PÄRNU WALDORFKOOL - ESTONIA
A holistic approach - developing the whole child
A feeling of social inclusion is key to a child’s happiness and success in school, and the conscious development of social skills from an early age may be one of the most lasting benefits of a Waldorf education. The Waldorf curriculum has been developed with this in view. Waldorf education encourages a balanced development toward the physical, behavioral, emotional, cognitive and social maturation. The arts provide a bridge that promotes the inner and outer health and well-being of the child. The aim is to create a welcoming atmosphere where each child feels welcome and to ease the children into the day through an artistic experience.
The morning routine
The morning routine maintained by class teachers promotes a feeling of community and the social inclusion of all students in a class. Each morning before academic learning begins, the class starts the day with a short rhythmic part of the lesson (reciting a poem, singing a song, playing musical instruments) and the students share their experiences from the day before or from the weekend. The fruits of the shythmic part of the lesson are presented to fellow students at periodical assemblies. The performances include the whole class - no-one is left out. The focus is on inclusion, not artistic perfection.
Movement
Waldorf schools have developed a form of movement - eurythmy - which combines speech, drama and movement and promotes working in teams of students where each has to consider the other. Eurythmy as a lesson develops a sense of a student’s self, confidence in one’s body and movement and also a sense of the others. The confidence and public skills of students is developed through regular eurythmy performances. At the early school years, gym classes focus on non-competitive games and sports, focusing mainly on team-work skills and on developing the child’s sense of sense and the other.
Drama
Short sketches between students are integrated into the curriculum in cultural and language studies from the first school years. The students regularly perform with their classes on school assemblies; the practice is to involve all students of the class - an appropriate role is found for each and every one. It is a regular practice to end the school year with a class play. Class plays culminate with drama studies during year 8 and the production of a drama play open for fellow students, parents and the public. The 2020 drama production of the 1st graduating class is organised under the umbrella of this Erasmus+ project.
Projects
Waldorf education encourages a feeling of community. Each school year includes events which bring together the parents and students for a common cause - such as organising an advent fair to collect money for buying something special for the school, etc. Teachers often organise class projects which involve all the students of the class, but often also the parents and members of the community.
Waldorf education celebrated its centennial in 2020. Further information about Waldorf schools at the dedicated website: https://www.waldorf-100.org/en/
A feeling of social inclusion is key to a child’s happiness and success in school, and the conscious development of social skills from an early age may be one of the most lasting benefits of a Waldorf education. The Waldorf curriculum has been developed with this in view. Waldorf education encourages a balanced development toward the physical, behavioral, emotional, cognitive and social maturation. The arts provide a bridge that promotes the inner and outer health and well-being of the child. The aim is to create a welcoming atmosphere where each child feels welcome and to ease the children into the day through an artistic experience.
The morning routine
The morning routine maintained by class teachers promotes a feeling of community and the social inclusion of all students in a class. Each morning before academic learning begins, the class starts the day with a short rhythmic part of the lesson (reciting a poem, singing a song, playing musical instruments) and the students share their experiences from the day before or from the weekend. The fruits of the shythmic part of the lesson are presented to fellow students at periodical assemblies. The performances include the whole class - no-one is left out. The focus is on inclusion, not artistic perfection.
Movement
Waldorf schools have developed a form of movement - eurythmy - which combines speech, drama and movement and promotes working in teams of students where each has to consider the other. Eurythmy as a lesson develops a sense of a student’s self, confidence in one’s body and movement and also a sense of the others. The confidence and public skills of students is developed through regular eurythmy performances. At the early school years, gym classes focus on non-competitive games and sports, focusing mainly on team-work skills and on developing the child’s sense of sense and the other.
Drama
Short sketches between students are integrated into the curriculum in cultural and language studies from the first school years. The students regularly perform with their classes on school assemblies; the practice is to involve all students of the class - an appropriate role is found for each and every one. It is a regular practice to end the school year with a class play. Class plays culminate with drama studies during year 8 and the production of a drama play open for fellow students, parents and the public. The 2020 drama production of the 1st graduating class is organised under the umbrella of this Erasmus+ project.
