Problem Solving and Thinking Skills  (Maths & Computing) 

PSTS: Maths 

Problem solving and thinking happens every day at Netherhall Mead Academy. We create opportunities for all our pupils to use their problem solving and thinking skills in other key areas of the curriculum and to apply these skills to real life situations. Pupils engage in purposeful, discrete, cross curricular, PSTS activities that are enjoyable, challenging and prepare pupils for life beyond school. We use the CPA (concrete, pictorial & abstract) approach which is a system of learning that uses physical and visual aids to build a pupil’s understanding of mathematical concepts. 

 

PSTS: Computing  

Our computing curriculum aims to provide pupils with the understanding and experiences to navigate the digital world safely and appropriately. We aim to equip our pupils with computing skills so they can enjoy and achieve the digital world during their schooling years and beyond. We are currently, at the early stages of implementing the Sheffield SEND Computing Scheme of Work. By following this program, this will ensure that all areas of the curriculum will be covered, and key skills built upon. Online safety units are covered regularly throughout the curriculum, year on year which is designed to complement the online safety message being taught in PSHE and RSE.  

 

Reading at Netherhall Mead Academy

We are committed to developing every pupil’s literacy, communication and enjoyment of reading through an individualised approach that reflects their strengths and needs while supporting communication, independence and lifelong learning.
We use the DfE-approved Phonics for Pupils with Special Educational Needs (PPSN) programme by Ann Sullivan. This structured, systematic programme teaches pupils how sounds and letters work together to support reading and spelling.
All pupils are assessed using the PPSN baseline tool to identify their current stage of reading development and determine the most appropriate learning pathway.

Is a phonics approach right for every pupil?

Not always.  Successful phonics learning relies on a range of underlying skills, including attention, listening, memory, auditory discrimination and an understanding that symbols represent meaning.
For some pupils, particularly those with profound and multiple learning difficulties, complex communication needs or those working at very early stages of development, a phonics-based approach may not be the most appropriate way to develop reading skills.

Functional reading

Where phonics is not suitable, pupils may follow a functional reading pathway. This focuses on recognising and understanding meaningful words, object, symbols, signs and environmental print that support everyday life.
This may include:
  • Recognising their own name
  • Understanding symbols and visual schedules
  • Using objects, signs, symbols or AAC systems
  • Identifying important information in school and the community
  • Developing skills that promote independence and communication

Reading beyond phonics

Reading is more than phonics. Across the school, we promote a language-rich environment to develop literacy skills that are meaningful, engaging and relevant to their individual needs and prepares them for the future. Through:
  • Stories and shared reading
  • Sensory and interactive storytelling
  • Communication and language activities
  • Symbol-supported texts
  • Reading for pleasure
  • Total communication approaches, including signing and AAC

Supporting reading at home  

For advice on supporting your child’s reading and love of books at home, please speak to your child’s class teacher, who can provide personalised guidance and resources.