At Epinay we value a creative approach to learning and the development of enterprising skills promoting spiritual, moral mental and physical development.
Pupils are given opportunities to initiate and investigate and develop persistence as learners. Learning opportunities outside of the classroom enable the development of anticipating and responding to changing situations. Many of our pupils are faced with barriers to learning as a consequence of their complex needs and staff strive for innovative ways to engage and maintain focus and interest whilst challenging pupils to reach beyond their potential. Staff have an ambitious vision and high expectations whilst acknowledging that pupils join us from a stating point well below their peers and rates of progress are significantly below National norms (see baseline information). We believe that alongsid the challenges faced in some curriculum areas individuals can “shine” in others given the right opportunities.
A creative thread runs through the curriculum whilst maximising opportunities to develop enterprising skills including tam work, problem solving, communication and development of initiative, all essential building blocks in the preparation for life beyond school.
For some pupils this requires a personalised approach and to meet this need we have identified a unique provision with a multi-disciplinary team. (PITSTOP). In addition to the conventional offer a series of interventions are available for targeted pupils to maximise
engagement and offer enrichment. This personalised offer includes: dyslexia support, art therapy, dance therapy, play therapy, vocal coaching, TAC PAC, Sensory Sam , internal and external counselling, mentoring to build emotional resilience, relationship works and life skills.
Our assessment system has been developed in house and is quality assured via moderation with several special and mainstream schools. The system is used to track students within all subject areas throughout their entire time at Epinay school. Stages equate to end of year expectations within that year group; for example stage 3 is year 3 expectations. Each stage has 8 sub stages within it as shown below. To maintain outstanding status it is essential that staff continue to set high expectations and challenging targets. Whilst focusing on individual need and a highly differentiated approach pupils are banded against set criteria based on SEND and attainment level.
Expected progress for a typical child at Epinay will be defined as 3 sub levels annually (this may be more or less dependent on banding )- our school target is for 85% of all children to make expected or better than expected progress in a year.
Red = less than expected progress 2 sub levels per year (0.67 sub stages per term)
Blue = expected progress 3 sub levels (1.00 sub stages per term)
Green = more than expected progress 3+(1.33 sub stages per term)
Reward and Motivation
From classes 3-11 we will become involved in the school house system. Our school believe that we are Gems and
therefore have named our 4 houses:
Each day, teaching and support staff can give out merit marks. These can be given for anything during the school
day and informal times including extended schools. We receive merit marks in person and can have the responsibility
for posting them in the house post box situated within the main corridor. We can also hand them into staff during
the school day.
Merit marks are counted up weekly and results are shared in Friday assemblies. Our house system works from a
Friday morning to a Thursday night. We can receive weekly certificates from our pastoral teacher that are worth
extra points. There is also a head teacher’s award given out each week.
The house that has the most points at the end of each term is rewarded with a house trip. The trip takes place in the
final week of term; everyone in the house gets to go on the trip so it may be one big trip or three smaller trips.
Throughout the term, a running league table highlights the top 10 students with the most merit marks. The top 5
children also get to access the end of school trip, even if we’re not in the winning house.
Those with poor attendance or behaviour issues during the term will not be able to join the winning house on our trip.
|Year 1-3||Students follow a primary model in which they receive core subjects delivered by one class teacher. In addition students receive specialist subjects such as music, PE, forest school and swimming.|
|Year 4-6||Students follow a primary model in which they receive core subjects delivered by one class teacher. In addition students receive specialist subjects such as music, PE, swimming, art and cookery.|
|Year 7-9||Students follow a secondary model in which they receive specialist teaching in maths, English, science, computing, history, geography, RE, PSHCE, music, PE, art and cookery.|
|Year 10 & 11||Students follow a secondary model in which they receive specialist teaching in maths, English, science, computing, RE, PSHCE and PE. Students choose options in which they work towards relevant external qualifications including Entry Level, GCSE, BTEC and NOCN accredited courses.|
|16-19 Learning Programme||Students follow ………………|
|Enrich||Enrich is a specialist provision for up to 8 students. The level of need within Enrich requires a very high staffing ratio (2:1) and the curriculum is tailored to individual needs. All students receive maths and English alongside ……………..|
Option choices include:
In addition to the core offer outlined pupils are offered a series of option choices in preparation for responsibilities and experiences of life after school,
where appropriate courses are underpinned by relevant external qualifications including Entry Level,GCSE, BTEC and NOCN accredited courses.
Enterprise, Food technology, Creative I Media, Lifeskills, Performing Arts, Music, Sport,Rock band, Foodwise, Citizenship and SRE, Duke of Edinburgh Award and Art/DT(external provision)