- HOME
- OUR SCHOOL
- CURRICULUM
- PARENTS
- NEWS
- CONTACT
“It is a place where everybody shines, where we build resilience not reliance. ”
Sensory Intervention & Support
Developing a culture of sensory support is the key to ensuring all pupil are able to process information and then act on it in a calm and considered manner.
Pupils at Ganton are all at different points in that journey. In order to give all pupils the opportunity to feel calm and safe we focus on giving them the tools to be able to regulate themselves.
The school continues to invest heavily in its environment to ensure that every pupil has access to a rich sensory focused learning experience at all times. Pupils all have access to a range of sensory focused areas of school including:
- Soft play rooms that contain targeted sensory activities giving a balance of hyper and hypo sensory regulator experiences.
- Sensory suites that are multi-sensory focused. These offer safe spaces where pupils can withdraw when over stimulated or where sensory focused therapies can take place.
- Hydrotherapy pool accessed by all pupils at least once a week.
- Sensory circuits, these are semi-permanent facilities that are available at key points around the school for pupils who will benefit.
- Sensory gardens (both sites) designed and made by the sixth form.
On entry, pupils are assessed in relation to the severity of their sensory needs and then support is tailored to their specific needs. An in house sensory lead will then work with teachers to create the perfect environment for that pupil ensuring that staff are all aware of how best to support. This provision mapping exercise may also include collaborative work with partners within the Sensory Hub.
As a school we value:
The happiness of children, families and staff;
Caring staff who respect and know the children very well;
The development of self-confidence, self-motivation and independence;
‘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 take part in a strong work experience and work-related learning programme.’…
‘Pupils rise to the challenges that you set, and their learning is rarely disrupted.’…
‘Leaders use the pupil premium funding effectively.’…
‘Leaders have carried out a detailed review of the curriculum pathways for pupils.’…
‘Pupils say that they enjoy their lessons and take great pride in their work.’…
‘Leaders have continued to develop the school’s curriculum since the last inspection.’…
‘Pupils respect each other, display good manners and work together successfully.’…
‘Pupils, including disadvantaged pupils, are making strong progress from their varied starting points in reading, writing and mathematics.’…
‘Pupils run the school shop and staff cafeteria, enabling them to use their literacy and numeracy skills in a practical setting.’…
‘Leaders have introduced a new approach to assessment. This enables leaders to check pupils’ progress from their starting points more effectively.’…
‘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.’…
‘Based on the evidence gathered during this short inspection, I am of the opinion that the school continues to go from strength to strength.’…
‘Pupils spoke
enthusiastically about learning outside of school and their visits to local museums, the Humber Bridge, local cafes and to the cinema.’…
‘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.’…
‘Pupils take part in local and
regional accessible sporting activities.’…
‘Pupil Premium is targeted to improving pupils’ communication skills through investment in specialist equipment and software.’…