When: 9 July at 19:30– 23:00 in UTC+01
Where: Coast Restaurant and Bar, De La Warr Parade, TN40 Bexhill, East Sussex
Tickets are going to sell out fast for this- A really funny evening with two renown comedians, one has been featured on the BBC – and it includes a delicious freshly cooked fish and chip supper with dessert from one of our local top restaurants Coast Restaurant on Bexhill Seafront…..everyone should enjoy so bring along family and friends ….who would like to come?….All profit proceeds go to the local branch of NAS..so you are helping a great cause too..
Tickets available from NAS Bexhill and Hastings Branch please PM us or alternatively you can purchase direct from Coast restaurant. PLEASE SHARE ON YOUR FB PAGE TOO
Headstart school has a proven track record of success with learners on the Autistic Spectrum including those with complex needs. Places are available for students from age 7 to 16 and following onto our Post 16 courses up to the age of 21.
We are very proud of all our students and their hard work this year.
We have achieved a 100% pass rate for those pupils taking GCSE’s this year. One of our students sat GCSE’s in English, maths and PE. The progress this student has made has been excellent. When he started with us two years ago, he was working at entry level. From this he has achieved a D in English and an E in maths and PE. Showing progress in maths and English of over two grades (12 points). This student has also achieved BTEC Certificates at level 1 in Land-based Studies, Construction, Sport and IT Users making his final results equivalent to seven GCSE’s.
Two of our Post 16 girls took their maths GCSE. One achieved a G and the other showing two grades of progress over one year achieved an E grade.
We have had a record number of BTECs passed this year by both our year 10 and 11 students including Land-based Studies, Construction, Art and Design, Sport and IT Users.
Next year will be even busier for our students at Headstart as we have at least nine pupils who are studying a variety of GCSE’s including English, maths, science, citizenship and PE.
As parents – or relatives, teachers and other adults responsible to children’s safety – we want our children and those we look after to be healthy and happy … and to develop well both physically and mentally. Above all, it’s also instinctive that we want kids to be safe. Find out more here.
Please note the last day of term 6 for post 16 students will be Friday 26th June 2015. Those Year 11’s that will be leaving us will leave after their last exam.
The Aesop’s travelling Theatre Company entertained all pupils from primary through to Key Stage 4. The theatre utilised colourful backdrops alongside an array of masks which enhanced the dramatic experience. The company enacted different Aesop’s fables.
The internet is a ‘place’ where your children mix with others and share their lives. Just as in any other area of life, if you don’t know what your children are doing, where they’re going or who they’re mixing with, you risk compromising their safety. Please find some useful links below:
Create your free online surveys with SurveyMonkey , the world’s leading questionnaire tool.
Headstart School welcomes you to the October 2014 edition of the Newsletter. Find out what’s been happening at the school this term, meet our new staff members and find out lots more important information.
A Parents Guide to Technology is an online resource providing advice for parents about the benefits, capabilities and potential risks of smartphones, gaming devices, tablets and internet-enabled media players. It introduces some of the most popular devices, such as the BlackBerry, iPhone, iPod Touch and 3DS, highlighting safety tools that are available, as well as setting out top tips to help parents encourage their children to stay safe when using these technologies.
Increasingly we are asked questions from parents and carers about particular devices that their children are using – or perhaps would like to have for Christmas! Many young people experience internet-enabled technologies as a positive and integral part of their lives, but parents are not always aware of the capabilities and issues raised by different devices.
We know that it is often challenging for parents and carers to keep up with what their children are doing online, to supervise what they are viewing, who they are chatting to, what games they are playing and what they are downloading, and even more so now that the internet can be accessed from a wide range of devices.
Recent research from Ofcom shows that a large number of British 5-15s are using a range of internet-enabled technologies to go online:
- 4 in 5 via a PC / Laptop
- 1 in 5 via a games console
- 1 in 7 via a mobile phone
- 1 in 14 via a portable media player
- 1 in 50 via a tablet
With these devices increasingly making it onto the Christmas wishlist of many young people in the UK, A Parent’s Guide to Technology will help parents and carers in understanding these different internet-enabled technologies.
Visit the Parents Guide to Technology on the UK Safer Internet Centre website.
For the first time ever the Ninfield Bonfire Society held their annual Michaelmas Fayre at our school site on Saturday 13 September 2014. It has been a number of years since I enjoyed a Fayre as diverse as this from dog shows to ferret racing, market and craft stalls to Morris dancing and buskers corner to the reading corner. Tons of other activities took place, from traditional face-painting and a coconut shy, to dog agility sessions and falconry displays. Headstart school site turned into a hive of excitement, as the sun shone throughout the event, making it a great day for the whole family. This was a traditional fayre and more, a superb day was had by all.
