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This virtual tour is designed to give you a glimpse into the life of our school.


Trinity is a very large special school in Barking and Dagenham for 300 children and young people with complex needs and disabilities.


Our aims are to include all our children and young people in meaningful and safeguarded life and to ensure outstanding person-centred achievement and outcomes.


The school is a calm and happy environment where children can enjoy their social and educational experiences at their own level, underpinned by our commitment to excellent staff training and wellbeing support.


We are very proud of our school, the successes and achievements of the pupils and our reputation within the community as a place which strives to provide the best service possible to the children and their families.


Come and visit soon!


Sue Ball


Headteacher


Trinity Office
office@trinity.bardaglea.org.uk
HTMLText_062AD830_1140_E215_41B0_321699661E7F_mobile.html =
This virtual tour is designed to give you a glimpse into the life of our school.
Trinity is a very large special school in Barking and Dagenham for 300 children and young people with complex needs and disabilities.
Our aims are to include all our children and young people in meaningful and safeguarded life and to ensure outstanding person-centred achievement and outcomes.
The school is a calm and happy environment where children can enjoy their social and educational experiences at their own level, underpinned by our commitment to excellent staff training and wellbeing support.
We are very proud of our school, the successes and achievements of the pupils and our reputation within the community as a place which strives to provide the best service possible to the children and their families.
Come and visit soon!


Sue Ball
Headteacher


Trinity Office
office@trinity.bardaglea.org.uk



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JOHN DOE
Licensed Real Estate Salesperson