Projects
Waldorf education encourages a feeling of community. Each school year includes events which bring together the parents and students for a common cause - such as organising an advent fair to collect money for buying something special for the school, etc. Teachers often organise class projects which involve all the students of the class, but often also the parents and members of the community.
Waldorf education celebrated its centennial in 2020. Further information about Waldorf schools at the dedicated website: https://www.waldorf-100.org/en/
SCOALA GIMNAZIALA "NICOLAE IORGA" FOCSANI - ROMANIA
Educational support services for students with SEN
In order to capitalize on the intellectual, emotional and aptitude potential of the child with special educational needs, our school collaborates with parents and provides psycho-educational support services:
- psycho-pedagogical assistance with itinerant and support teacher
- language disorder therapy
- school counselling and guidance
- support measures for the prevention and combating of attitude and environmental barriers
Our school aims to improve
· Acceptance of diversity
· Development of the psycho-individual capacities of children at risk
· Development of independent integration in the group
· Identification of environmental, psycho-pedagogical and evaluation adaptations
· Building self-confidence and self-control of children at risk
· Family counseling to support learning, time management and involvement of the children at risk in extracurricular activities
Actions and activities in our school for the social and educational inclusion of children at risk
- Curricular adaptation, taking into account the specific learning needs of each child at social and/or educational risk (personalized intervention plan PIP)
- Recovery activities through psychomotor therapy and manual empowerment activities: drawing, painting, stitching, quilling, rope knitting, which lead to more effective self-control, improve learning behaviour and activity, satisfaction, self-image and self-esteem
- Group extracurricular activities through participation in educational projects (eg Erasmus+), competitions, exhibitions, cultural events, trips, camps
Educational support services for students with SEN
In order to capitalize on the intellectual, emotional and aptitude potential of the child with special educational needs, our school collaborates with parents and provides psycho-educational support services:
- psycho-pedagogical assistance with itinerant and support teacher
- language disorder therapy
- school counselling and guidance
- support measures for the prevention and combating of attitude and environmental barriers
Our school aims to improve
· Acceptance of diversity
· Development of the psycho-individual capacities of children at risk
· Development of independent integration in the group
· Identification of environmental, psycho-pedagogical and evaluation adaptations
· Building self-confidence and self-control of children at risk
· Family counseling to support learning, time management and involvement of the children at risk in extracurricular activities
Actions and activities in our school for the social and educational inclusion of children at risk
- Curricular adaptation, taking into account the specific learning needs of each child at social and/or educational risk (personalized intervention plan PIP)
- Recovery activities through psychomotor therapy and manual empowerment activities: drawing, painting, stitching, quilling, rope knitting, which lead to more effective self-control, improve learning behaviour and activity, satisfaction, self-image and self-esteem
- Group extracurricular activities through participation in educational projects (eg Erasmus+), competitions, exhibitions, cultural events, trips, camps
THE ABBEY SCHOOL - FAVERSHAM, UNITED KINGDOM
Principles and Background to Disadvantaged Pupils Principles: All members of staff, governors and teaching assistants accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring environment. This is an essential, integral part of the development of the whole school community. As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is valued, respected and entitled to develop to his/her full potential, irrespective of need.
Background The Pupil Premium is a Government initiative that targets extra money at pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non‐deprived peers. The premium is provided in order to support these pupils in reaching their potential. The Government has used pupils entitled to Free School meals as an indicator for deprivation, and have deployed a fixed amount of money to schools per pupil, based on the number of pupils registered for Free School meals over a rolling six year period. At The Abbey School we will be using the indicator of those eligible for free school meals as well as identified vulnerable groups (including Ever 6 Free School meals) as our target children to ‘close the gap’ regarding attainment. The Government is not instructing schools how they should spend this money; it is not ring‐fenced and schools ‘are free to spend the pupil premium as they see fit’ [DfE 2011]. The Government is clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment, and ‘close the gap’. Schools will be accountable for closing the gap, and there are school performance tables that include measures that show the attainment of pupils who receive the pupil premium compared with their peers.
