“It is a place where everybody shines, where we build resilience not reliance. ”
Reading – curriculum information
At Ganton School we recognise that reading is an essential life skill. With this in mind, we have the aspiration that all of our pupils will leave us with some functional reading ability, regardless of their needs or abilities. Given the severe and complex learning needs of our pupils and the challenges all face on a day to day basis, we appreciate that ‘Reading’ may look different for each student. Never the less, at Ganton we strive for each pupil to achieve their full Reading potential!
At the heart of our strategy is a drive to foster a love of reading, we do this by enriching children’s learning through carefully designed teaching activities that utilise imaginative stories and thought provoking texts. For our sensory explorers this will involve interactive sensory stories and for those preparing and planning for independence this will mean harnessing a love for reading and being able to read for a purpose.
Reading is a skill that enables children to develop their learning across the wider curriculum and lays the foundations for success in future lines of study and employment. It is a key aspect of communication and at its most basic level it is the ability to recognise vital signs and symbols in the environment in which we live. These signs and symbols provide us with important information which can; guide us, inform our choices and help us organise ourselves on a day to day basis. The ability to do this is imperative for our students.
We recognise the importance of taking a consistent whole school approach to the teaching of reading in order to ensure all pupils have the same opportunities and are challenged to achieve their maximum potential. All pupils access phonics from Phase 1 and, where appropriate, then go on to access a systematic synthetic phonics program of study from Phase 2 (Rocket Phonics). The aim of this is to create confident, independent readers as quickly as possible that can not only read for a purpose but can enjoy reading for pleasure also.
As pupils progress through the school, reading gradually takes on more of a ‘real world’ element, in KS5 reading in the community is a huge focus as we aim to equip the students with the skills needed to help them complete everyday tasks and overcome everyday problems as they live as adults in their communities. At Ganton we have high expectations of all of our pupils and we encourage each and every one to challenge themselves, persistently promoting resilience over reliance in order to create confident, independent young people by the time they leave us for their next destination.
Reading curriculum for the Sensory Explorer
Pupils in this pathway will experience a reading curriculum which uncovers the real joy of reading and listening to stories; stories which can provide an exciting, enriching sensory experience are carefully chosen to fit in with the thematic approach across the school. Functional reading for this cohort involves recognising objects, photographs, signs and symbols that represent essential everyday places, items or objects. This enables pupils in this pathway to make informed choices and decisions, allowing them to exact some control over what happens to them in their day to day life.
Reading curriculum for those who are preparing for independence
Pupils in this pathway will experience a wide range of enriching stories and thought provoking texts which fit in with the thematic approach across the school. These stories will help to foster a love of reading in each pupil. Pupils will be given the tools to be able to gain information from a story or common non-fiction text such as a recipe or set of basic instructions, often the text will need to be supported by visual prompts to aid with understanding. Pupils in this pathway will access a systematic synthetic phonics program of study to teach them the skill of using their phonetic knowledge to decode words and recognise common exception words meaning they have some functional reading ability and are able to utilise this in their learning across the wider curriculum and future life.
Reading curriculum for those who are able to plan for independence
Similarly, pupils in this pathway will also experience a range of enriching stories and thought provoking texts which coincide with the thematic approach across the school. Pupils will be encouraged to access stories and texts with a level of independence, reading for pleasure and reading for a purpose. Pupils in this pathway will access a systematic synthetic phonics program of study with the purpose of becoming confident, independent readers by the end of Key stage 4 at the latest. Pupils in this pathway will be able to read for a purpose and will have lots of opportunities to put their reading skills to use in practical situations to promote life skills and independence. Their reading skills will support their learning across the wider curriculum and enhance their opportunities for future lines of study and employment
Planning for independence
Knows how to engage the attention and communicate with familiar and unfamiliar adults in a range of situations for example group discussion, customer service desks, unknowns
Demonstrates understanding of an increasing range of texts and retrieves information from non-fiction, using titles, headings, subheadings
To have independence, initiative and originality to be used to develop creativity
To be able to reflect on, analyse and critically evaluate their own work and that of others
To have a creative curiosity to find out more about the world around them
Demonstrates skills for employment such as ability to follow instruction, work as part of a team, complete a task unsupervised
Knows how to access leisure time services such as sports centres, daytime services and clubs
Know and use the correct equipment safely, at the correct time, and in the correct place to keep clean including body, hair, teeth and clothes
To know how to safely use and access independent travel options
Preparing for independence
Has a social sight vocabulary of words used in the community and uses these to solve problems and access information eg entrance, cash desk
Knows how to communicate appropriately with familiar adults and is supported to communicate appropriately with less familiar adults in the community eg through ACC
To have a passion for being creative and expressing ideas
To be able to communicate my feelings through different mediums
Adjusts routines such as times, clothes, behaviour in readiness for work related learning and is able to complete structured activities with support
To know the risks linked to functioning in community
Recognising healthy foods from a given choice. Preparing simple healthy foods with support
To know how to use public transport in the correct manner safely with some support
Make a simple choice from limited number of options eg objects, drink, activity
I get enjoyment from creative activities these may include sustaining periods of engagement on a sensory story/ activity.
Uses established communication system to engage with less familiar adults
Show some pleasure in accessing information from a book
‘Staff use signing, symbols, photographs and objects of reference to communicate effectively with those pupils who need additional support to ensure that they are fully engaged in their learning.’…
enthusiastically about learning outside of school and their visits to local museums, the Humber Bridge, local cafes and to the cinema.’…
‘Pupil Premium is targeted to improving pupils’ communication skills through investment in specialist equipment and software.’…
‘Pupils take part in a strong work experience and work-related learning programme.’…
‘The school council is
especially active and members are particularly proud of the role they played in improving school meals..’…
‘The curriculum offers a wealth of enrichment activities which are highly valued by
pupils and parents and carers.’…
‘Leaders use the pupil premium funding effectively.’…
‘Based on the evidence gathered during this short inspection, I am of the opinion that the school continues to go from strength to strength.’…
‘Leaders have continued to develop the school’s curriculum since the last inspection.’…
‘Pupils, including disadvantaged pupils, are making strong progress from their varied starting points in reading, writing and mathematics.’…
‘Pupils take part in local and
regional accessible sporting activities.’…
‘Pupils run the school shop and staff cafeteria, enabling them to use their literacy and numeracy skills in a practical setting.’…
‘Pupils respect each other, display good manners and work together successfully.’…
‘Leaders have introduced a new approach to assessment. This enables leaders to check pupils’ progress from their starting points more effectively.’…
‘Leaders have carried out a detailed review of the curriculum pathways for pupils.’…
‘There is a strong emphasis on personalisation of the curriculum, the development of pupils’ communication skills, independence skills and preparation for life after school.’…
‘Pupils say that they enjoy their lessons and take great pride in their work.’…
‘Pupils rise to the challenges that you set, and their learning is rarely disrupted.’…