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In addition to the distinguished visitors to the Official Opening, our
visitors throughout the year have been many, and include members of the East
African Education Service of Tanzania, Her Majesty's Inspectors, Ministry of
Health Officials, and Advisers from other authorities.
I had intended to promote a school journey to Cannes in the summer holiday,
but unfortunately the general public needs educating a lot more in accepting oar
handicapped young people; because of the general lack of understanding it was
not possible to book suitable accommodation. However, arrangements are well in
hand to take the children to Leysin, Switzerland, at Whitsun 1968.
For the second season the School Orchestra and Choir have received high
praise at the Barking Music Festival. Many of the children, 60 to be exact, arc
now playing at least two instruments. We are grateful to Mr. R. Norman, Deputy
Head, for this wonderful feat.
We now look forward to another year. We have the additional facility of the
hydrotherapy pool and the swimming bath, for which we thank everyone who had a
hand in its provision.
BENTRY SCHOOL
Mr. Hurton, the Headmaster, reports as follows:-
In January 1966, the physically handicapped children of Bentry School were
transferred to the new Faircross School, Barking, and the educationally subnormal
children of Faircross School were transferred to Bentry School. This change,
which was long overdue, meant that Bentry School now catered exclusively for
educationally subnormal 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 twenty. 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 subnormal 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 if work is geared to real life situations of the children.
Projects, centres of interest, school journeys and educational visits help
to stimulate the children and provide material for interesting and useful work.
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