCSE - Entry Level: Transactional Writing (relevance
of zoos), Speaking and listening, Exam Prep – GCSE
Paper 1,and Paper 2 Entry Level, Entry Level
Controlled Task
Private Peaceful ,War Poetry
SPRING
GCSE - Mock Exam (Paper 1), Paper 2 prep
(Media), Writing to argue persuade advise, Writing
to analyse review and comment, Exam Revision
Entry Level-Prep and Examination, Speaking and
Listening, Drama Activities
Numeracy
Skills for Life - Practical work based on money, time,
shopping, measurement.
Entry Level & GCSE modular course work–Negative
numbers, formulae, 3D shapes
ICT
OCR Nationals - Unit Awards
Business Skills for Life
Entry Level & Level 1 (Unit 2)
GCSE – Biology, Physics, Chemistry
Entry Level – Completion of practicals for Biology,
Chemistry and Physics topics
Target Setting, Revision and Learning Styles
Relationships 2- feelings and changing relationships
Rights Respecting Schools Award
RE – Christianity: Events in Jesus’ life, Parables and
Miracles
Humanities - Tourism, Travel and Leisure
Resistant Materials
Entry level – Optional Unit
GCSE – design and make coursework.
Food - Unit 2 - Evaluating Existing Products. BTEC –
Jamie’s Home Cooking Skills -assignments.
Skills for Life - Practical work based on money,
time, shopping, measurement.
Entry Level & GCSE work - Scale drawings,
order of operations. Rounding and estimating.
Metric, imperial measures, Conversion graphs
OCR Nationals - Unit Awards
Business Skills for Life
Entry Level & Level 1 (Unit 2)
GCSE - Biology, Physics, Chemistry
Entry Level - Completion of practicals for Biology,
Chemistry and Physics topics
Health 3- Contraception, Health 4- dealing with
stress, healthy lifestyle choices
Rights Respecting Schools Award
RE – Christianity: Holy Week to Ascension
Humanities - Amersham, a town of two halves
English
Science
PSHCEE
Humanities
Design & Technology
Resistant Materials
Entry level – Optional Unit
GCSE – design and make coursework
Food - Unit 6 Cereals from Source to Table
BTEC – Jamie’s Home Cooking Skills assignments.
Art
GCSE - Landscape drawing, painting and photography
Entry Level - Landscape Photography and painting:
Learning about watercolour painting mixing colours,
composition.
PE & Games
Entry Level – Athletics,Football, Handball, Goalball,
Fitness, Basketball,
GCSE – Expressionist project, Painting or
sculpture. Exploration of emotions and abstract
ideas.
Entry Level - Externally set theme executed in a
medium of students’ choice.
Entry Level – Fitness, Badminton, Rounders,
Athletics, Tag Rugby, Volleyball,
Enterprise Education
(Careers, Horticulture &
Outdoor Learning)
British Safety Council Level 1 qualification
BTEC Work Skill Entry 3 (Money Management )
Horticulture AQA Unit award Scheme Entry 3 Variety
of practical tasks, practical tasks, Horticulture
British Safety Council Level 1 qualification
BTEC Work Skill Entry 3 (Interview skills)
Horticulture AQA Unit award Scheme Entry 3
Variety of practical tasks, practical tasks,
SUMMER
GCSE and Entry Level
Exam Revision and practise
Final exams
Speaking and listening, Drama Activities
Text- Of Mice and Men. Stone Cold, Functional
Skills Prep
Skills for Life - Practical work based on money,.
.30 time, shopping, measurement.
Entry Level & GCSE work -. Maps, bearings,
pie charts, Plans and elevations
OCR Nationals - Unit Awards
Business Skills for Life
Entry Level & Level 1 (Unit 2)
GCSE – Revision, exam practise
Entry Level – Completion of all assessments
‘In the Heat of the Moment’- dealing with high risk
situations, Safer Travel
Rights Respecting Schools Award
RE – Moral issues
Humanities - Amersham, a town of two halves
Resistant Materials
Focussed Practical Tasks
GCSE – design and make coursework. Mock
exam revision.
Food - Multi-cultural Food project
BTEC – Jamie’s Home Cooking Skills assignments.
GCSE – Exam unit set externally
Entry Level - Crafts from around the world
Entry Level - Catch ups, Cricket, Rounders,
Tennis, Ultimate Frisbee,
British Safety Council Level 1 qualification
BTEC Work Skill Entry 3 (preparation for working
life) Horticulture AQA Unit award Scheme Entry 3
Variety of practical tasks, practical tasks,
Horticulture
Specialist Provision and Nurture Group (NG3)
Communication, Language
and Literacy
Horticulture
Curriculum Overview (2 PAGES)
AUTUMN TERM
Focus: Charlotte’s Web