Tlf.: +11 111 111 111
jhondoe@realestate.com
www.loremipsum.com



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Children have just one childhood; we believe their primary school experience should be magical and wondrous, filled with inspirational and unforgettable learning experiences. We hope this virtual tour will give you an insight into our school and its facilities.
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Students will gain a higher understanding of various ranges of art and appreciate different art forms. Students will improve their creativeness by completing a range of modules that allows them to show that they are unique.
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Typical ASC classrooms are fully structured and use visual resources to support teaching, leanring and communication. They have clearly defined areas where children undertake group work, independent and 1:1 focused work.
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Children will learn to understand and apply the principles of a healthy and varied diet.  They will also prepare and cook a variety of dishes using a range of cooking techniques.  Students will be taught life skills on how to prepare and cook food safely.
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Travelling classrooms are structured and use visual resources to support teaching, leanring and communication. The curriculum is adapted to encourage learning, independence, life skills and communication. Children benefit from a multi-sensory approach to their learning.
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Typical PMLD classsrooms vary depending on the needs of the children in each class. Clasrooms are set up to provide sensory exploration activities throughout the day. These classes also have a higher staff to student ratio due to the complex medical and physical meeds.
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Typical ASC classrooms are fully structured and use visual resources to support teaching, leanring and communication. They have clearly defined areas where children undertake group work, independent and 1:1 focused work.
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Typical ASC classrooms are fully structured and use visual resources to support teaching, leanring and communication. They have clearly defined areas where children undertake group work, independent and 1:1 focused work.
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Our Early Years Playground is a bright, colourful, open space used used during playtimes and lunchtimes as well as during Physical Development sessions. The area is equiped with a variety of bikes, scooters, rockers and sensory boards. These can support students to develop fine and gross motor skills as well as encouraging social skills with adults and peers.
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Our Adventure playground is used to promote Physical Development as well as social skills. It is used during playtimes and lunchtimes and is also used during Physical Development sessions. The area can support students to develop balance and co-ordination through activities including climbing, sliding, swinging etc. All Primary students have access to the Adventure Playground.
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Our SLD classrooms include a group table where the majority of sessions and learning will take place. The room also includes 1:1 and independent workstations where more focused work can be completed. There are also a variety of toys to promote social skills, early play skills and to further develop fine and gross motor skills. Students in this classroom will follow a subject specific curriculum including 'Communication, Language and Literacy' (CLL), 'Maths', 'Personal Social and Emotional development' (PSE), 'Physical Development', 'Understanding of the World' and 'Expressive Art and Design'.
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The Living and Learning Centre is an Additional Resource Provision within Trinity School. Placements at the Living and Learning Centre are allocated by the Local Authority. There is access to school provision forty eight weeks of the year. Within the Living and Learning Centre each student has access to their own Personalised Learning Room. Each room is set up to appeal to each students interests and motivators. Students work on a one to one basis with a Keyworker who delivers a highly personalised curriculum to support the students in meeting their EHC plan targets, this is over seen and supported by the teachers who work within the department.
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Students will leave the FEC with a higher level of independence by completing accredited units in relation to home management skills. They will learn the skills required to complete everyday tasks at home, such as; how to make their bed, how to prepare a snack, how to recycle, how to manage a budget and how you are able to look after themselves. The skills gained in this lesson can be used in home situations and will increase their level of independence.
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An example of a typical Early Years PMLD classroom. The room is equipped with a wide variety of sensory toys and resources including an interactive floor and screen, a small multi-sensory room, sensory archways with lights and a variety interesting textures. The room benefits from a separate hygiene room to allow familiar, trained staff to support the students with all of their personal needs. This room also benefits from a high staff to student ratio due to the complex medical and physical needs of the students. Students in this class will have access to a regular physio programme, which is written by the physiotherapist and delivered by our well trained staff.
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This is an example of a typical structured classroom. There are clearly defined areas for group, independent and 1:1 focused work. There are also clearly defined areas for structured play. The students will follow personalised schedules showing them what will be happening now and next.
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An example of a typical Key Stage 1/Key Stage 2 PMLD classroom. The room is equipped with a wide variety of sensory toys and resources including an interactive screen, sensory trays, bubble tubes, a small soft-play area and sensory archways with lights and a variety interesting textures. The students regularly access the group table where whole class sessions take place encouraging social skills. The room benefits from a separate hygiene room to allow familiar, trained staff to support the students with all of their personal needs. This room also benefits from a high staff to student ratio due to the complex medical and physical needs of the students. Students in this class will have access to a regular physio programme, which is written by the physiotherapist and delivered by our well trained staff.
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Whilst completing catering accreditation, students will be learning vital life skills on how to prepare and cook food safely. Students will learn a variety of skills, such as, when not to use food due to expiry dates, how to prepare food safely, how to ensure food is cooked thoroughly and how to be safe when working with food and kitchen equipment. The skills obtained through this course can be applied to a variety of life situations, e.g. cooking for friends, what to do in an emergency, how to ensure safe practise is used when working in a kitchen, ect. The skills gained in this lesson can be used in home situations and will increase their level of independence.
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Whilst completing WBME accreditation, students will be learning skills that can be used in real life situations. Students will be given the opportunity to learn skills such as; weeding, how to grow plants, vegetables and herbs, how to care for vegetation, how to paint walls, a basic understanding of plumbing etc. The skills gained in this lesson can be used in home situations and will increase their level of independence.
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This is an example of a typical structured classroom for students who also require a sensory curriculum. There are clearly defined areas for group, independent and 1:1 focused work. There are also clearly defined areas for sensory and/or structured play, which will promote and encourage progress with social skills and early play skills as well as fine and gross motor skills.
