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Curriculum & Remote Education

We monitor our curriculum, so that we can offer a holistic, child centred approach to learning. We offer a bespoke curriculum for each pupil, based on their academic and emotional need, with therapies such as play, music as well as cognitive behavioural to help them improve their conduct and ability to learn.

 

We sometimes have to start from a lower attainment base for some of our super heroes, as they may have been absent from school for some time. We use a variety of diagnostic methods and phonics including  Read Write Ink Phonics, Toe By Toe and Reading Wise for accelerated reading attainment.

 

If you would like to know more about how we organise and teach our curriculum, how we baseline and 'fill in the gaps', then please get in touch with either Neal, Meic or Ruth at the school. Their contact details are on the Contact page.

Our behavioural policy - although appears simple, does conform with Education and Inspection Act 2006 Section 89 - which needed to be implemented by November 2021. This includes:

 

 

The head teacher of a relevant school must determine measures to be taken with a view to—

(a)promoting, among pupils, self-discipline and proper regard for authority,

(b)encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils,

(c)securing that the standard of behaviour of pupils is acceptable,

(d)securing that pupils complete any tasks reasonably assigned to them in connection with their education, and

(e)otherwise regulating the conduct of pupils.

 

The head teacher must in determining such measures—

(a)act in accordance with the current statement made by the governing body under section 88(2)(a), and

(b)have regard to any notification or guidance given to him under section 88(2)(b)

 

(2A)The head teacher of a relevant school in Wales must in determining such measures—

(a)act in accordance with the current statement made by the governing body under section 88(2)(a),

(b)have regard to any notification or guidance given to him under section 88(2)(b), and

(c)require pupils at the school to comply with the travel behaviour code made by the Welsh Ministers under section 12 of the Learner Travel (Wales) Measure 2008.]

 

(3)In relation to a relevant school in England, the] standard of behaviour which is to be regarded as acceptable must be determined by the head teacher, so far as it is not determined by the governing body.

(3A)In relation to a relevant school in Wales, the standard of behaviour which is to be regarded as acceptable must be determined by the head teacher, so far as it is not determined by—

(a)the governing body, or

(b)the minister

 

(4)The measures which the head teacher determines under subsection (1) must include the making of rules and provision for disciplinary penalties (as defined by section 90).

(4A)In relation to a school in England, rules made under subsection (4) must identify the items for which a search may be made.]

 

(5)The measures which the head teacher of a relevant school in England determines under subsection (1) may, to such extent as is reasonable, include measures to be taken with a view to regulating the conduct of pupils at a time when they are not on the premises of the school and are not under the lawful control or charge of a member of the staff of the school.

[5A)The measures which the head teacher of a relevant school in Wales determines under subsection (1) may, to such extent as is reasonable and not required by subsection (2A)(c), include measures to be taken with a view to regulating the conduct of pupils at a time when they are not on the premises of the school and are not under the lawful control or charge of a member of the staff of the school.]

 

(6)The measures determined by the head teacher under subsection (1) must be publicised by him in the form of a written document as follows—

(a)he must make the measures generally known within the school and to parents of registered pupils at the school, and

(b)he must in particular, at least once in every school year, take steps to bring them to the attention of all such pupils and parents and all persons who work at the school (whether or not for payment).

 

We are happy to discuss how we reward and support behavioural choices - so why not get in touch!

As Waterside is a special school, under current Government guidance, we are to remain open as we have the most vulnerable of pupils within the education system.

 

However, there may be a time when we will have to revert to on-line/hybrid learning. Along with the above policy, staff will ensure that they are available to 'live' teach following the published time table and that key worker staff (including all members of the SLT and DSL's) will physically visit homes of all children at least 3 times per week.

 

We did this during all of the previous disruptions to schools with great effect. 

 

Our home feeding procedures will also be re-implemented and we will ensure that all members of our school community - FSM or not, will receive enough food to last a week for a family of 4. This too, proved to be a huge success and lowered the anxieties of both our super heroes and parents throughout those periods.

Our new curriculum has:

 

  • differentiated challenges to stretch and motivate our super heroes
  • is an inclusive curriculum - empowering every super hero to succeed
  • a drive to promote independent skills 
  • ensured that our super heroes have a wide range of skills to enable them to succeed on return to mainstream school
  • excited and enthused our super heroes to develop their skills in a wide variety of situations.
  • a mainstream ethos modelled upon current 'best practice' nationally
  • O Track to monitor progress and attainment at all levels

 

We use some schemes for music and computing - which you are more than welcome to come and see and which are led by some of our Outreach and TA staff.

Play Therapy Works!

Although this video is based on the American model, it does give you an insight into the importance of play therapy when working with SEMH pupils. At Waterside SEMH, we will be using our own in-house trained Play Therapist to support pupils with their behaviours.

When Meds Fail: A Case for Music Therapy: Tim Ringgold at TEDxYouth@BommerCanyon

Can there truly be an intersection in life where one can fulfill a lifelong passion and contribute to others' happiness? Tim Ringgold proves that you can indeed. In his riveting talk, viewers are invited to witness how our old, common friend called Music can truly be a transformational bridge to many divides.

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