Mary Hare Primary School offers a vibrant primary curriculum that is tailored to meet the needs of hearing impaired children.
Taught within an auditory oral philosophy, class groups have no more than 8 pupils working with a qualified Teacher of the Deaf in good acoustic conditions. Group hearing aids further support each child's use of residual hearing. Classroom assistants work in partnership with the teachers to support the work of the children. The high staff/pupil ratio means that adult support is readily available for pupils for follow-up work, reinforcement or an individual programme.
Take a look at our curriculum maps to get a feel for the breadth of curriculum we offer. English and Maths are taught in sets every morning. We also enjoy weekly Arts afternoons, experiencing drama, dance and creative art. We have a full sports curriculum with local coaches supporting the development of sporting skills and weekly music lessons. Computing and French are also taught.
At Mary Hare Primary we are extremely fortunate to have wonderful school grounds where there is massive potential for learning. Our curriculum frequently takes us outside the classroom into those grounds to enjoy first-hand experiences with nature. We believe that such experiences inspire enthusiasm for learning, and motivate our children to develop as healthy, confident, and responsible citizens.
We always aim to ensure the curriculum we deliver is meaningful and engaging for the pupils. The class teachers work hard to differentiate the National Curriculum to meet individual needs. The core subjects of English and Maths are taught in Sets/Ability groups, but all other subjects are taught within class groups. One afternoon a week we have ARTS afternoon which involves mixed aged groups. Click below to see the curriculum maps for each class. These curriculum maps are designed to provide information about what the pupils will be learning at school each half term so that parents can support learning.
At Mary Hare Primary we want our pupils to make the best progress they can. We review children’s progress regularly and set challenging targets. Intervention is provided if and when necessary through strategies such as individual literacy support, emotional literacy support, enhancement sessions or positive behavioural support.
Formative assessment is a key part of every lesson. Teachers assess pupil’s progress throughout the lessons, asking questions, reviewing learning and encouraging the children themselves to reflect on their learning. For full details of assessment see our assessment policy.
Spoken language acquisition through conversation is at the heart of all we do at Mary Hare Primary School. We aim to provide a variety of language environments in which language learning - both formal and informal - can take place.
Deaf children miss out on a huge amount of natural language learning, and it is our aim to develop their listening skills through optimum use of residual hearing. By using appropriate amplification at all times, the children have the best possible opportunity to use their residual hearing, and this effective auditory training promotes the acquisition of spoken language. By listening, they learn to speak.
Mary Hare Primary School has four part-time Speech & Language Therapists who work closely with school staff to promote optimum progress in spoken language development for all the children. Each child is allocated a lead therapist who is responsible for speech and language intervention and advice. The lead therapist also provides a detailed report for the child’s annual review.
Children are usually seen 2-3 times a week depending on their profile. Children are seen for individual sessions depending on their needs and for group therapy sessions to promote social use of language. The Speech and Language therapists work directly in the classroom. They liaise closely with parents and care staff, ensuring targets are shared with everyone and worked at together.
Mary Hare School has developed a unique group hearing aid system which enables pupils to use their residual hearing to the maximum effect. Through the use of personal microphones they are able to hear themselves and their classmates as clearly as they hear the teacher. This system cuts out nearly all background noise and is an invaluable teaching and learning tool, especially when introducing a new topic to the class.
“I like the sound because it helps me to listen and it’s got volume. I love it.” Pupil
Reading is taught using a wide range of strategies including phonics, recognition of high frequency sight words, contextual, picture and grammatical clues and role play. Children have daily opportunities to read to an adult. They are also encouraged to develop their independent reading skills. Listening to stories is highly valued with regular class story times. Reading for meaning is essential. Comprehension skills are developed through:
• Regular book discussions in class
• Individual discussions with an adult during reading
• Written book reviews with questions to target and develop comprehension at the child’s specific level
At Mary Hare Primary School we use Visual Phonics to teach sounds. Each sound has an accompanying action which may indicate where the sound is made. We follow the Phases of the Letters and Sounds programme.
Parent support of reading
Parents are encouraged to work closely with the school to support their child’s reading. Reading should be a joint pleasurable experience for both the child and the adult. For those children who board, our care staff ensure these opportunities are provided in the school week.
Children develop skills to choose their own book from a range of fiction and non-fiction titles organised in line with national book bands. These include books from a wide range of different reading schemes which ensure that a broad coverage of subject matter is experienced.
“PE develops the children’s knowledge, skills and understanding, so that they can participate with increasing confidence in a range of competitive and non-competitive physical activities. PE promotes an understanding in children of their bodies in action. It involves thinking, selecting and applying skills as well as promoting positive attitudes towards a healthy lifestyle.”
“We aim to provide quality physical activity opportunities both within and outside curriculum time which consider the needs and interests of all pupils; promote positive attitudes towards participation in physical activity; enable pupils to develop a full range of basic movement skills; increase pupils’ knowledge and understanding of the importance of physical activity; provide safe and stimulating areas in which children can play and be active.”
To download the full plan click here
To read the evaluation of the use of the sports grant received for 2014/15 click here
Schools are provided with funding from the government to support children who have been registered for free school meals, or who have been looked after for more than 6 months continuously. Mary Hare has to collect this money from the child’s local Authority and then decide how best to allocate the money to ensure that vulnerable and disadvantaged children have the best opportunity to make progress.
Creation of the 'Nest' - a nurture area where pupils can go to receive pastoral, individual and group sessions to develop emotional literacy skills. This in turn supports children’s self-esteem and encourages positive behaviour. It also encourages greater confidence in their ability to complete tasks and make progress in speaking and listening, reading and writing. In the Nest children can enjoy art therapy and specific individual nurture support from our qualified Emotional Learning Support Assistant (ELSA)
Financial support for curriculum enhancement activities. For example residential trip to Mill on the Brue and other educational day activities.
Financial support to enable residential care one night a week.
Our data analysis shows this has been effective in boosting self-esteem and confidence and supporting positive behaviour. It has enabled all the targeted children to develop their spoken language skills, become more independent learners who engage with the curriculum, and improve their progress.
We should receive a new allocation of £7,500 for the academic year 15/16 and the Primary plans to continue to spend the funding to develop the aspects identified above. In addition ipads or surfaces and a keyboard will be purchased. It is anticipated these will support independent research and foster an enjoyment of learning.
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