Literacy & ICT

Reading at Sheiling School

At Sheiling School we recognise that our pupils are individual learners who require a personalised approach. Given the extreme diversity in terms of levels of academic attainment, engagement and experience, it’s obvious that no single approach to the teaching of reading is going to be effective for all. We also recognise that effective, fluent reading is the product of a reader applying a range of strategies – as such, a range of strategies is what we offer and encourage.

Our approach is assessment led: we draw on a range of indicators to identify gaps or misconceptions in reading ability, to identify a predominant reading strategy, and to outline a pupils’ next steps towards meaningful reading. We use ‘Phonicsbooks’ reading schemes that are targeted at both emergent younger readers and older ‘catch up’ readers (8-14+). For pupils working at a proficient or fluent reading level, we have a large range of fiction and non-fiction texts that cover a variety of topics including topics from the wider curriculum.  For more information, see our Reading Progression Policy.

Crucial to the development of reading skills is the level of interest the pupil experiences with regards to the text. Our pupil library is a calm and comfortable space that aims to promote reading for pleasure and foster a healthy interest and joy in reading. We aim to provide our pupils with engaging reading materials that are age appropriate and match their personal interests.

ICT

At Sheiling School we recognise the central role that technology plays in the modern world and the necessity of ICT skills for life beyond school.  However, we believe that the overuse or misuse of ICT can potentially lead to a range of behavioural and educational issues. As such, the key question is how to use ICT meaningfully within an educational setting.

The meaningful aspect of ICT varies according to the development age of the pupil. For pupils in the Primary Faculty, ICT usage is very limited, as our general approach with pupils in that age group has a strong emphasis on hands-on learning, tactile experiences and sensory integration – none of which are enabled by ICT.

Within the Secondary and 6th form faculty pupils should access ICT across their curriculum for at least an hour each week. The aim is to provide pupils with functional computer skills that will benefit them in life and work beyond Sheiling School, but also, crucially, provide them with the tools and knowledge to stay safe online.

Read our full ICT Policy here

Chalk Boards

Why we use chalk boards

The creation of chalkboard drawings by the teacher, using chalks of highest quality pigment, sets the example of attention to detail, use of colour, and care and devotion in the process of picture making. It also allows the pupil to see the teacher trying their best – irrespective of artistic skill – to make something that is more than merely functional.

Many pupils are hugely anxious about the possibility of error, of making a mistake, which in many cases can lead to anxiety and demand avoidance. One of the most important educational/therapeutic goals for such pupils is the ability to accept the inevitability of error, and the learning opportunities inherent in ‘getting it wrong’. The chalkboard has a far more human element, where imperfection is part of the process, and where human error or fallibility is not an indication of dysfunction.

Exploration of physical space – the sense of movement – is understood as central in the healthy evolution of thinking and feeling, therefore movement and rhythm exercises are a crucial aspect of our educational approach. Writing and drawing are seen as another expression of movement and rhythm – the upwards, downwards, forwards, and backwards movement appearing in slow curves or quick diagonals, are as much rhythm and movement exercises as they are renderings of letters of pictorial forms. Even for the pupil who watches the forms taking shape, the nature of the experience is very different than when letters and pictures simply ‘appear’ as they do on a computer screen.

All of our pupils have issues with sensory processing. As such, every opportunity is taken to involve the fullest range of sensory activity with particular emphasis on the earthy and tactile.