Pupils receive individualised curriculum, comprehensive outreach programmes and on-site therapy sessions together with a broad range of key life skills learning opportunities and off-site activities – all delivered and overseen by a highly qualified teaching staff and supported by Jigsaw Trust’s Shared Services team.
My son is happy and engaged and looks forward to going to school. (Parent Quote 2019)
All pupils at Jigsaw are initially assessed across the following repertoires:
This is based on a verbal behaviour model and focuses on listening skills such as following vocal directions and speaking skills such as asking for items, labelling and responding to questions. Pupils can work through the same targets with sign or pictures to aid their communication skills.
This category includes all academic skills linked to an Early Years and Key Stage 1 curriculum eg. maths, reading and writing, sorting items into categories and learning about opposites.
Community of Reinforcers
This involves expanding each pupil’s interests and preferences, eg. playing with toys independently and choosing to look at books during free time.
This category focuses on skills that a pupil needs to be independent in school, such as toileting, eating and dressing independently and following the classroom rules. It also focuses on social skills such as playing alongside others, turn-taking and sharing.
This includes the fine motor skills that are important for school, such as holding and using scissors, and also gross motor skills, such as throwing a ball and jumping.
An individualized curriculum is then formulated to best respond to each child’s needs and goals.
SMSC and British Values
(SMSC stands for ‘Spiritual, Moral, Social and Cultural’ development)
Jigsaw is committed to working closely and in harmony with its community and celebrating the diversity of the United Kingdom.
We aim to prepare our pupils for life in modern Britain and to ensure that our school ethos, curriculum and approaches to teaching and learning reflect and promote fundamental British values.
We recognise that these values are not unique to Britain alone and that they have come to be accepted throughout the democratic world as a method of creating an orderly society, in which individual members can feel safe, valued and can contribute to for the good of themselves and others. We work alongside our local community and recognise the variety of religious beliefs within it. We take pupils outside the school to take part in local events and meet different members of the community to appreciate the valuable contributions they make.
We take opportunities to:
We understand the role our school has in helping prevent radicalisation and extremism and supporting our pupils to become life-long learners.
Many of our school routines are built upon the concept of democracy. Pupils are regularly consulted both formally and informally about how their school might be improved. They see the example that is set with staff working cooperatively & collaboratively with each other to make the school the best it can be.
Pupils learn about democratic processes through involvement in the School Council, mock elections, lessons on British parliamentary system, choosing class and school reinforcers and activities, voting for their nominated charity of the year. Pupils work collaboratively to draw up school and class rules.
The school’s behaviour policy is shared and understood and this provides a basis on which other laws and rules and their application is discussed.
Behaviour management strategies reinforce appropriate behaviours and promote understanding of right and wrong.
Pupils are involved in drawing up school and class rules. Data protection, online safety code of conduct are discussed with pupils and promoted cross curricular. Regular visits from police, fire services and other members of public institutions are incorporated into curriculum.
Teaching promotes understanding & recognition of individual’s rights and responsibilities with learning about boundaries. Independent thinking and learning are encouraged and there are frequent opportunities to grow in maturity and independence. We value creativity and diversity.
Pupils are encouraged to participate in setting up their schedules and timetables for the day. They can select reinforcers, rewards as well as resources to be used during instruction. The curriculum incorporates objectives to promote independence and pupils are encouraged to be involved in managing their own learning and behaviours. History and other themed weeks provide opportunities to learn about individuals who had a particular impact on the history of Britain and the world at large.
We have a clear anti-bullying policy which emphasises the importance of creating an environment in which individuals can feels safe and valued. We recognise the importance of not only respecting one another but also of self-respect. Every individual is respected in our school and our actions towards one another reflect this. We welcome difference and diversity and aim to create understanding of how this adds to the richness of our community.
Our PSHE curriculum includes topics on relationships and what a good relationship consists of. Our RE curriculum which follows the Agreed Syllabus for Surrey teaches about a range of faiths, religions and cultures. We take opportunities to find out about different cultures during our Cultures & Languages week and Topic curriculum. School assemblies include themes on various faiths, religious festivals & cultures. We celebrate European Languages and Mother Tongue day.
To view some of the activities supporting the SMSC and British Values curriculum, please click the tabs below.
Sports Relief 2020
Pupils and staff participated in a range of activities to raise money for Sports Relief including sponsored aerobics and dance classes, obstacle courses and a hula-hoop competition. Pupils could purchase official Sports Relief wrist bands and completed activities within their own classes linked to various games and sports.
Rocksteady Music Workshops
Pupils had the opportunity to play instruments including electric keyboards, guitars, base and drums as part of music workshops run by the Rocksteady Foundation. The workshops provided excellent opportunities for pupils to show case their musical talents and promoted the development of social skills. Pupils learned to take turns on the instruments, respect the choices of others and encourage each other to try new experiences. Interactions with the Rocksteady musicians promoted generalisation of communication skills and following directions from unfamiliar people.
