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English

  • The aim of the Wyvern school is to give all pupils the opportunity to gain english skills until the moment they leave school. This will be done in a variety of ways as outlined below. Pupils will all have the opportunity to gain an appropriate qualification in english or english skills as well as have daily english lessons based around the expectations of the new national curriculum and its focus on the key skills of reading, writing and speaking and listening.
  • Pupils are grouped by ability for their english lessons in Key Stages 1, 2 and 3. A new topic based curriculum based around a theme per term has been established and gives pupils the opportunity to read a variety of texts including fiction, non-fiction and poetry as well as writing instructions and recounts. All tasks are differentiated for pupils, with sensory resources used reinforced with Makaton signing and Widget symbols, with more able pupils reading and writing independently. This academic year we have also introduced ability banding in Key Stage Four across Year 10 and 11 and FE students have also been grouped according to need.  
  • In addition to following this topic based curriculum some pupils also receive the benefit of following the Read, Write, Inc phonic based teaching programme. Pupils follow this very structured approach twice weekly or more as an intervention if needed. Pupils are taught the letter sounds and then the skills of blending to learn to read as well as rhymes which help with letter formation. Fresh Start and one-to-one tutoring materials are also being used to target LAC, FSM and lower attaining pupils. We are proud that our teachers embed RWI teaching in our students from Reception class all the way up to those who may need it in Year 13 as we believe it is never too late to teach a child to read.
  • Pupils in Key Stages 4 and 5 are working towards gaining appropriate qualifications, including OCR life and living skills. An AQA qualification is also currently under discussion.
  • We have a variety of books across the school and in classrooms and pupils have the opportunity to take books home and read in their own time. Homework is sent home regularly to reinforce work completed in class.
  • There are lots of drama opportunities provided in school. We have a close relationship with the Oily Cart theatre company, the world leading practitioners of sensory drama, and they have been resident in our school on two occasions leading workshops for our pupils. We are also developing links with Rose Bruford College and have hosted workshops and sessions for their students studying qualifications in drama for PMLD students or on the autistic spectrum.
  • Pupils are also involved in other opportunities to promote speaking and listening, such as a Christmas play in the Primary phase. We celebrate World Book Day every year and pupils enjoy this as a springboard to promote reading.
  • Pupils’ progress is judged using B squared assessment data along with school targets to ensure pupils are making good to outstanding progress. Work is regularly moderated at school, Kent special school and county moderation events. Pupils who need further support are identified and followed up through the year. We assess at the end of every term and enter data for each pupil as well as keeping an evidence file containing assessed work. Subject targets linked to Section F outcomes are set by class teachers in September and reviewed through out and at the end of the academic year. Targets are shared with support staff and students in a variety of ways such as through the use of target sheets and wall displays. Annotation of work reflects this.
  • Resources, schemes of work and planning is regularly reviewed to ensure they are as effective as they can be.
  • Our pupils in Year 6 are working below the level for the National assessed SATS test in Maths and English. Pupils in Year 6 for the last three years did not enter these tests. We assess pupils using B squared data and they are provided with highly differentiated work tasks to ensure they make good to outstanding progress.
  • Our more able students in Key Stage Four will be able to achieve qualifications en route to possible GCSE or equivalent accredited courses.