Tehidy class is made up of our youngest pupils (from Reception to Key Stage 1). We have a very dedicated staff team made up of two teachers; Sam Murray (Mondays, Tuesdays and Wednesdays) and Jess Roberson (Thursdays and Fridays) as well as a team of teaching assistants. We work very closely with our team of Physiotherapists, Occupational Therapists and Speech and Language Therapists to set both group and individual programmes as required. We are proud of the relationships that we are able to forge with the youngest members of our school, and believe that the building of trusting and respectful relationships is at the heart of everything we do in Tehidy.
Our teaching is approached through an Early Years model as this best fits the needs and stages of development for our pupils. Our activities are focussed around age appropriate targets for individual pupils which are taken from EYFS areas of learning. Alongside this, we use our own bespoke assessment methods such as Individual Education Plan targets to ensure progress encompasses all areas of the child’s development (we work very closely with families when setting these targets to ensure they are the most relevant they can be and to make sure we can work consistently across all settings). Our curriculum has a theme based approach using a wide range of stimulating activities and resources, we plan our topic areas no more than a week or two ahead allowing us to respond to the children’s interests as well as current local and global celebrations.
Independence, social understanding and effective communication form a major focus for the school day and always underpins our work with each child. We pride ourselves on creating a positive environment and a happy and fun atmosphere which promotes learning through exploration and play.
We are very lucky here at Curnow to have variety of learning environments that provide quality spaces for children to undertake learning activities. As well as our beautiful classroom, these include our balcony and outside play areas, a sensory room, movement room, learning pod, teaching kitchen, library area and the school hall. Being able to timetable these shared areas means that when appropriate we can teach children in smaller differentiated groups. We use the outdoor learning areas as much as possible as we recognise the positive effects that being outside can have on the children’s wellbeing and engagement. Whenever possible we also enjoy spending time with our friends from Illogan School and we embrace the ethos of ‘Two schools, one community’.