Meldreth Manor: a special school for disabled children

Curriculum

We provide a child-centred, holistic approach to education, using multi-sensory methods in individualised programmes. All students' therapy needs are integrated into the school day, with educational needs. Many programmes will be continued in the children's home after school and at weekends, according to need.

Communication

For all students, effective communication is vital for them to be as independent as possible: our multi-sensory curriculum focuses on facilitating our students to be able to effectively communicate and make their feelings and choices clear to others.

Therapy and education

It is equally important that our students' physical needs are met, in order for them to remain comfortable and healthy. To achieve these aims, each student has an individual timetable of therapy and education, according to their needs as assessed through an experienced, multi-disciplinary team.

Assessments

Each student is fully assessed on entry and then reassessed at regular intervals of no less than six months - more frequently if the students' needs suddenly change (through a period of ill-health, for example). Relevant and impacting targets are drawn up and we work with the student to achieve these targets.

"Pupils are exceptionally well prepared for adult life because they are encouraged to be as independent as they possibly can be given their multiple and profound learning difficulties." Ofsted November 2010

We assess our students using P Levels, subdivided into specific, target-related steps of achievement and we also work for accreditation with ASDAN. We use the Transitional Challenge Scheme, designed for special school pupils, and each student works with support to achieve this recognition.

Our work with visual impairment

Many of our pupils are visually impaired and so we are pioneering some very promising work, with our multi-sensory expert Suzanne Little, on stimulating vision in those with Cortical Vision Impairment through use of ultra violet light and fluorescence. Colour-environments are used as an effective sensory stimulant and aid for students to focus on their responses.

"Support assistants are deployed extremely well in lessons and are well briefed by teachers as to what to do and how to support their pupil to be successful by developing the key skills required." Ofsted November 2010

Music therapy and Soundbeam

Music is a very important part of our curriculum as it is an area of the curriculum which removes barriers in communication. We have a specialist teacher working with Soundbeam and each student is able to make music through movement with the Soundbeam or with switch-work using pre-programmed, synthesised recordings. We are developing use of the Skoog, which is an electronic instrument accessible to any student who is able to make the slightest body movement. We are getting very exciting results from our work in this area.

"Music and the use of Information Communication Technology (ICT) are strengths because they are used so well to support pupils' engagement with learning and enhance their participation and enjoyment of lessons." Ofsted November 2010