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Students will leave the FEC with a higher level of independence by completing accredited units in relation to home management skills. They will learn the skills required to complete everyday tasks at home, such as; how to make their bed, how to prepare a snack, how to recycle, how to manage a budget and how you are able to look after themselves. The skills gained in this lesson can be used in home situations and will increase their level of independence.
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The Living and Learning Centre is an Additional Resource Provision within Trinity School. Placements at the Living and Learning Centre are allocated by the Local Authority. There is access to school provision forty eight weeks of the year. Within the Living and Learning Centre each student has access to their own Personalised Learning Room. Each room is set up to appeal to each students interests and motivators. Students work on a one to one basis with a Keyworker who delivers a highly personalised curriculum to support the students in meeting their EHC plan targets, this is over seen and supported by the teachers who work within the department.
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An example of a typical Early Years/Key Stage 1 PMLD classroom. The room is equipped with a wide variety of sensory toys and resources including an interactive screen, sensory trays, bubble tubes and a small soft-play area. The students regularly access the group table where whole class sessions take place encouraging social skills. The room benefits from a separate hygiene room to allow familiar, trained staff to support the students with all of their personal needs. This room also benefits from a high staff to student ratio due to the complex medical and physical needs of the students. Students in this class will have access to a regular physio programme, which is written by the physiotherapist and delivered by our well trained staff.
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The Living and Learning Centre is an Additional Resource Provision within Trinity School. Placements at the Living and Learning Centre are allocated by the Local Authority. There is access to school provision forty eight weeks of the year. Within the Living and Learning Centre each student has access to their own Personalised Learning Room. Each room is set up to appeal to each students interests and motivators. Students work on a one to one basis with a Keyworker who delivers a highly personalised curriculum to support the students in meeting their EHC plan targets, this is over seen and supported by the teachers who work within the department.
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Students will leave the FEC with a higher level of independence by completing accredited units in relation to home management skills. They will learn the skills required to complete everyday tasks at home, such as; how to make their bed, how to prepare a snack, how to recycle, how to manage a budget and how you are able to look after themselves. The skills gained in this lesson can be used in home situations and will increase their level of independence.
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Our Trim Trail is used to promote Physical Development as well as social skills. It is used during playtimes and lunchtimes and is also used during Physical Development sessions. The area can support students to develop balance and co-ordination through activities including climbing, sliding, swinging etc. All Primary students have access to the Trim Trail
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Our Trim Trail is used to promote Physical Development as well as social skills. It is used during playtimes and lunchtimes and is also used during Physical Development sessions. The area can support students to develop balance and co-ordination through activities including climbing, sliding, swinging etc. All Primary students have access to the Trim Trail
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The sports dome is accessed by pupils from all phases of the school as part of their Physical Education entitlement. This area is prodominately used by pupils in the secondary phase as it is a bigger area for the pupils to move in and enables a higher intensity of lesson to be delivered. It is also used by our higher functioning pupils as they can cope with the bigger area space. However, the area can be made smaller if needed by using our dividing curtains to reduce the area size used in lessons. Activtites the pupils undertake in this area are, Gymnastics, Health Related Exercise, and Athletics in the Primary phase and Gymnastics, Kurling, Health Related Exercise, Boccia and Athletics in Secondary Phase.
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"Sensory Integration is the process that organises information or sensations received through the senses. The information is transmitted to the central nervous systems, that should provide their processing and enable us to function in an optimal way.
Sensory Integration (SI) therapy is provided by a specially trained Speech and Language Therapist in the Sensory Integration room. The Sensory Integration therapist, in collaboration of a member of the class team, will focus on incorporating activities aimed at awareness of where the body is in space, as well as developing a pupil’s sense of balance, as well as ‘heavy work’ activities which promote regulation. Activities include swinging, pushing, jumping, climbing, going through rollers and planning and executing movements whilst swinging. The class team will incorporate strategies recommended by the SI therapist in class throughout the school day. The difficulty and challenge of the activities are increased over time, based on the clinical judgement of the therapist. The idea is that, over time, the brain will adapt and allow pupils to process and react to sensations more efficiently.
Access to the SI room are provided in blocks depending on the need of the pupil
The sensory integration room is used for PE lessons by pupils who have a PMLD. In these lessons the PE team work on improving the pupils general mobility by undertaking personalised physio programmes with the pupils and are able to remove them from their chairs with the use of the hoist. The pupils will also be able to work on their fine and gross motor skills with use of the equipment that is specifically used in the sensory integration room. The swing is used to strengthen the pupils movements in their legs and pupils are able to move around on the soft matting area. Pupils also have the opportunity to undertake in some Kurling and Boccia activities that improves their group and partnerwork.
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The MSR is a sensory space where pupils can experience different images, lights, sounds, objects and smells. Pupils access sensory journeys and TacPac within this setting which allows them to develop their understanding and experience of different events related to everyday life e.g. going on a train or to wider celebrations e.g. Chinese New Year and to develop their early communication skills such as making choices, expressing like/dislike, requesting 'more'.
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The sports hall is accessed by pupils from all phases of the school as part of their Physical Education entitlement. This area is prodominately used by pupils in the primary phase as it is a smaller space than our sports dome and is a more enclosed. Therefore, the space can be seperated easier and more personalised to meet the pupils individual needs. Activtites the pupils undertake in this area are, Gymnastics (with use of the climbing apperatus), Health Related Exercise, and Athletics in the Primary phase and Gymnastics, Kurling, Health Related Exercise, Boccia and Athletics in Secondary Phase. The area can also be turned into a sensory area with use of the lighting, sound system and floor projection unit which will then be more suited for our pupils with a SLD / PMLD.
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Here at Trinity school we provide opportunities for all pupils of the Primary phase to access our swimming pool facilities as part of their Physical Education entitlement. Students participating in swimming have lessons that are tailored specifically to meet their needs, therefore giving them the best possible chance to learn how to swim. The programmes the pupils will follow during their time at Trinity are; Discovery Duckling, Duckling, Pre National Teaching Pool Standards or the main National Teaching Pool Standards (NPTS) for our most competent swimmers. We also offer Hydrotherapy sessions to our PMLD students in our specialised Hydrotherapy pool where they will be taken on sensory journeys whilst moving through the water. This helps with increasing their range of movement, something that is vital for them as they may not always have the chance to do this unless they are in water.
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