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School Profile

How are we making sure that every learner gets the teaching to meet their individual needs?

· The school teaches learners content and practical activities in curriculum and a variety of skills. The learning is personalised based upon the needs and functional levels of the learner. Educators approaches to learners is a holistic approach and they take every learner as a unique learner, considering their disabilities and limitations to learning

· Occupational Therapy services are given on a holistic approach. There consultative classroom approaches, individual therapy sessions, small group therapy approaches where team approach is of importance towards enhancing success to learning. Occupational Therapy activities focus on learner functional evaluations, functional training, stimulation programs and remedial activities, skills training, vocational training and job placements

· Parents/Educators discussions about the learners’ progress, challenges; and problem solving and referral where possible in order to facilitate and enhance learning. These programs are supported at school and also at home.

· The learners’ alternate classes and educators since the educators do have special areas of expertise in special education. Therefore, learners strengths and weaknesses are managed by the team and learners learning is made interesting and variable

· Learning is also facilitated by allowing learners to participate in different extra curriculum activities

How much progress do learners make?

· Learners are assessed daily on curriculum, skills and sports on a continuous basis throughout the school terms

· The school has developed specific adapted assessment forms and uses objective international assessment tools to assess learners’ progress in different disciplines of the curriculum

· The learners’ progress is recorded continuously and the information if kept in the learners’ portfolio and; the learners’ progress in Occupational Therapy is kept in the Occupational Therapy progress file. However these pieces of learners’ progress are integrated and one report is compiled for the learner at every end of the school term

· The learners are also issued with certificates of good outstanding character traits. They are also issued with accredited certificates good performance in skills

· On curriculum activities, the progress of the learners is assessed using the following key;

o 1 – Not Achieved

o 2 – Partially Achieved

o 3 – Achieved

o 4 – Outstanding

How do we make sure that our learners are safe and well supported?

· Learners are always supervised at all times by all staff although there will be one staff member leading the duty of supervision on specific days. The educator to learner ratio is 1 educator : 30 learners although this ratio is supposed to be 1 educator : 15 learners as stipulated by national standards

· This intensive supervision enables us to ensure the learners’ safety at all times. Also it provides learners with the best possible learning experience

· Additional professionals such as Occupational Therapists, nursing sister help to ensure that all learners are well supported in school, at home and in the community at large

· Our learners are safe and well supported

· The school has a food and nutrition program adapted from the GDE. This encourages healthy eating both at lunch times and break times

· Putting behaviour support plans in place where they are required and regular updating. Parents are involved all the way

· The school nurse is on site all the time

· Staff in-service training take place once a week, as part of encouraging continuing education in order to use updated learning strategies and handle our learners better

· Providing outdoor play activities using a range of range of stimulation toys and equipment

· Ensure that all staff members have First Aid Training

· Maintaining an anti bullying and anti racist policies

· Issuing guidelines for learners’ safety and protection

· Designating all staff members as responsible for health and safety issues and supervised by the school nurse

How have our results changed over time?

Over the past years, there was minimal progress and successes in skill performance. Currently, with the recruitment of new staff members, activities and projects seem to be working for the better. The following are activities and projects that are likely to bring positive change in the results to a greater extent.

· Woodwork skills

· Bakery project

· Laundry project

· Occupational Therapy services

· Swimming and participating in special Olympics

What have learners and parents told us and what have we done?

Tshegofatsong takes into account learners and parents’ views

· We hold quarterly meetings with parents and they express their views and concerns about the school and its activities

· Have an open door policy where parents can come to the school and air their views

· During admissions, views are also expressed .

- The following are views and concerns raised :

- Appreciating the schools’ donations to learners and parents.

- Parents acknowledged the good education of learners in writing and records of those kept at school.

- Learners appreciate and acknowledge the beauty of the school.

- Learners/Parent acknowledge the support at the school and at home from the school staff.

Concerns – The future of the learners after school.

Practical skills to be done.

School structure since classes are over crowed.

What have we done?

One container (Temporary shelter) acquired for the young adult protective workshop.

New skills introduced such as. Woodwork ,Laundry, Bakery with objectives evaluations from occupational therapy services and educators project Managers.

Land for buildings is available ,building plans in place, funding being-g out t-sourced .

What activities and options are available to learners?

What activities and options are available to learners?

· Tshegofatsong school provides curriculum learning that will be adapted to the IQ of the learner

· The school plays a role as a playing field for laying the skills for all learners into the holistic upbringing in the following manner;

o Use of the adapted and balanced curriculum

o Provision of training and multiple and varied skills

o Opportunities for learners to go on educational tours and excursions

o Involving learners in life skills activities

o Linking learners with other schools and observing national events

o Learners participate in school functions e. g drama, music, dancing and partying

How are we working with parents in the community?

· We give the highest importance of parents’ involvement in the education of their learners. Ensure that learners are happy and make good progress. To ensure this we have:

o Parent – educator discussions

o Parent support groups

o Parent – staff meetings during all school terms

o Induction sessions for parents and learners

o Home visits for the needy

o Networking with different parastatals, NGOs, and government departments

o Involvement in community projects

o Each learner has an information booklet where parents and staff document concerns and views and notices about the learner

o Progress and achievement reports, character trait certificates, accredited skills certificates

· NB: The school is committed in maintaining an open door policy and developing continuous positive relationships with parents (refer to website)

What do learners do after school?

· When our learners leave school at the age of 18years, they get enrolled into protective workshops and others go into open labour market

 

· The school facilitates learners in getting employment

 

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