Provision In order to meet the above requirements, The Abbey School will ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils. As part of the additional provision made for pupils who belong to vulnerable groups, the school will ensure that the needs of socially disadvantaged pupils are adequately assessed and addressed through regular reviews of data to monitor pupil progress. In making provision for socially disadvantaged pupils, the school recognise that not all pupils who receive free school meals will be socially disadvantaged. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. They therefore reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
The range of provision
• Facilitating pupils’ access to education
• Facilitating pupils’ access to the curriculum
• Additional teaching and learning opportunities
• Alternative support and intervention
Strategies used to improve the Achievement of Disadvantaged Pupils
The main strategies that have been used and will continue to be used are:
• Promoting and reinforcing an ethos of high achievement for all
• Raising aspirations through university visits and guest speakers
• Appointing highly competent teaching staff in EBacc subjects
• Assigning the best teaching practitioners to groups with disadvantaged pupils
• Use of context sheets to highlight additional provision
• Close analysis of marking
• Teaching observations
• Deploying specialist tutors to work with pupils in small groups and on a 1:1 basis
• Providing educational resources and access to trips and events
• Regularly reviewing achievement data
• Incorporating pupil achievement objectives for disadvantaged pupils into performance management appraisals
• Heads of year working alongside student support services manager to monitor attendance
• Deploying the Local Authority Attendance Officer to specific cases to support improvements in attendance
• Providing additional access to the in-house Counselling Service In particular pupils will have access to: • Small group intervention for literacy and numeracy in Years 7 -9
• Targeted 1 to 1 support in Years 10/11
• Paired reading • Teaching Assistant Support
• Sounds Training – Reading
• Sounds Training Website/Staff CPD to support reading improvement
• Academic Monitoring
• Year 6 Transition
• School Counsellor
• Screening and strategy support
• Summer School
KENAN CETINEL SECONDAY SCHOOL - TURKEY
Most of the families in the area have migrated to this city from the east for economic reasons. The educational level of the families is low. High number of students live under hard life conditions and try to adapt themselves into big city life. Teachers see this situation challenging and do their best to develop intellectual, emotional, physical and academic capacities of students.
In such diverse classes where there are 40-45 students in each class, we aim to provide a broad and balanced curriculum. Our school aims to:
- Provide a safe and secure school for students
- Provide an open, informal relationship with parents and the community
- Involve our students in creative activities to make sure that they become inter-cultural learners
- Help the students have a positive and confident attitude towards themselves and a belief in their abilities in order to achieve their full potential.
- Help them to learn tolerance and respect for other people
- Give the students the concepts, knowledge and skills to be selfconfident
- Teach them to work and play co-operatively with others
- Provide opportunities to learn, succeed and be happy regardless of ability, gender, race or special need.
To reach the objectives above the school arranges quite high amount of activities. Almost all the activities are held out of the school as there is lack of facilities inside the school building. A lot of trips to the museums, science fairs, nursing homes, the school for students with disabilities are put in the curriculum every year.
--- Book club: Students meet every month to discuss about the characters of the story and about their personal experiences.
Most of the families in the area have migrated to this city from the east for economic reasons. The educational level of the families is low. High number of students live under hard life conditions and try to adapt themselves into big city life. Teachers see this situation challenging and do their best to develop intellectual, emotional, physical and academic capacities of students.
In such diverse classes where there are 40-45 students in each class, we aim to provide a broad and balanced curriculum. Our school aims to:
- Provide a safe and secure school for students
- Provide an open, informal relationship with parents and the community
- Involve our students in creative activities to make sure that they become inter-cultural learners
- Help the students have a positive and confident attitude towards themselves and a belief in their abilities in order to achieve their full potential.
- Help them to learn tolerance and respect for other people
- Give the students the concepts, knowledge and skills to be selfconfident
- Teach them to work and play co-operatively with others
- Provide opportunities to learn, succeed and be happy regardless of ability, gender, race or special need.
