‘Hallmoor school provides the confidence and competence to maximise the living of independent lives’.
Our pupils at Hallmoor School have a diagnosis of various learning needs ranging from moderate to complex and face many challenges. These can include:
- Experience barriers to their learning in terms of communication, interaction, anxiety, rigidity of thought, or low self-esteem.
- Difficulty with cognition and learning compounded in many cases by previous settings having been unable to meet their needs.
- Difficulty with consolidating learning in their long-term memory and in applying it fluently in a range of situations.
- Require self-help skills and the development of their independence.
- Our pupils tend to have limited personal interests.
- Uncertainty about what they can aspire to because of their SEND.
- Mental Health difficulties.
We follow the National Curriculum that is adapted to meet the specific needs of our pupils. We provide a broad, balanced, sequenced and engaging curriculum that builds cultural capital through memorable learning experiences.
Through our curriculum we:
- promote curiosity of learning
- develop a love of reading
- develop communication
- develop aspirational career prospects
- develop independence
- build resilience
- promote active community inclusion
- promote physically and mentally healthy lifestyles
We have four phases Primary (EYFS, Key Stage 1 and 2), Key Stage 3, Key Stage 4 and Sixth Form. In order to prepare our pupils for adulthood, we tailor learning to the needs of our pupils through three distinct curriculum pathways: Formal, Bridge and Semi-Formal. These run throughout each phase; EHC plans and academic outcomes inform the pathway followed by each pupil. Short and long-term EHC targets are explicitly linked to teaching and learning, and career action plans, enabling pupils to form clear aspirational goals for their lives.
Independence and Communication
The development of independence and Communication in all phases and pathways of learning will be taught through every aspect of the curriculum.
Reflection Time and Assemblies
Time is given at the end of each day to reflect upon the day and take part in collective worship as stated in Section 10 of the Education (Special Schools) Regulations 1994. Hallmoor school uses the themes provided by the Standing Advisory Council on Religious Education (SACRE) for Birmingham City Council to plan and deliver collective worship sessions.
There are two assemblies every week one phase and one whole school. Phase assemblies occur on a weekly basis, allowing pupils and staff to come together. During assemblies information regarding current affairs, religious/non-religious celebrations, holidays, Fundamental British Values, school events and SMSC themes are presented. During the weekly whole school assembly, we celebrate the successes of pupils from every class.
Teaching Strategies and Resources
A variety of teaching strategies are used to deliver the curriculum. These include:
• Attention Autism
• Intensive Interaction
• Talk for Writing
• Reciprocal Reading Model
• Read Write Inc
• Maths Mastery
• PECS
• Colourful semantics
• Play Therapy
• My Maths
• Discovery Espresso
• Numicom
• White Rose Maths
• Equals and Semi-Formal Equals