At Baytree School, reading and enjoying books is an important part of all children’s learning and development. A range of books and stories are always available including sensory, tactile, personalised and bag books in addition to magazines, newspapers, catalogues, Interactive computer stories and social stories.
Every year we celebrate World Book Day and students in the primary department are encouraged to dress up as a character from a favourite story book, or follow a whole school theme. The children are also visited yearly by ‘Storybox’ who perform familiar stories to the children.
We have a wide range of fiction and non-fiction books from the following schemes:
Dandelion Launchers | Dandelion Readers | Jelly and Bean | Rapid Phonics | Phonics Bug | Rigby Stars | Oxford Reading Tree | Totem and Talisman | Read Write Inc | Project X
Students learn approaches to reading which are relevant to their ability. These include use of photographs, reading key symbols, whole word reading, sight words, key words and phonics. A cross curricula approach is used and reading and its associated skills are used throughout the day at Baytree. Reading is made to be functional and meaningful for our students. Students in Key Stage 4 and Key Stage 5 also focus on reading functional vocabulary to support independence and life skills.
Students at Baytree School work on a variety of fine-motor, mark-making and writing skills. These are chosen dependent upon the student’s ability; tasks are created to help develop students’ skills for life and thier independence. Fine motor and writing skills are encorproated into other curriulum topics. ICT is also used as a way to enhance writing skills.
If you would like further information or would like to know more about how you can help your child with their literacy skills please contact Lottie Pimm, subject leader for reading and writing.
Within Mathematics opportunities are given to:-
Learning within Mathematics is undertaken in a wide variety of contexts;
Throughout the Key stages Number is recognised as an essential life skill and the main focus of learning, throughout the school year, with other areas of mathematics being incorporated into a designated week each term. It is recognised to be a hierarchical skill and one that needs to be built on in a structured ordered manner. Each pupil is viewed individually and targets will be set appropriately for Number and also other areas if appropriate. Through the early Key Stages (Foundation & KS1) number is developed through play and early sensory experiences, exploring the concept of number and an awareness of object permanence/1:1 correspondence and anticipation e.g. number sequences. Within Key Stage 2 their abilities are built upon using number activities e.g. basic games, relating written numbers to quantities, rote counting, relating numbers across activities e.g. PE and identifying numbers in the world around them. As pupils’ progress in to Key Stage 3 emphasis is on using number within practical activities, using number and relating concepts to everyday life e.g. solve problems and using money. The 14-19 Foundation Learning Curriculum prepares pupils for life beyond school encompassing Functional Maths skills for everyday use and independence e.g. timetables, measures, money.
Within PSHE, increased independence is encouraged through the provision of opportunities which:
Learning within PSHE is undertaken in a wide variety of contexts;
The youngest pupils (Foundation Stage & KS1) and those at the earliest levels of development focus on developing choice making, confidence and taking care of their possessions. They learn simple ways to keep themselves safe and healthy, and begin to develop understanding about their feelings and how they can best relate to other people. These skills are further developed by pupils within Key Stage 2 who also consider the effect their choices and actions have on those close to them, and begin to widen their view to encompass the local community. Thus they learn about people who help them to look after their health, the jobs which people undertake within school, the Campus and local environment and how to relate to people and keep themselves safe within the community. During Sex and Relationships Education pupils are prepared for the physical and emotional changes which will occur at puberty and taught the skills necessary to cope with them.
At Key Stage 3 the core themes of safety, health, confidence and responsibility, and emotions and relationships continue to be developed but within the context of pupils making decisions and solving problems. Pupils also focus on financial awareness and consider similarities and differences between themselves and others in wider society. Sex and Relationships Education focuses on equipping pupils with the necessary skills to take care of their sexual health and make safe, positive relationships in their adult lives. The 14-19 Foundation Learning Curriculum prepares pupils for life beyond school encompassing modules on rights and responsibilities, assertiveness, accident prevention and careers in addition to further development of the core themes.