To reach the objectives above the school arranges quite high amount of activities. Almost all the activities are held out of the school as there is lack of facilities inside the school building. A lot of trips to the museums, science fairs, nursing homes, the school for students with disabilities are put in the curriculum every year.
--- Book club: Students meet every month to discuss about the characters of the story and about their personal experiences.
--- Film Festivals: inspiring, educational films appropriate for sts, are chosen by the festival committee of teachers and students. These movies offer education, inspiration, entertainment, and even a warning.
--- Students always participate in many social responsibility projects. They visit nursing homes and the schools for students with disabilities. They participate in champaigns such as “Clean Beaches Campaign”. With the right community service opportunities, students understand the importance of giving back to others, how they fit into society and how they can help solve societal problems which are vital for positive youth development.
––Students perform in Finger Puppet Shows and Stage Performances. They record audio books in a studio for their peers who are disabled and unable to read. Acting activities build confidence, teach a variety of skills; public speaking, teamwork, etc.
–– Seminars on different topics are held both for students and parents.. Motivational Mottos are written all around the school.
--- Garden: Sts care for the environment, participate in beautifying school garden by using recycling materials or planting trees/flowers.
--- Art, sports, music activities and chess tournaments are highly valued.
--- Museums, science fairs, botanic parks are occasionally visited.
HEXHAM PRIORY SCHOOL - UK
Five areas of learning throughout our school
My Communication
English, Speech and Language
My Thinking
Mathematics, Science, Design and Technology
Myself and My Body
Personal, Social and Health Education (Relationship and Sex Education, Social Skills, self-care, behaviour), PE, Swimming, Rebound, Horse Riding, Occupational Therapy and Physiotherapy Programmes
My World and My Community
History, Geography, Religious Education, Modern Foreign Language, Life Skills (Work Experience, Food Preparation, Enterprise) Citizenship, Careers Education, Information and Guidance
My Creativity
Art, Music, Drama
Strategies we use to help our pupils
We have a range of strategies that we use to help pupil’s fulfil their potential within the Early Years Foundation Stage. The use of visual timetables, now and next boards, TEACHH including the use of workstations and objects of reference all help to provide a clear structure to our pupils.
Use of communication boards and signing alongside speech help to develop pupil’s communication. The use of symbols around the classroom also help to develop their understanding of the environment.
Occupational Therapists work with us to create sensory profiles for our pupils where appropriate, which help to address any sensory needs, therefore helping the pupil’s to access the activities to their full potential.
Our facilities
At Hexham Priory School we have an excellent range of facilities both indoors and outdoors to help your child’s development.
Facilities include a Sensory Room, Soft Play, Movement Room which is used under the guidance of Occupational Therapists, a fully equipped Gymnasium used for PE where appropriate and a Library.
Our Early Years Foundation Stage classroom is designed to be a more play led environment, but benefits from two workstation areas which can be used for more structured activities. We also have the use of a Quiet Room used for small group or individual work.
Our outdoor facilities include two large play areas providing play and climbing equipment and a range of bikes and trikes. We also have a well-established sensory garden with outdoor musical instruments and a smaller patio area directly accessed from the classroom which is used for outdoor teaching and play opportunities.
We welcome visits from prospective pupils and their families, so please get in touch if you would like any further information or if you would like to visit our Early Years Foundation Stage.
‘Each pupil’s journey through school usually begins with the excellent pre-school education. Here they gain confidence and contribute readily’.
Work experience
We have developed strong links with several local business’ e.g. Waitrose, Hextol, Hexham Abbey so that students that excel in student enterprise in school are able to progress to a real work environment.
These pupils go to a regular weekly work experience placement and some are able to do this independently, learning skills which will prepare them for their future beyond school.
At Hexham Priory School we have an excellent range of facilities both indoors and outdoors to help your child’s development.
Facilities include a Sensory Room, Soft Play, Movement Room which is used under the guidance of Occupational Therapists, a fully equipped Gymnasium used for PE where appropriate and a Library.
