Shapwick School

English is taught in small groups (5-8 pupils) so that the learning programmes can be tailored to individual needs whilst retaining group inclusion with few distractions. A regular weekly programme is established to help pupils with their organisational skills and encourage independence. Children follow an individualised phonic programme using the THRASS phonic scheme for spelling and reading, practising these skills through multi-sensory methods, supported by IT programmes where appropriate.

The National Curriculum is broadly followed to cover all aspects of Key Stage 2 and 3 English, adapted to suit the needs and abilities of the pupils.

Shapwick Prep pupils learn to read and write for many purposes, entering (and often winning) poetry competitions. Year 7 and 8 regularly express opinions, in formal letters, on current affairs and are often thrilled to be published in ‘The Newspaper’ for young people.

Handwriting skills are developed not only to improve presentation and legibility but also to help develop automaticity in spelling patterns. To this end, Shapwick Prep teachers work closely with Occupational Therapists to provide a range of adapted pens, sloping boards and cushions etc. to address any postural difficulties. In addition touch-typing skills are taught to improve speed and presentation of recording. Voice-activated software is also available where appropriate.

Teachers at Shapwick Prep also try to maximise the children’s expressive and creative side through drama. Each term lends itself to a different drama experience – a theatre visit, an in-school interactive Shakespearean production and a drama week in which they devise and improvise their own group productions. In addition to all this the teachers try to hone visual tracking and auditory and visual memory through a variety of exercises in conjunction with the Speech & Language Therapists and Occupational Therapists.

Using all of the above, coupled with a secure and friendly environment, Shapwick Prep pupils often make staggering progress, where they had previously been written off as failures.

This year the pupil with the most progress in spelling and reading made 68 months combined progress in one academic year. But probably more rewarding than this is the growth in self-esteem that the staff witness as children realise that they are not alone and they are not stupid!