We recognise the importance and need for a wide breadth of experience, and strive to give them opportunities to cover a wide range of activities, and to experience being taught by specialists.
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Post 16 group
There are also opportunities for students to take part in a Dance group, Lunchtime football club, and an After School swimming group.
As stated above, technology is an important aspect of everyday living, a tool for enabling participation and social inclusion – it is important to feel confident in using it; so at Baytree School we consider IT to be a core subject of great importance to all our pupils. All of our pupils have individual programmes to enable them to build on their existing skills and concentrate on their personal needs. We have high expectations of pupils which are achieved through working towards individual targets in IT; the ultimate aim is developing a confidence in using IT plus a range of functional skills. We recognise the importance and need for a breadth of experience and, at the time of writing, pupils cover aspects of the following in the respective key stages:
Key Stage 1. A 2 year programme includes:
Key Stage 2. A 4 year programme includes:
Key Stage 3. A 3 year programme includes:
Key Stages 4 & 5
Consolidate and build on all IT skills in functional ways through –
Pupils have access to a variety of hardware including cameras, video recorders, PCs, laptops, i-pads etc.
At Baytree we are acutely aware that there are hierarchical functional skills necessary to access technology and use it purposefully; without these skills pupils are unable to access the current programmes and learn effectively. We are researching the development of a progressive checklist of skills.
EYFS, KS1 & KS2
Pupils in lower school will be building up their mastery of skills using technology and applying these skills in a variety of contexts to support learning across the curriculum. At this level they will be supported by a responsible adult when using the internet.
As pupils become more independent at accessing programmes on the school network and subsequently the internet, simple school rules to keep them safe are introduced and pupils encouraged to inform an adult about what they are doing and seek guidance from an adult when unsure or worried by anything they experience when using technology.
In addition to reinforcement of e-safety rules when using technology pupils undertake a biannual PSD / ICT module which focuses on internet safety. The module includes:
As students become more independent and more likely to access the internet and use technology to communicate when at home and in the community, they undertake an annual module addressing e-safety. This module builds on aspects learnt in KS4:
Where appropriate opportunities are used by students to revisit & reinforce internet safety and communicate this to other pupils in school:
Student Council have produced a leaflet for fellow pupils which offers advice regarding e-safety.
The Baytree Careers Policy outlines how the school Careers Programme is designed to equip young people with the confidence and skills needed to prepare them for their future, which may include further/higher education and employment. Our curriculum provides young people with opportunities to learn essential skills and enhance personal characteristics such as social skills, communication, independence and self-help. Our learners will achieve personalised positive career outcomes such as identifying and choosing appropriate colleges and FE courses, developing independent living skills, supported internships and work placements.
Baytree School Careers Programme follows the recommendations outlined in the Gatsby Benchmarks. We aim to meet these in full by 2020 and use the SEND toolkit to ensure provision for our young people aligns with the high standards of personal provision outlined within our curriculum.
All young people at Baytree School in years 8-13 receive careers support that:
Baytree School Careers subject lead – Matt Hazelwood
Baytree School Careers Lead – Amanda Stephens
Contact: firstname.lastname@example.org or 01934 427555
West of England Combined Authority: www.westofengland-ca.gov.uk
Talentino careers programme
Leonard Cheshire: www.leonardcheshire.org
Baytree School warmly welcomes visits from colleges, schools and other providers who can give our pupils and their families’ advice and information about their future options. This complies with the school’s legal obligations under Section 42B of the Education Act 1997.
This policy statement sets out the School’s arrangements for managing access to pupils by providers for the purpose of sharing information about their education or training offers.
All pupils in Years 8 – 13 are entitled to:
Providers are welcome to leave copies of their prospectus or other literature to be included in our Careers Library.
A number of events integrated into the school careers programme offer providers an opportunity to come into school to speak to pupils and/or their parents/carers.
Providers who wish to request access should contact:
Amanda Stephens – Careers Lead
Telephone: 01934 427555
Date: Nov 2020
Review date: Sep 2021