Sensory Impairment and Learning Difficulties

The School, which is generally known as 'SILD', occupies a building on the south side of the site and was opened in 1998.

The Pupils

SILD admits pupils with a wide range of difficulties. Many pupils have severe learning difficulties and for some this determines their main 'Special Educational Need'. A large number of referrals are of pupils with complex needs; they may have both physical impairment and learning difficulties or they may have a sensory impairment in combination with one or both of these difficulties. A few pupils are deafblind i.e. they have significant impairments of both hearing and vision.

Pupils may enter SILD, upon referral, from 3 years of age, or may transfer across from CIP at a later time, normally at 5 or 6 years of age, if this is considered appropriate. Most pupils move from Whitefield to another school for their secondary education, although those pupils with significant sensory impairment may remain in SILD until they are 19. 

School Organisation

Phases / Curriculum

The School is organised into ‘Phases’ which relate both to the ages of the pupils and to the nature of the curriculum being followed. The curriculum structure of the whole school encompasses four distinct stages of  learning. There is the Foundation Stage which provides for the early learning needs of pupils of nursery and reception class age. Then there are three distinct levels of curriculum provision which relate specifically to the developmental level of the pupils, viz:- the Pre-Formal, Semi-Formal and Formal levels.

SILD pupils in the Red and Blue Phases are predominantly, though not exclusively, at the pre-formal level, following a largely ‘sensory curriculum’, acquiring skills and concepts that underpin the National Curriculum. A few pupils in ‘Blue’ and some in Yellow Phase are working at the semi-formal level. This is an intermediate level where pupils are not yet ready to follow the National Curriculum and where learning is related more to their own experiences and on areas covered by the Early Learning Goals. The majority of Yellow Phase pupils are at the Formal level, studying the discrete subjects of the National Curriculum. However, pupils across all phases have additional needs which are addressed within the overall curriculum structure to provide a curriculum that is broad, balanced and differentiated to the individual pupil.

Pupils of secondary age are grouped together in the Green Phase. Although they follow the same curriculum structure as younger children, there is a growing emphasis upon preparation for adult life. Pupils in the 16+provision work towards an accredited certificate (Accreditation for Living and Learning – ALL).

Pupils with sensory impairments are generally grouped together and work in linked classes with pupils without sensory impairment. Staff to pupil ratios vary, according to the needs of the pupils.

Classroom staff work together with speech and language therapists, physiotherapists and the music therapist, to develop and deliver an appropriate curriculum for each pupil.

Specialism

There are also two ‘Specialisms’ within SILD which reflect the different needs of the pupils, i.e. ‘Learning and Cognition’ and 'Physical and Sensory’. The School has two ‘Specialism Leaders’ with responsibility for overseeing curriculum development and staff training in these areas.

Management Structure

The SILD Leadership Team comprises the Head of School and the two Specialism Leaders, together with an Assistant Head of  School , the Curriculum Leaders ( one for pre-formal/semi-formal and one for semi-formal/formal) and the respective Phase Leaders.

Meeting the Needs of Pupils

The School aims to foster a sense of self-esteem in pupils, to enable each pupil to achieve the fullest degree of autonomy and independence, to help pupils develop effective communication and to give them the opportunity to experience a range of enjoyable activities. It wholeheartedly subscribes to the vision of ‘Every Child Matters’ with its five key outcomes for children and young people.

SILD has a policy of total communication which means that speech, sign, body signing, finger spelling, symbols, photos, objects of reference or object cues may all be used in various combinations according to the needs of each pupil.

Where possible, SILD pupils spend time in other classes within SILD and in other Whitefield Schools. Some pupils integrate into local mainstream schools.

SILD has a rigorous system of monitoring and tracking pupil progress and welfare, ensuring that pupils fulfil their potential in all areas. Evidence for this can be found within the comprehensive policy documents and in the various reports and files which together record and detail practice.