Beatrice Tate School

Beatrice Tate is a secondary special school for pupils with severe learning difficulties and profound and multiple learning difficulties. There is a clear focus on the continuous improvement of the quality of teaching, learning and assessment. Pupil outcomes continue to be outstanding and achievement is celebrated in a pupil-centred teaching and learning environment. From each different starting point, the proportion of pupils making and exceeding expected progress in English and Mathematics is high compared with national figures. There are no statistical differences for any group of pupils.

At Beatrice Tate School we aim to

• provide opportunities for all pupils to learn and to achieve.
• promote pupils’ spiritual, moral, social and cultural development.
• prepare all pupils for the opportunities, responsibilities and experiences of life.

Beatrice Tate is a school where individuals are valued and all are expected to give of their best. Our teaching enables pupils to make sense of the world and to operate more effectively within it so that, as individuals, they become more contributing and valued members of society.

Beatrice Tate School is a purpose-built day school for pupils aged 11-19 whose educational needs cannot adequately be met in mainstream schools. The school was built in 2013 and provides a high quality learning environment for 75 pupils, all of whom have a Statement of Special Educational Need or an Education, Health and Care Plan. The school offers all pupils a broad balanced and differentiated curriculum with full entitlement to the National Curriculum.

At Beatrice Tate School we respect and value all children and are committed to providing a caring, friendly and safe environment for all our pupils so they can learn, in a relaxed and secure atmosphere. We believe every pupil should be able to participate in all school activities in an enjoyable and safe environment and be protected from harm. This is the responsibility of every adult employed by, or invited to deliver services at Beatrice Tate School. We recognise our responsibility to safeguard all who access school and promote the welfare of all our pupils by protecting them from physical, sexual and emotional abuse, neglect and bullying.

We like parents to visit Beatrice Tate School. It is good for children to know that their parents are interested in the school and their education. Parents are welcome to visit the school at any time, although telephoning beforehand to make any appointment is very helpful and much appreciated.

Statements of special educational needs are annually reviewed and parents are invited into school to discuss their child’s progress. Pupils’ statements are currently being converted to education, health and care plans in line with the special educational needs and disability code of practice. Parents are invited to attend planning meetings in the autumn term and receive detailed education reports each term and an annual report in July on progress over the academic year. A home visit can be made at the request of parents or may be suggested by a member of staff.

All pupils at Beatrice Tate School have access to a broad, balanced, differentiated and relevant curriculum, which includes full National Curriculum entitlement. Pupil progress is assessed on an individual basis and we recognise that not all pupils progress at the same pace. Our teaching is therefore organised to ensure that learning activities and resources are relevant, stimulating and age-appropriate.

In order to provide pupils across the school with experiences that are relevant, interesting and challenging and to identify opportunities for progression, we have adopted a curriculum structure with 3 broad levels: pre-formal, semi-formal and formal. These levels are not defined by age but by need and achievement; pupils may therefore move from one level to the next at any point in their school career. Each level covers skills, knowledge and understanding across a range of subjects.

As each curriculum level has a clearly defined content and approach, planning and teaching is most efficient where a class works within one level. There may, however, be valid reasons for mixed grouping; for example, in order to provide pupils with a peer group of their own age or to challenge pupils who are making good progress within a particular level by enabling them to work alongside pupils who are addressing the next level.