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Our Approach

The HRB Three Strands of Support

We have the highest expectations for all pupils with a place in the HRB. Pupils follow the same curriculum as their mainstream peers and spend most of their time in their year group classrooms. However, pupils are supported by HRB staff as well as a range of external professionals. Teaching and support from HRB staff is in class, in small groups in the resource base, or in 1:1 lessons.  

Support centres around our three strands of support, and we place equal emphasis on each strand:

1 - Knowledge and skills

Knowledge of the curriculum is supported by pre and post teaching.  By anticipating the learning that is to come, HRB staff ensure that any gaps in knowledge or vocabulary are addressed so that pupils can participate fully in lessons. By consolidating learning that has taken place, HRB staff ensure that new concepts and vocabulary are retained.

Developing excellent communication skills is a priority. Pupils are supported in HRB language lessons. Many HRB pupils are also supported by our visiting Speech and Language therapist, who specialises in working with deaf children. Social communication skills are encouraged through social skills lessons and activities such as lego therapy.

2 - Independence and autonomy

Our aim is for all HRB pupils to develop independence, so that they can:

  • Understand their deafness and what it means for them

  • Feel confident when explaining their deafness to others

  • Be able to self-advocate: know what they need and ensure they have their needs met

  • Manage their personal and classroom hearing equipment independently

Our HRB Pathway programme enables us to support and track pupils' growing independence, at a stage and pace appropriate to them. Pupils are allocated termly targets and work with staff and parents to achieve these targets. 

3 - Confidence and self-esteem

The happiness and wellbeing of pupils is of paramount importance. As well as enjoying friendships within their year group classes, pupils are encouraged to form friendships with other pupils in the HRB. This also allows younger HRB pupils to learn from the experiences and knowledge of older HRB pupils.

Successes are celebrated in year group classes and via school rewards, but are also celebrated within the HRB. Our Golden Moments board recognises the weekly successes of pupils. At the end of each term, we hold a HRB celebration event and nominate a HRB star of the term.

Regular HRB trips, jointly with Yate Academy HRB pupils, allow friendships to flourish. See our events page for highlights!

Partnership Working

We recognise the importance of working closely with parents to ensure the best possible outcomes for pupils. Short-term and long-term outcomes for pupils are always agreed jointly by the child, parents, school staff and any associated professionals, so that outcomes reflect priorities both at school and at home. Communication with parents is ongoing: parents can contact HRB staff at any point during the school day, and in person meetings can be arranged as required. 

A helpful summary of our HRB approach can be found in our Mission Statement, which can be downloaded here: