View report page

BENTRY SCHOOL
This year marked the end of an era for the Bentry School, as it was its
last year as a combined school for physically handicapped and educationally
sub-normal children.
During the year we were informed that the physically handicapped children
would in future attend the new school at Faircross. Consequently, much of the
time was spent making preparations for the change-over.
The children were all reassessed with a view to selecting the most suitable
type of schooling for them. It was possible to return two physically handicapped
children to normal school and two others to special residential school.
Next year we are expecting to admit approximately 50 educationally subnormal
children from Faircross School and we are hoping to start a special
nursery class for the youngest group.
We wish to thank Mr. Hurton and his staff for their co-operation during the
year; also our thanks to Mr. Sheridan, Educational Psychologist, for his help.
The following report has been received from Mr. T. G. Hurton, Headmaster
of the Bentry School:-
"In January 1966, the physically handicapped children of Bentry School
were transferred to the new Faircross School, Barking, and the educationally
sub-normal children of Faircross School were transferred to Bentry School.
This change, which was long overdue, meant that Bentry School now catered
exclusively for educationally sub-normal children. However, the school is
now larger, catering for 210 children, and when teaching staff becomes
available will accommodate 230 children.
The age range is from 6 years to 16 years. The maximum size of a class
under the Handicapped Pupils and Special Schools Regulations is 20. The
youngest and least able children are in somewhat smaller classes. The
classes for the youngest children are run on nursery class lines, the teacher
having the help of a nursery assistant. A nursery playground with swings
and facilities for sand and water play has been established. Children are
encouraged to play freely and purposefully, to mix in a friendly fashion with
other children and to speak intelligibly. A few children are of doubtful
educability, but are given an adequate trial period before a final decision
is made.
Intelligence well below normal determines that the education and training
in this school catering for educationally sub-normal children shall be
significantly different from that in an ordinary school. Educational
progress is often slow, although social behaviour may improve much more
rapidly. It is therefore an advantage to have both primary and secondary
departments in one school so that children can be transferred to work at
secondary level when they are ready and not at any particular age.
Although in special schools there is some place for class teaching,
individual and group work takes up most of the school day. Progress in
learning must be measured against the individual's own performance and not
against that of others in the class. Literacy and numeracy are of great
importance and can ultimately be achieved in realistic work-a-day terms by
many of the children.
56