Jigsaw welcomed back Head2Head Theatre for a sensory and interactive pantomime. To allow all pupils to participate and engage, short performances with props and costumes took place in classes in the morning and then in the afternoon the full pantomime production was performed in the PE hall for all pupils. The production was a good opportunity for pupils to take part in an activity as a large group, take turns, interact socially and learn about story-telling and drama. Pupils enjoyed trying on and wearing different costumes and joining in with the singing and dancing.
Between the 11th and 15th of November Jigsaw took part in Anti-bullying week. The focus was on kindness and working collaboratively and cooperatively. Each day there were different activities planned to promote positive relationships in school and also pupils’ confidence. The activities included: Kindness Chain, each class creating their own kindness chain where links were added to the chain when pupils demonstrated an act of kindness; Calendar Challenge, filling each day with act of kindness and PE games where pupils needed to work cooperatively.
Additional activities were also organized throughout the week including:
Monday: The students learnt about bullying, its causes and potential solutions.
Tuesday: Odd socks day!! Students and teacher came wearing odd socks. They also created their own odd sock designs.
Wednesday: Pupils discussed how to be good friends to each other and they were all given a secret friend.
Thursday: We stand against bullying! Pupils decorated their own superhero anti bullying masks and they made collages in each class expressing their ideas of how to stand against bullying.
Friday: Time to congratulate. Pupils were presented with certificates for being kind during the week.
Careers Week & Internal Careers Fair
During Careers Week, our pupils had the opportunity to explore different careers through classroom-based activities such as presentations from staff, identifying jobs through images/video clips as well as matching jobs to vehicles, uniforms and workplaces. Some pupils also explored what they would like to do in the future, and practiced online job searching skills. On Friday 8th March we held our own ‘Jigsaw 2019 Careers Fair’ with invited professionals from within and outside of the Jigsaw Trust; this included a builders’ merchant, gymnastics club, outdoor adventure group, a receptionist, sales executive, first aiders, HR representative, a fundraising officer, a cleaner, a performing arts business owner, as well as the Deputy Chair of the Surrey Employment and Skills Board. The pupils had the opportunity to go to each area and speak to the invited professionals as well as take part in some activities related to the role. Pupils came up with their own questions to ask and were supported by a question wall, where they could select a question to ask if they ran out of ideas! The event was a huge success with a lot of positive feedback from pupils, staff and the invited professionals.
World Book Day (WBD)
Pupils had the opportunity to attend a sensory story telling session and puppet theatre show. Puppet theatre show stories linked to our theme of animals and animal stories for WBD in support of the Born Free Foundation.
Pupils enjoyed both types of stories with good levels of interaction for the sensory stories and enthusiasm for the puppet show. Pupils demonstrated good generalisation of turn taking, imitation, following simple vocal directions. Many of the pupils joined in with the stories and made comments or requested more of the activity via their preferred communication method.
The multi-sensory stories were ‘Anna’s Allotment Bake’ and ‘The Little Princess’. The resources were originally provided (as a free donation) by Bag Books. They specialise in multi-sensory story telling resources for people with learning difficulties.
Pupils attended and participated very well, interacting and engaging with the resources. It was good to see their reactions and enthusiasm to the different sensory aspects, whether visual, auditory, tactile, kinaesthetic or olfactory. The session promoted social and communication skills too, in terms of opportunities for turn-taking, sharing resources, expressing needs, views and opinions.
Stories with animal themes were selected for the puppet shows and they included ‘Monkey Puzzle’, ‘Rumble in the Jungle’ and ‘The Gruffalo’. Again, pupils listened to the stories very well and they were keen to participate with calling out the names of animals and anticipating actions.
For a donation to the Born Free Foundation, pupils and teachers dressed up as their favourite characters.
Ancient Egypt History Week
As part of the history week activities, pupils took part in Egyptian cartouche making and dance workshops. We have also organised a display competition inspired by the Ancient Egyptians. Pupils explored the hieroglyphs and learned about the what the different colours symbolised during the cartouche making workshop. Pupils also learned to dance like Ancient Egyptians and enjoyed trying on head dresses and other costumes.
World Book Day & The Very Hungry Caterpillar Theatre Visit
To promote community participation and positive behaviours in the community, pupils attended a theatre production at the GLive in Guildford. It was an excellent opportunity for our younger pupils to experience a live performance that made use of puppets for story telling and incorporated music and movement as part of the production. Teachers were able to link individual learning targets to the visit, including sequencing and retelling the story and asking and answering wh-questions.