Our Early Years Foundation Stage classroom is designed to be a more play led environment, but benefits from two workstation areas which can be used for more structured activities. We also have the use of a Quiet Room used for small group or individual work.
Our outdoor facilities include two large play areas providing play and climbing equipment and a range of bikes and trikes. We also have a well-established sensory garden with outdoor musical instruments and a smaller patio area directly accessed from the classroom which is used for outdoor teaching and play opportunities.
We welcome visits from prospective pupils and their families, so please get in touch if you would like any further information or if you would like to visit our Early Years Foundation Stage.
‘Each pupil’s journey through school usually begins with the excellent pre-school education. Here they gain confidence and contribute readily’.
Work experience
We have developed strong links with several local business’ e.g. Waitrose, Hextol, Hexham Abbey so that students that excel in student enterprise in school are able to progress to a real work environment.
These pupils go to a regular weekly work experience placement and some are able to do this independently, learning skills which will prepare them for their future beyond school.
Assessment
Active Assessment
Where appropriate, pupils take an active part in assessment through discussions about their work and the progress they have made. They are encouraged to take responsibility for their own learning, growing to understand, and potentially contribute to their personal targets in all aspects of their education.
Assessment Systems
Assessment is integral to our pupils’ learning because it allows them, staff and parents to understand progress and importantly the next step in their learning.
The school uses a web based software platform called ‘Solar’ which is used to capture and record progress along a child’s journey through the school as well as providing us with data analysis. Solar allows us to break down learning into very small steps which means that even the smallest increments of progress can be recognised and recorded.
With individual priorities for learning set out in our pupil’s Education, Health and Care Plans, annual pupil targets are written collaboratively with parents and professionals at the EHCP review meetings. These form the child’s Individual Education Plan with five targets, usually two ‘My Communication’ targets and three chosen from the other areas of learning, although this is flexible as appropriate to the individual child.
Sharing Assessment
Assessment information is shared regularly with parents, communicated via each pupil’s individual ‘Learning Journey’.
These personal documents detail annual targets, a breakdown of smaller steps of progress, and celebrate the journey our pupils have made over the course of a year.
Active Assessment
Where appropriate, pupils take an active part in assessment through discussions about their work and the progress they have made. They are encouraged to take responsibility for their own learning, growing to understand, and potentially contribute to their personal targets in all aspects of their education.
Assessment Systems
Assessment is integral to our pupils’ learning because it allows them, staff and parents to understand progress and importantly the next step in their learning.
The school uses a web based software platform called ‘Solar’ which is used to capture and record progress along a child’s journey through the school as well as providing us with data analysis. Solar allows us to break down learning into very small steps which means that even the smallest increments of progress can be recognised and recorded.
With individual priorities for learning set out in our pupil’s Education, Health and Care Plans, annual pupil targets are written collaboratively with parents and professionals at the EHCP review meetings. These form the child’s Individual Education Plan with five targets, usually two ‘My Communication’ targets and three chosen from the other areas of learning, although this is flexible as appropriate to the individual child.
Sharing Assessment
Assessment information is shared regularly with parents, communicated via each pupil’s individual ‘Learning Journey’.
These personal documents detail annual targets, a breakdown of smaller steps of progress, and celebrate the journey our pupils have made over the course of a year.
COLLEGE CHARLES LEMAITRE - FRANCE
In 2005, President Jacques Chirac decided to make disability a national cause thus making official a small revolution that was already taking place in a growing number of schools over the country. Since then, the French school system has evolved to offer equal opportunity to all children whether they struggle with physical, intellectual, behavioral or social issues.
In order to offer these opportunities and enable each and every child to develop their intellectual, emotional and physical potential, schools welcome all children and provide the help and adapted tools needed for their well-being and education. Students with SEN are included in classes and groups to benefit from the dynamics of a heterogeneous group.
Meanwhile, some students with SEN are also offered extra help and attention in dedicated groups. These groups are called SEGPA (Sections d’Enseignement Général et Professionnel Adapté).They benefit from smaller groups and the care of Spec Ed teachers trained to work with them. These groups focus on basic skills and professional skills to offer better social and professional opportunities and inclusion to SEGPA students in the future. While having slightly different curriculums and organization, they are part of the student body and are included in the schools.