Alongside outstanding exam results this year we have received extremely positive feedback from the AQA Internally Assessed work moderator for English. He states:
‘The moderator would like to congratulate the centre on the way it has engaged with the specification and on the manner in which it has administered the course; deadlines were pre-emptively met and centre mark forms were filled in helpfully and accurately. The centre should be praised for the effort it put into engaging the candidates; clearly they enjoyed aspects of the controlled assessments – specifically the creative writing tasks exploring TV adverts. The centre clearly worked hard to prepare the candidates for their controlled assessments. It was a pleasure to read such well-prepared work from candidates who are clearly motivated to achieve. The English Department should be commended for its endeavours in the study of English language.’
Headstart School rejoices in exam results August 2014.
Our two students who sat GCSE’s this year celebrated outstanding successes with their GCSE results on Thursday 21 August. One student remained with the school an additional year to re-sit GCSE’s – English D, Maths C – both improved by 2 GCSE grades in one year. Our other student obtained English D and Maths F – this exceeded expectation giving us 100% pass rate.
A number of students from Year 9 upwards were successful with entry level qualifications where they were assessed through a combination of coursework, controlled assessment and examinations, depending on the qualification. We are delighted to announce that three students achieved Entry Level 3 Maths (the highest award for this suite of qualifications), two students achieved Entry Level 2 in Maths with a further student gaining an Entry Level 2 in Science.
We congratulate staff and students who have worked so hard and their successes are well deserved. Headstart School continues to go from strength to strength and we are so pleased that our achievements have been rewarded.
Choosing the school at which our children are to be educated is one of the most important decisions we make. One of our strengths is that we are a small school and as a result we are able to offer a high level of care and individual support for every student in a close ‘family’ atmosphere. Our aim is to ensure that each individual student is given every opportunity to reach their full potential. We pride ourselves in offering high quality education in a productive and caring environment. A firm foundation for our success is the good relationship between the school, parents and partners in the local community.
This year we were visited by Ofsted Inspectors who spent two days examining all aspects of school life. We were incredibly pleased with the extremely positive report we received under the new inspection framework which graded us as good in all sections and a good school overall. There were so many fantastic comments about all aspects of our school and I was very pleased that many of them linked directly to our school vision and values. However, despite this report we are not complacent and we will continue to look for ways to improve our school and build on the broad education we offer to all students.
This year has seen a number of changes to staffing, school structure, assessment and curriculum. We realise that the school has been driving forward to raise standards however feel that at the very heart of our beliefs are wishing to raise life chances and aspirations of all young people. In doing so throughout the holidays we are converting an area of the school into a therapy base with a sensory room, soft play room and sensory circuits room, additionally there will be a reading corner where Lennon (the dog) will be based. Works are currently underway in the bottom field to secure areas for chicken, ducks, small animals such as rabbits/guinea pigs etc. Also, lambing pens, holding bays and much more. We have developed the primary, key stage 3, 4 and ASDCN areas throughout the year with more developments planned for the holidays such as soft lighting in the blue rooms. The construction workshop has been resited and is developing. Hopefully you will have all received information regarding the use of Lexia and Symphony and encourage students to use these programmes across the summer to further develop their literacy and numeracy skills.
One of the greatest miracles of nature is the transformation of the egg into the chick. A chick emerges after a brief three weeks of incubation. The complexity of the development cannot be understood without training in embryology.
When the egg is laid, some embryonic development has occurred and usually stops until proper cell environmental conditions are established for incubation to resume. At first, all the cells are alike, but as the embryo develops, cell differences are observed. Some cells may become vital organs; others become a wing or leg.
Soon after incubation begins, a pointed thickened layer of cells becomes visible in the caudal or tail end of the embryo. This pointed area is the primitive streak, and is the longitudinal axis of the embryo. From the primitive streak, the head and backbone of the embryo develop. A precursor of the digestive tract forms; blood islands appear and will develop later into the vascular or blood system; and the eye begins.
On the second day of incubation, the blood islands begin linking and form a vascular system, while the heart is being formed elsewhere.
By the 44th hour of incubation, the heart and vascular systems join, and the heart begins beating. Two distinct circulatory systems are established, an embryonic system for the embryo and a vitelline system extending into the egg.
At the end of the third day of incubation, the beak begins developing and limb buds for the wings and legs are seen. Torsion and flexion continue through the fourth day. The chick’s entire body turns 90o and lies down with its left side on the yolk. The head and tail come close together so the embryo forms a “C” shape. The mouth, tongue, and nasal pits develop as parts of the digestive and respiratory systems. The heart continues to enlarge even though it has not been enclosed within the body. It is seen beating if the egg is opened carefully. The other internal organs continue to develop. By the end of the fourth day of incubation, the embryo has all organs needed to sustain life after hatching, and most of the embryo’s parts can be identified. The chick embryo cannot, however, be distinguished from that of mammals.
