Teaching & Learning

We use a variety of techniques and approaches at the Chiltern School in our teaching and learning, all with the needs of the individual child at the heart of what we do.

Our core approaches are described in more detail below. Should you have any questions relating to our teaching and learning methods, please do not hesitate to get in touch with the school.

MOVE
The MOVE programme is an integral part of the pupil’s curriculum. MOVE is an activity based approach which uses the combined knowledge of education, therapy and family to teach children with severe motor disabilities the skills of Sitting, Standing, Walking and Transferring.

The programme is designed to develop maximum independent physical movement, thus promoting a wide range of life experiences. Benefits of the approach are the improvements in cognitive development, communication skills, health and social inclusion. Greater mobility increases the ability to take an active role in school, home and the wider community. Movement is seen as the foundation for learning.

MOVE IS:
  • a philosophy
  • functional, useful, measurable progress for setting life goals
  • a collaborative effort between families and professionals – “It takes a team to move”
  • a programme that offers assistance for people with a singular disability to complex disabilities
  • a structured programme based on assessment and accountability
  • a top down approach that helps develop skills beyond the highest skills an individual already possesses
  • embedded into existing curricula and activities
  • cost-efficient and effective

MOVE IS NOT:
  • a cure
  • a developmental, bottom-up model
  • limited to people with multiple disabilities
  • appropriate for individuals who can already sit, stand and walk
  • a pull-out, stand-alone programme
  • seeking to replace other services
  • a therapy
  • an equipment-based program
  • a "meaningless" exercise programme
Intensive Interaction

Intensive Interaction has proved to be the means through which many pupils have moved from introspective, needs driven relationships to becoming true interactive communicative partners, communicating through enjoyment and with a genuine desire.

This teaching approach was devised in 1988 and is essentially the means by which pre-verbal children or adults are enabled to accept and enjoy close physical proximity, meaningful eye-contact, turn taking, and all the other key elements which are essential to create a full and reciprocal communicative exchange.

Staff first observe what a pupil enjoys doing and then aim to be more engaging, motivating, rewarding, stimulating, enjoyable, predictable and communicative to enable the individual to engage. We use imitation as a primary method of engagement and follow the child’s lead to enable them to retain control of the interactions.

TACPAC

Tacpac is a sensory communication resource using music and touch to help communication and social skills. There is a compatible link between the sensory world of touch and the sensory world of music and Tacpac focuses on aligning these sensory forces.

Fundamentally we are looking for the pupils to feel special, have fun and relax! In addition we are looking for signs of communication.

The teacher intentionally communicates verbally and non-verbally through the mediums of touch and music, taking the learner on a physical, emotional and sensory journey through 6 activities in a safe and secure relationship during which communication takes place on many different levels.

“In a short space of time, the school’s new headteacher has sensitively galvanised the whole school into action. The clear direction given to the senior leadership team is having a very positive impact”.

Ofsted, 2017