Collège Charles Lemaitre has a long experience and knowledge of the social background of the area and has made its own all the inclusive measures decided by the government. We even go beyond by focusing on the general well-being and personal development of our students.
We use institutional ways as well as local resources to find financial support for students who need it because we believe that no child should be deprived of an opportunity because they lack the financial means to take part in a trip, to afford the proper sport shoes or calculator, to pay for a bus fare to benefit from a work placement experience… We also actively work with families by offering guidance and counselling with the help of health and social workers as well as tutor teachers.
We intensely put the students at the center of their education by making them active members of the decision making process. All along their 4 years at school, they are encouraged to express their opinions about their own studies and future professional path. There are different student bodies where they can express their views and ideas and participate in the running of the school. Students can thus be members of the school board, others are members of the FSE ( the students’ club which is non-profit organization dealing with all extracurricular activities). Other student bodies decide on rules and school meals or on sustainability at school. We strongly believe that allowing students to express their opinions and represent their peers is the best way to create a sense of community and accept diversity.
To emphasize cooperation and inclusion, our tight-knit team has been involved in lots of projects, extra-curricular and cross-curricular activities:
In 2005, President Jacques Chirac decided to make disability a national cause thus making official a small revolution that was already taking place in a growing number of schools over the country. Since then, the French school system has evolved to offer equal opportunity to all children whether they struggle with physical, intellectual, behavioral or social issues.
In order to offer these opportunities and enable each and every child to develop their intellectual, emotional and physical potential, schools welcome all children and provide the help and adapted tools needed for their well-being and education. Students with SEN are included in classes and groups to benefit from the dynamics of a heterogeneous group.
Meanwhile, some students with SEN are also offered extra help and attention in dedicated groups. These groups are called SEGPA (Sections d’Enseignement Général et Professionnel Adapté).They benefit from smaller groups and the care of Spec Ed teachers trained to work with them. These groups focus on basic skills and professional skills to offer better social and professional opportunities and inclusion to SEGPA students in the future. While having slightly different curriculums and organization, they are part of the student body and are included in the schools.
Collège Charles Lemaitre has a long experience and knowledge of the social background of the area and has made its own all the inclusive measures decided by the government. We even go beyond by focusing on the general well-being and personal development of our students.
We use institutional ways as well as local resources to find financial support for students who need it because we believe that no child should be deprived of an opportunity because they lack the financial means to take part in a trip, to afford the proper sport shoes or calculator, to pay for a bus fare to benefit from a work placement experience… We also actively work with families by offering guidance and counselling with the help of health and social workers as well as tutor teachers.
We intensely put the students at the center of their education by making them active members of the decision making process. All along their 4 years at school, they are encouraged to express their opinions about their own studies and future professional path. There are different student bodies where they can express their views and ideas and participate in the running of the school. Students can thus be members of the school board, others are members of the FSE ( the students’ club which is non-profit organization dealing with all extracurricular activities). Other student bodies decide on rules and school meals or on sustainability at school. We strongly believe that allowing students to express their opinions and represent their peers is the best way to create a sense of community and accept diversity.
To emphasize cooperation and inclusion, our tight-knit team has been involved in lots of projects, extra-curricular and cross-curricular activities:
- Erasmus and French Red Cross projects to increase open-mindedness and a sense of citizenship
- Extra-curricular activities at lunch breaks to provide for recreational time that helps students focus and have better behavior in class as well as bring out personal skills and talents
- Artistic extra-curricular activities at lunch break make up for the lack of artistic practice in the curriculum. These activities enable us to offer at the end of each year a remarkable show where students’ talents at singing, dancing, acting, playing an instrument are valued and praised.
- Cross-curricular activities with joint teaching of different subjects with mixed groups. These lessons enable teachers to focus on skills rather than knowledge and thus highlight the abilities of all students.