Helping each child along the Stepping Stones of their own unique journey towards a brighter future

Brimble Hill School

Brimble Hill School

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Ethos and Values

 The best for every child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured in their own way. All children are valued and respected and offered equal opportunities.

  • We aim to encourage all pupils to develop positive self-image and self-esteem and we celebrate the achievements of all pupils.
  • We aim to support children to develop a positive sense of their own identity and culture.
  • We aim to provide equal opportunities for all pupils and staff.
  • We aim to provide all pupils and staff with premises, resources and materials, which are attractively presented, well maintained and appropriate.

 

High-quality care

Children learn to be strong and independent through positive relationships, within a safe, secure, enabling environment.

  • We aim to provide a safe and secure environment for all.
  • We aim to provide an environment in which all individuals are valued and treated with dignity and respect.
  • We aim to provide relationships that are warm and loving and foster a sense of belonging.
  • We aim to provide relationships that are sensitive and responsive to the child’s needs, feelings and interests.
  • We aim to be supportive of the child’s own efforts and independence.
  • We aim to provide all pupils with access to support from other professionals where appropriate.

The curriculum: ‘what we want children to learn’

We want all children to develop the skills that they need for life, including communication skills, social and emotional skills, physical skills and personal care and independence skills. We aim to provide a wide range of experiences which engage, motivate and challenge each pupil.

  • We aim to deliver the educational provision stated in each pupil’s Education, Health and Care Plan (EHCP.)
  • We aim to enable pupils to communicate effectively with their peers, parents/carers and the wider community, by whatever is the most effective means for the individual.
  • We aim to ensure that students leaving Brimble Hill are well prepared for the next phase of their life.
  • We aim to encourage pupils to respect and to care for others through shared values and the consistent implementation of the school ethos.
  • We aim to promote pupils’ physical and mental development and to encourage a healthy lifestyle.
  • We aim to enable all children to make good progress from their starting points.

Pedagogy: helping children to learn

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

  • Our curriculum is based on the Early Years Foundation Stage Framework, which is developmentally appropriate for all our children.
  • We promote learning through play and active, ‘hands on’ learning.
  • We aim to understand our pupils as individuals and to use their strengths and interests to motivate and engage them in learning.
  • We use a mix of different teaching and learning approaches, including learning through play, active ‘hands on’ learning, adult modelling, guided learning and direct teaching.
  • A well-planned, organised and enabling environment, indoors and outdoors is provided for all children.
  • We aim to promote children’s development by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.
  • We aim to foster the characteristics of effective learning: Playing and exploring, Active learning, Creating and thinking critically.
  • We aim to develop positive relationships with the local community including other educational establishments.

 

 Assessment: checking what children have learnt

Children develop and learn in different ways. Assessment is about noticing what children can do and what they know. It is not about lots of data and evidence.

  • Assessment is underpinned by a strong understanding of child development.
  • We have no pre-conceived expectations of the progress that individual children will make.
  • Assessment is individual to each child, there are no comparisons with others or against pre-conceived expectations.
  • All progress is celebrated.
  • Children’s progress is evidenced using Learning journals, which are shared with parents and carers.

 

 Self-regulation and executive-function

We believe that learning self-regulation and executive-function skills is like learning any other skill and that mistakes are okay and are part of the process. Children are supported to develop these skills by all adults, in a positive, supportive way.

  • The development of self-regulation and executive function skills is an integral part of our curriculum.
  • These skills are developed through each child being a valued and recognised member of a class and the school community.
  • All adults support children’s development of self-regulation and behaviour skills in a calm, fair and consistent way.
  • We recognise that communication has a strong link with self-regulation and executive-function and we aim to enable all children to develop communication skills through a means that is appropriate for them.

Partnership with parents

We believe that it is important to work collaboratively with parents and carers.

  • We aim to develop positive relationships with parents and carers.
  • We encourage parents and carers to work collaboratively with the school to support their child’s learning and development.