Knowl Hill School

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Knowl Hill Pirbright

Our Vision

Our school is dedicated to providing a broad and empowering curriculum where all students, particularly those with Specific Learning Difficulties (SpLD) as their primary need, can achieve their full potential, even from exceptionally low starting points. Our approach is rooted in personalised learning, deep expertise in SEND (Special Educational Needs and Disabilities) pedagogy, an adapted National Curriculum tailored to diverse learning needs, and continuous formative assessment.

 

Curriculum for Pupils with SpLD

  • Adapted and Sequential: We offer an ambitious and inspirational curriculum, grounded in evidence-based SEND pedagogy, with a particular focus on SpLD. Content is sequential, building on prior learning while incorporating thoughtful repetition to minimise cognitive load and maximise understanding for pupils with SpLD.
  • Core Subject Focus: Core subjects are taught in ability groups to provide targeted support.
  • Literacy and Numeracy as Priorities: Recognising the foundational importance of literacy for academic success, especially for pupils with SpLD, it is promoted effectively across all subjects. Reading is a high priority across all year groups. Similarly, numeracy instruction is exceptional, with a sequential curriculum and built-in opportunities for over-learning and repetition to embed core concepts.
  • Functional Skills: A functional skills curriculum and qualifications are offered in Maths, English, and ICT, which is vital for pupils with SpLD.
  • Broad Range of Subjects: Alongside core subjects, we offer a wide selection including outdoor learning, forest school, music, LAMDA, art, photography, textiles, cookery, sport, humanities, PSHE, RSE, animal care, Skill Ways, ICT, drama, and study skills. This allows pupils with SpLD to explore strengths and interests beyond traditional academic areas.

 

Teaching and Learning Strategies for SpLD

  • Quality First Teaching: High-quality, inclusive, and highly personalised teaching underpins our approach for all students with SpLD.
  • Specialised SEND Pedagogy: Our teachers are highly skilled educators with a deep understanding of SEND pedagogy, excelling at creating engaging and inclusive learning environments using specialised techniques to motivate all learners, especially those with SpLD. This includes ensuring overlearning and pacing lessons appropriately for processing difficulties.
  • Differentiation and Personalisation: Our skilled staff differentiate work tasks to meet the specific needs of pupils with SpLD. This includes lowering cognitive load, providing sufficient processing time, frequent checks for understanding, using visuals, multi-sensory teaching methods, incorporating movement/brain breaks, and providing assistive technology.
  • Literacy Support:
    • A comprehensive approach to reading instruction includes whole-class, group, and individual sessions focusing on automaticity, fluency, comprehension, and phonological awareness.
    • Spelling groups build phonological awareness, morphological awareness, and orthographic mapping skills. High-frequency words and exam-specific vocabulary are included.
    • Students receive specialist input from a dually qualified Speech and Language Therapist (SLT) with Level 7 dyslexia training, focusing on literacy and language skills and strategies.
    • Literacy skills are embedded throughout the curriculum.
  • Numeracy Support:
    • Teachers personalise instruction using strategies like the Concrete, Pictorial, Abstract (CPA) approach and resources such as Numicon, manipulatives, and MyMaths to support learners with SpLD.
    • The therapy team supports students in decoding wordy maths problems, utilising visualisation techniques, vocabulary, and maths instruments.
  • Classroom Environment and Resources:
    • Information is "chunked," and whole-group listening demands do not exceed 15 minutes.
    • Learning activities are visually clear, short, varied (multi-sensory), and paced to maintain interest.
    • Dyslexia-friendly layouts, fonts, and colours are used for worksheets and presentations.
    • Consistent classroom prompts (set of 5) are displayed and used.
    • Visual aids like ‘I understand vs I need help’ cards are used on desks.
    • Widgit symbols are widely used to support access to written text.
    • Small class sizes (up to approximately 6 students) allow for close work and tailored input.
  • Assistive Technology: Senior students are provided with laptops equipped with assistive technology such as ClaroRead, Office 365 (dictation and immersive reader), ColorVeil, Nessy, and MyMaths. Reading pens are widely used, including in exams. Touch Type Read and Spell (TTRS) lessons are timetabled for younger years.
  • Exam Support: Extensive preparation for exams includes training in using scribes/readers, assistive technology, relaxation techniques from the Occupational Therapy (OT) department, mock exams, and revision timetable support.
  • Personalised Pathways: We have developed pathways (Entry Levels, Functional Skills, BTEC courses, GCSEs) enabling students to gain qualifications at their current working level and progress at a manageable pace

 

Assessment for Pupils with SpLD

  • Personalised and Meaningful Assessment: We recognise that traditional assessments are often not appropriate for pupils with SpLD. Our non-standardized assessment model focuses on individual progress from unique starting points, functional skills, communication, independence, and well-being over conventional attainment measures.
  • Types of Assessment:
    • Baseline Assessments: Conducted upon entry to inform Individual Education Plans (IEPs).
    • Formative Assessments: Ongoing and embedded in daily teaching to monitor progress and adjust instruction.
    • Summative Assessments: Adapted to specific difficulties, e.g., using the YARC or WRAT 5 for literacy skills.
    • Therapeutic Assessments: Conducted by SLTs and OTs to assess specific needs and inform therapy goals.
  • Feedback: Students receive clear feedback to understand how to improve.
  • Monitoring Progress: Progress is closely monitored through IEP targets, school reports, exam analysis, and pupil progress meetings. Interventions are developed for students not meeting expected progress levels, with support from the therapy team.

 

Collaboration and Support for Pupils with SpLD

  • Integrated Therapy: Onsite therapists (SLTs, OTs, counsellor/psychotherapist) work closely with teachers and LSAs, providing 1:1, paired, and class-based therapy. This includes specialist literacy input from a dyslexia-trained SLT.
  • Staff Expertise and Development: All teachers have excellent subject knowledge and are highly skilled in SEND pedagogy. Regular CPD focuses on SEND best practices, including dyslexia awareness and strategies for supporting SpLD.
  • Parental Partnership: Parents are integral partners. We maintain open communication through weekly tutor emails, termly therapy newsletters, an open-door policy, academic reports, annual review meetings, and a parent portal. Therapists meet with parents of new pupils to discuss priorities and needs.
  • Student Voice: Student feedback is actively sought through student council, tutor groups, and therapy sessions to enhance their learning journey.
  • Small School Environment: Our relatively small school size (around 67 students) offers a nurturing environment beneficial for students with SpLD who may find larger schools overwhelming.

 

Well-being and Wider Development

  • Resilience and Independence: We actively develop students' resilience, encouraging them to take risks and think for themselves through various activities, including PE, trips, and the Duke of Edinburgh Award.
  • Extracurricular Activities: A wide range of enrichment and after-school activities allow students to learn new skills and develop interests.
  • Preparation for Adulthood: There is a strong emphasis on preparation for college and adult life, including functional skills, independent travel, home skills, career advice, work experience, and support with KS4 options and post-16 transitions. Communication passports are created in Year 11 to share strengths, needs, and strategies with future placements.

At Knowl Hill, our commitment is to ensure that every pupil with Specific Learning Difficulties receives the tailored support and high-quality teaching necessary to thrive academically, socially, and emotionally, preparing them effectively for their future. We continuously reflect on and adapt our practices to meet the evolving needs of our students.

 

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