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WWW.HEARTLANDS.HARINGEY.SCH.UK “The school’s early success has been achieved through an unrelenting focus from the outset on high-quality teaching and a collective enthusiasm for learning.”

“The school’s early success has been achieved through ...smartfuse.s3.amazonaws.com/a4f2eec442dc510be34096846956cbfc/... · “The school’s early success has been achieved through

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www. h e a r t l a n d s . h a r i n g e y . s c h . u k

“The school’s early success has been achieved through an unrelenting focus from the outset on high-quality teaching and a collective enthusiasm for learning.”

2 H e a r t l a n d s H i g H s c H o o l | au t i s m p r o v i s i o n au t i s m p r o v i s i o n | H e a r t l a n d s H i g H s c H o o l 3

Welcome to our provision“The headteacher and governing body have successfully established a distinct identity for the school within the local community, based on three key areas: learning, ethos, and partnerships. There is a vision for excellence, led from the top.”ofsted report 2012

our missionAc h i e v i n g e xc e l l e n c e - Acc e p t i n g D i f f e r e n c e at Heartlands High school autism provision we value each of our young people and celebrate their many strengths. We support them in overcoming their difficulties without criticism, accepting them for the unique individuals they are. We provide a safe and empathetic environment that educates young people with autism to function as independently as possible as members of their community.

We recognise that engaging in learning can be incredibly difficult for our students but with gentle pressure consistently applied we know we can support our students in achieving to their full potential.

O U r e t h O Sthe autism provision is very much part of the whole school and as such it shares the same vision and values. the sEarCH ethos in the provision ensures that the staff and students are constantly striving for excellence by working hard and aiming to achieve their best at all times.

i am so pleased to be welcoming you to Heartlands High school autism provision. i am the Director and assistant Head with specific responsibility for the provision.

We cater for a maximum of 25 students all with statements of autism and related learning and speech and language difficulties from year 7 to year 11. Within the provision we offer a very eclectic approach to education and the teaching and expertise of our teaching and therapy team reflects this. our approaches to teaching include principles of tEaCCH, aBa, pECs, sensory integration, social stories, sign along, and team teach behaviour management. We aim to provide

an environment where our students feel safe and able to learn by subscribing to the spELL approach.

i hope you find what you need to know about the provision in the pages of this prospectus. if there is more you need to know or if indeed you would like to visit, please do not hesitate to get in touch, it is always our pleasure to welcome visitors into our classrooms.

Kelly McBeathDirector – Autism Provision

4 H e a r t l a n d s H i g H s c H o o l | au t i s m p r o v i s i o n au t i s m p r o v i s i o n | H e a r t l a n d s H i g H s c H o o l 5

S c h O O l M At t e r Sa low arousal autism friendly environment that will enable students to achieve an optimal calm-alertness for learning

all classrooms set out with a clear tEaCCH structure

all staff tEaCCH trained no unnecessary displays in classrooms

specially designed places to promote calm and well being

a curriculum designed to promote calm and well being

e f f O r tHighly motivating curriculum suited to individual learning needs to ensure students are working to their potential

students individual needs catered for through special interests

Great partnerships with families ensure good knowledge of individuals needs

staff are all trained well to ensure they are equipped to get the best from our students given their complex needs

Ac h i e v e M e n tHighly trained staff will ensure that gentle pressure is constantly applied to each student to push them to achieve their best

all staff have intro to asD, tEaCCH and Behavior as Communication training.

staff are encouraged to pursue additional training, Excellent assessment, tracking and target setting Good communication with primary placement to ensure minimal loss of learning a great range of ‘extra curricular’ activities

r e S p O n S i b i l i t yall students will be equipped with the ability to manage their own autism with independence and dignity

staff have a high level of autism training and are empathetic to the needs of autistic people specially designed spaces for students to utilize in their self-management specific equipment available for self-management Clear behavioral expectations, sanctions and rewards

c i t i z e n S h i paccess to a curriculum that will encourage students to be independent active citizens

independence is the goal of aLL teaching Lots of access to ‘real’ learning in the community both in and out of school the community invited to be active in educating our students open day and autism events to include the community providing outreach support to local schools and services

h i g h A S p i r At i O n Sstudents are encouraged to identify aspirations and are supported in working towards them.

student rewards for excellence Everyone is able to achieve qualifications or awards inclusion is an expectation not an option. Classes well staffed to ensure a good level of support our staff, our environment and our exceptional students will create a center of excellence

’Students feel very safe at school. The diverse school community is harmonious and cohesive, described by one parent as feeling ‘like a family’.oFsted report 2012 for success

6 H e a r t l a n d s H i g H s c H o o l | au t i s m p r o v i s i o n au t i s m p r o v i s i o n | H e a r t l a n d s H i g H s c H o o l 7

Learning environmentour students have access to a highly specialised learning environment and curriculum specifically designed to meet the needs of students whose autism impacts considerably on their communication and learning needs

throughout the day there are also many flexible opportunities for every student in the provision to access inclusion in a variety of different ways.

mainstream specialist teachers teaching provision classes provision students attending mainstream classes for particular areas of interest or strength tutor times and assemblies with the whole school. mainstream students also attend provision during break times

accessing mainstream during break times and lunchtimes mainstream asD students accessing the provision for some teaching and therapeutic opportunities

inclusionHeartlands autism provision provides a great deal more than excellent specialised teaching for students who are most affected by their autism.

the teaching and therapeutic staff within the provision also outreach to the mainstream school and the many students on the spectrum that require support. We provide training to the staff across the school in order to ensure we are all well equipped to cater for all of our asD population. this very unique arrangement means that Heartlands High

school caters for students through all shades of the autistic spectrum, providing an empathetic environment where students with autism can learn to manage their needs and achieve their potential.

Heartlands autism provision also has outreach services to other schools that require support to cater for their asD population, both working directly with students and offering training to staff. please contact the school for further details.

“Heartlands is an exemplary model for autism support within a mainstream Environment”robert Pritchett director of accreditation services nas

“ The school’s promotion of spiritual, moral, social, and cultural development is excellent and runs through the curriculum.”ofsted report 2012

How to find usHeartlands High school station road, Wood Green, London n22 7st

tel: 020 8826 1230 Fax: 020 8826 1231email: [email protected] web: www.heartlands.haringey.sch.uk

“Newly established provision for students on the autistic spectrum is led and managed extremely well. It provides a safe and structured environment for learning.”oFsted report 2012

student voice “i like the provision because i have friends here” (mainstream year 8) “i like the provision because it is more quiet in the garden” (mainstream year 8) “a fantastically informative session, feeling less anxious about secondary transfer now” (Prospective Parent 2011) “it is just wonderful, i wish all secondary schools had facilities like this” (prospective parent 2012) “i wish i could come here for all of my lessons” (mainstream year 8 student)