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John Chilton School

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  • Address: Compton Crescent, Northolt, UB5 5LD
  • Telephone: 020 8842 1329
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In This SectionJohn Chilton School

Curriculum

The curriculum is well adapted to the needs of the pupils. There is an emphasis on basic skills. The development of skills in communication is a cornerstone of the school’s work, and this is increasingly effective in promoting the pupils’ progress and adding to their choices and independence.

The curriculum effectively supports the pupils’ excellent spiritual, moral, social and cultural development through consistent opportunities to reflect and think about friendship and helping others; through the many opportunities for integration; through consistent application of positive behaviour models; and the celebration of the different cultures of the pupils. 

Older pupils are well prepared for later life through a curriculum which effectively promotes their academic, social and independence skills.

(Ofsted May 2014)

 

At John Chilton School pupils are at the centre of the curriculum, and therefore its design and content aims to maximise the individual’s learning potential. We ensure that pupils’ personal priority needs are the starting point of their education, which we meet through Individual Education Plans and Individual Support Programmes.

The curriculum is all the planned activities that we organise in order to promote learning, personal growth and development. It includes the formal requirements of the National Curriculum and, importantly, the range of additional priorities, specialist curriculum activities and therapy programmes that the school develops in order to engage, enable, empower and equip the pupils for life. It also incorporates the ethos and environment which promote the vision of the school.

The school promotes the importance of phonics and reading. Within literacy we introduce the younger pupils to letter sounds and build on this through the school by using a range of strategies including synthetic phonics. Individual pupils with additional needs such as dyslexia are given a personalised programme to support their reading and phonic recognition difficulties.

Strategies to support pupils through Alternative and Augmentative

Communication procedures are becoming increasingly successful. Staff use electronic devices, such as computers and switches, as well as extensive signing and symbols, to give pupils with limited speech full access to learning, and this has a positive impact on their motivation and success.  (Ofsted May 2014)                     

Interesting and engaging visits and visitors are planned to enrich the curriculum and develop links between subjects.