Welcome to Lamorna!
In Lamorna we are a multisensory needs class of secondary and post-16 aged students with high health and physical needs. Our teacher is Emily who is supported by a committed, fab, fun and energetic team of learning support assistants and a HLTA.
Lamorna works very closely with The Hub (therapy teams) to ensure our students get the best from their physiotherapy, occupational therapy and speech and language programmes. We also work very closely with the school nurse to ensure all health and medical needs are met.
The teaching in Lamorna is delivered through a multi-sensory curriculum based on the Engagement model which focuses specifically on pre-requisite skills for learning; Anticipation, Exploration, Initiation, Realisation and Persistence. An important part of our learning is also our Social, emotional and health and wellbeing, fine and gross motor skills, communication and developing all eight of our senses.
All of the above learning takes place through our topic based approach and is directly linked to the core areas of the national curriculum. Alongside this, we use our own bespoke assessment methods, including 5 Individual Education Plan targets linked to the individual students EHCP to ensure progress encompasses all areas of the young persons continued development (we work very closely with wider professionals and families when setting these targets to ensure they support appropriately and across all settings).
Our curriculum is theme based and provides a wide range of stimulating and engaging activities for our students to be immersed in over the term and to allow a common theme to run through all their sensory learning whilst being fun, stimulating and engaging.
Reading in Lamorna
In Lamorna class we are working on our pre-reading skills. We really enjoy songs, rhymes, tongue twisters and raps, these form a part of our phonics learning. We are also learning to recognise environmental sounds, enjoy rhythm and identify difference in sounds, for example focussing on fast and slow rhythms, or listening to loud and quiet sounds. All of this comes into the pre requisite skills of looking and listening, as well as the Letters and Sounds Phase 1 phonics, all of the skills we are practicing will support us to learn to ‘read’ our environment. For all children this is the first building block in their reading journey. Additionally we will be taught how to interpret photographs and signs, another component in early reading development. In Lamorna Class reading and communication are closely linked and often cross over.
Many of our topics are taught through or using books, helping us to develop a love of literature. We enjoy sensory stories and rhymes, massage stories and we are encouraged to share books with adults, a great way to develop the relationships that we have with each other. Making stories and rhyme accessible and enjoyable to every member of the class is at the heart of our planning every time we choose a text to share.
We are very lucky in Lamorna and have two classroom spaces to use. This enables the students to leave the classroom and enter a space set up to enhance their sensory engagement. Leaving the hustle and bustle of the classroom at lunchtime or during specific times of the day to immerse in a student-led room full of sensory wonder and opportunities for engaged and prolonged sensory learning. Within the sensory ‘moonlight room’ there are four zones; a white space for focused, uncluttered senses work, a dark space, a rainbow area and a small room to the side. Within these zones there are specific activities set up for students to choose from. Where they go and what they do within the space with the resources is student-led with 1:1 adult support to focus and progress the learning. These sessions are used as a time for focused communication and choice making in a way they are already doing as opposed to adult led choice presentation. It has been a great success in the adult’s learning from the students.
The school has a hydrotherapy pool which students can access, a small library and different outside areas with accessible equipment that the students can be supported to use.
For our older students we look to link them with wider learning environments such as our school workshop, kitchen and college links. Our aim is for our students to enjoy learning and to prepare for life.