Language & narrative skills

Characters

Family & Friends

Pets
SPRING TERM
Focus: Aesops Fables

Language & narrative skills

Friendships

Sequencing

Wild animals
SUMMER TERM
Focus: The Honey Hunters

Language & narrative skills

Stories and Rhymes from other cultures

Insects & plants:bees & honey
The following skills will be developed and practised in all sessions

Fine, gross and oro-motor skills

Phonological awareness, rhythm and rhyme

Pre-reading and Decoding skills

Reading with symbol; a route to literacy

Reading and listening to stories and rhymes enhanced by multi-sensory experiences

Listening to, initiating and using language through signing, symbol and PECS

Role play

Pre and early writing skills
Social Use of Language
Programme
Questions: Who?/ Where?/ Interactive Stories
Problem solving, Reasoning
and Numeracy
ICT
Concepts and knowledge will be taught and reinforced through real life, practical and kinaesthetic activities. Narrative, rhyme, song and movement will be used
to enhance the activities to develop an awareness and understanding of:

Number: one-to one correspondence in a range of contexts and exploring properties of numbers

Comparatives: “more than” and “less than” etc

The concepts of time, money and measurement

Mathematical language: everyday language for properties and positions, describing shapes

Changing Environments
Communicating
Finding Information
Knowledge and
Understanding of the
World:Science
Materials and their properties:
Changing materials
Separating materials
Physical processes:
The earth and beyond
Life processes & living things
Plants
Keeping healthy
Knowledge and
Understanding of the World:
Humanities
Developing a concept of time:
The Seasons
Exploring the local area (1) :
The local environment
Exploring the local area (2):
Local history
PSHCEE
About Me (1), Relationships: friendships (1),
Rights Respecting Schools Award
Relationships: family (2), Environment (1) Bullying
Rights Respecting Schools Award
Health (1) Health: exercise, diet, hygiene, puberty.
(2)Citizenship,
Rights Respecting Schools Award
Emotions
Expressing feelings
Bullying
When to say “no”.
Life skills:
Design & Technology/ Food
Technology / Outdoor
Learning
Focus 1: India
Focus 2: The Arctic
Focus 1: China
Focus 2: The United Kingdom
Focus 1: America
Focus 2: The work of Oxfam
Art
Working with clay:
Clay castle
Printing
Aboriginal art
Music
Musical categories
Responding to music: movement
drawing
Seaside soundscape
PE & Games
Basic skills; kicking, throwing etc
Hand eye coordination games
Boccia, Kurling, Handball & Basketball
Swimming
Basic skills; kicking, throwing etc…
Hand eye coordination games
Athletics; running, jumping & throwing Rounders
Swimming
Enrichment
Language & Communication
Rights Respecting Schools
Community
Great Outdoors
Music and the Arts
Creative activities inspired by “Charlotte’s Web”.
Basic skills; kicking, throwing etc…
Hand eye coordination games
Volleyball & Tag-rugby
Fitness, Exercise to music,
Swimming
Creative activities inspired by “Aesops Fables”.
Activities will encourage exploration, observation, problem-solving, prediction, critical thinking & decision making.
The following skills will be developed and practised :
Motor planning & co-ordination
Following a schedule / following instructions
Sequencing
Designing & creating structures
Handling & preparing food & following recipes
Using the senses to investigate different foods & flavours
Using tools & techniques safely, correctly and competently (including joining, measuring cutting & finishing techniques)
Sharing & responding to others’ ideas
Creative activities inspired by “The Honey
Hunters”.
POST 16
In the Post 16 provision progression pathways are in place in order to build on previous learning in Key Stage 4. The provision aims to provide a curriculum that will support
vocational studies, life skills and social development.
Courses and Experiences Overview
Literacy
WJEC Functional Skills, GCSE retakes, individual
Literacy Programmes
OCR Functional Skills, GCSE
Entry Level 1,2,3 + Level 1&2
OCR Nationals - Unit Awards
Business Skills for Life
Entry Level & Level 1 (Unit 4 and 12)
EDEXCEL
OCR Unit Awards
OCR Nationals - Unit Awards
Business Skills for Life
Entry Level & Level 1 (Unit 4 and 12)
BTEC Level 1
Level 1
(off site)
Personal and Social Development
(Including Sex and Relationships Education)
Community Volunteering
ASDAN
Level 1, 2, 3
Work Right
ASDAN
Travel Training
‘Talkback’
Duke of Edinburgh Bronze Award
Community Sports Leader Award
Sports Coaching awards & qualifications
Food Hygiene Certificate
Home management
Young Enterprise Company
Social use of Language Programme (SULP)
Work Experiences
Textiles, Art
Retail
First Aid
Money Management
EDEXCEL
Numeracy
ICT
Horticulture
Building and Construction
Entry Level + level 1&2
ASDAN
Level 1, 2
Level 1