The embryo grows and develops rapidly. By the seventh day, digits appear on the wings and feet, the heart is completely enclosed in the thoracic cavity, and the embryo looks more like a bird. After the tenth day of incubation, feathers and feather tracts are visible, and the beak hardens. On the fourteenth day, the claws are forming and the embryo is moving into position for hatching. After twenty days, the chick is in the hatching position, the beak has pierced the air cell, and pulmonary respiration has begun.
After 21 days of incubation, the chick finally begins its escape from the shell. The chick begins by pushing its beak through the air cell. The allantois, which has served as its lungs, begins to dry up as the chick uses its own lungs. The chick continues to push its head outward. The sharp horny structure on the upper beak (egg tooth) and the muscle on the back of the neck help cut the shell. The chick rests, changes position, and keeps cutting until its head falls free of the opened shell. It then kicks free of the bottom portion of the shell. The chick is exhausted and rests while the navel openings heal and its down dries. Gradually, it regains strength and walks. The incubation and hatching is complete. The horny cap will fall off the beak within days after the chick hatches.
Key Stage 2 student of the year: This key stage 2 student has made superb progress across this academic year in so many different ways from caring for others to raising achievement and sharing her knowledge of animals to her peers. This student has shown excellent leadership qualities and has been a positive influence on other class members through assisting them in their work. We are so proud of her and are delighted to announce the winner of the Key stage 2 student of the year goes to Annette Lees.
Key Stage 3 student of the year: This key stage 3 student is always enthusiastic to try out new learning experiences be this in the classroom or outside in the wider community. This student has shown a greater confidence in himself which has translated positively to his interactions and communication with both adults and students including actively being involved in role play even adopting female roles – therefore key stage 3 student of the year goes to Louie Penfold.
Key Stage 4 student of the year: This key stage 4 student has made significant progress across this academic year being entered for a range of exams that he felt would never be possible. We have seen him develop into an articulate young man who is ready for his move into college life, therefore key stage 4 student of the year is David Nicol.
Key Stage 5 student of the year: This key stage 5 student has always been willing to participate in practical activities and has been an asset on the farm. It is good to see that this student is returning in September and currently will be the only student to be studying a level 2 course in Construction. Therefore key stage 5 student of the year is Josh Pope.
ASDCN student of the year: This student has been a very mature member of his group, is a conscientious learner and has shown a greater degree of independence around the school and with his learning which is pleasing to see. Therefore ASDCN student of the year is Jaydon Towers.
Most progress Made: Two students have been chosen for their excellent progress in many ways throughout this academic year. The first student is always enthusiastic to try out new learning experiences and is an active participant in classroom discussion. This student has shown a greater confidence in herself and this has translated positively to her interactions and communication with both adults and students. This student should feel very proud of her social and learning achievements – therefore the first student who has made excellent progress is Holly Owens.
The second student has made significant progress both socially and academically, he has overcome many personal challenges and is now able to work with a range of staff and students, he has tried beyond measure to make progress and has achieved this – therefore this student is Ewan Massoon.
Sports person of the year: This student has developed in leaps and bounds in all areas of sport. This student is able to take a lead role within his team and offers support to team members. His student has played in matches against other schools and is an asset to sports at Headstart School including being this year’s table tennis champion – this student is Bill Treeby.
Artist of the year: This student always arrives at her lesson with lots of enthusiasm and bundles of ideas. This student is very creative and likes to develop her own independent original ideas. She has a keen eye for detail and often creates work which is highly detailed and sometimes complicated in design. This student is Holly Owens.
Head teacher’s Award: Headstart School has seen this student change from a quiet, shy student into a more confident and determined young man. He has conducted himself impeccably throughout his time at Headstart. This student was so determined to be successful that he decided to stay at headstart for an additional year to resit English and Maths and to sit an AS level in Art. Therefore we are very proud to announce that the headteachers award is presented to David Stallwood.
Teacher of the Year: This member of staff is a highly valued and totally committed member of the staff team. This teacher holds high expectations of all students and believes that each and every student can reach for the stars. This teacher seeks ways to give students a real world application for knowledge remaining sensitive to the needs of others including parents and colleagues. This is by no means easy as each student has very different needs however this teacher plays out a multitude of different roles throughout the day with fluidity and grace. This member of staff has strong core principles however has evolved with changing times. The most effective educators bring their entire selves to the job, celebrate student successes, show compassion, laugh at their mistakes, share their unique ways and aren’t afraid to be human and as importantly treat students with respect – this analogy is totally fitting for our teacher of the year: Lorraine Colegate.
At Headstart School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our students, whatever their needs or abilities. All students are valued, given a sense of self-worth and are helped to develop confidence in their abilities and strengths throughout their school experience.
Support is provided for all students who require additional or personalised provision to enable them to achieve success. These students will have special educational needs and disabilities (SEND) and will currently have a Statement of Special Educational Needs. In addition some of these students may also be nationally recognised as vulnerable to under achievement, such as children who are looked after by the Local Authority (LAC), students eligible for free school meals (FSM), Gypsy, Roma Travellers (GRT) and those from ethnic minority groups (EM).
All teachers are able to teach across a range of abilities and personalise learning according to individual student need. We recognise that it is the teacher’s responsibility to meet the needs of all young people in their class through their classroom organisation, materials used, teaching style, differentiation (planning tasks to take account of different learning styles) and through partnership working with our highly specialist staff team, outstanding communication with external professionals, parents/carers and active engagement in the local community. We firmly believe that this lies at the heart of good inclusive practice.
The FLSE’s produce a weekly Members’ News Update by Email.
It provides all the latest news from across the special education sector and elsewhere.
To view the latest newsletter from 17th July 2014 Click Here.
You can also sign up to receiev the weekly newsletters Click Here
So, Headstart School became involved in the local community spirit of things by entering the Ninfield Carnival. This year’s theme was ‘Children’s T.V programmes’ (throughout the years!!) with us rallying staff and students together to create our float and costumes. I was amazed at the support of parents, carers and workers from other settings of which we were most grateful.
Students involved really joined in the spirit of the occasion being rather competitive with who could raise the most in their collecting tins and genuinely wanting to raise money for local good causes. We were extremely pleased to be recognized for two great costumes – our very own Becca Stadames won first prize for her inventive Smurf design and Debbie Hoyland obtained a certificate for her cat woman outfit.
We plan to be back next year bigger and better than ever.
I was delighted to welcome so many parents and carers to our recent open morning where you all had an opportunity to view the ever developing school; view your child’s work and ascertain progress through reading reports alongside meeting a range of new faces: Mark Gransden (Key Stage 4 and 5 leader), Sue Sheeran (Assistant SENCO), Paddy Boorman (Support Worker) and a range of existing staff.
Parental engagement in education and partnership working are areas in which I firmly believe promote positive outcomes for young people. A major factor in children achieving their potential in school is parents/carers supporting them in a knowledgeable way and being actively involved in school life. It is Headstart’s purpose to provide a safe environment where students can develop academically , emotionally and socially whilst promoting achievement and enabling success.
Headstart believes it is a fully inclusive school catering for the needs of students in a personalised, individualised manner, respecting individuals unique talents and strengths whilst promoting positive outcomes.
I am keen to continue to build upon the positive relationships already established within Headstart School and hope that we will continue to work together to imprve life chances of our young people.
Caroline Belchem (Deputy Head)
As part of the forest school program students have been using artists such as Andy Goldsworthy as inspiration to be creative and produce their own interpretation of sculpture in a forest landscape. Students were asked to incorporate part of the living forest as their sculpture. As you can see, some fantastic results.
Every week the three houses of Headstart School come together in a unique challenge. Students have to pit their wits against each other in a variety of different tasks. Students work together achieving a common goal to complete each challenge. During the challenge, leadership skills, cooperation and social interaction are all developed, as well as being lots of fun for everyone.
Challenges during the winter were based indoors with lots of different themes from team building activities to sport. During the spring and summer more challenges are based outside and use the school farm and garden as inspiration.
House challenge on Friday 25th April was potato planting, each house had 12 potatoes to plant.
Headstart School welcomes you to this edition of the Newsletter. Since our last newsletter, where we told you about the great results from our Ofsted inspection, we have been working very hard to intro-duce new and exciting initiatives to make the education at the school unique and challenging with a bal-ance of academic and social skills that will serve our pupils very well in life. We have some new staff and you will read a little about them in the newsletter and we have introduced the Forest School into our Curriculum, which has been very exciting for the pupils and allowed them to see learn-ing across a range of environments.
What is World Book Day?
World Book Day is a celebration! It’s a celebration of authors, illustrators, books and (most importantly) it’s a celebration of reading.
This year Headstart School promoted World Book Day in a range of exciting and innovative ways such as:
Drop Everything And Read – an allocated time during the day whereupon every member of the school community stopped what they were doing to read for ten minutes.
Book Characters – many staff dressed as book characters ranging from Matilda to Just William.
Ten Word Stories – all students and many staff joined in the ten word story session where students could