Welcome to Primary

Our vibrant and warm Primary department welcomes children up to 11 years of age, and provides personalised opportunities for them to learn and develop based on their individual abilities and needs.

Our Learning Environments in Primary…

Across Primary we create learning environments that continue the ethos from our Early Learners phase: classrooms and other indoor and outdoor learning environments and activities are intended to stimulate, engage, help develop curiosity, playfulness and enjoyment.  We accept children as individuals; we encourage them to explore, develop relationships and help them to continue building their confidence, independence and sense of belonging.

Our smaller class sizes ensure our highly-trained specialist and experienced staff give the children the time and support they need relative to learning needs and cognitive abilities.

Creativity and flexibility combined with a safe and caring environment and a focus on nurturing every child to be the best they can be.

Pupils in Primary have outdoor areas designed to be fully inclusive for the range of needs of the children: areas have flexible access arrangements which enable us to plan effective structured and less structured learning and play sessions.

Our grassed areas with trees allow pupils to enjoy sensory feedback from nature, and most of our ‘surfaced’ outdoor learning areas are covered so the pupils can use them all year round.

Our curriculum is thoughtfully designed, underpinned by our Transdisciplinary Model: it is broad and balanced, supporting the children’s development of knowledge and skills, meaningful and relevant to them, and is distinctive in intent and content, how we implement and deliver learning opportunities to create meaningful experiences that work to effectively meet each child’s learning outcomes.

Learning across the curriculum continues to be facilitated through the three Learner Journeys: Experience for Life – Learning for Life – Skills for Life.  Through these Learner Journeys each pupil experiences learning in a variety of contexts so learning can be transferred and skills practised and developed through a range of activities and opportunities.

Focus of learning across our Primary phase includes opportunities to develop communication and language, personal physical and sensory development, functional and social skills, encouraging greater independence and autonomy, emotional regulation, work/vocational-related skills, self-advocacy, and personal character.

Throughout the Primary phase we continue to place emphasis on early interventions to help reduce pupils’ barriers to learning which may be related to communication and interaction, complex, profound and severe cognition and learning difficulties, and sensory and/or physical/medical needs.

Come and visit us…see what we do better…

  • If your son or daughter has an EHCP and their learning needs fit our admission profile, we recommend that you contact us to arrange a visit in the first instance.  Such a visit is important because as a parent you will have a good understanding, a ‘gut feeling’ if Humberston Park School will be right for your child.
  • During the visit…you’ll have a tour of our School with an experienced member of our Leadership Team, giving you an opportunity to see what HPS offers and how we do thingsdifferently…and better.
  • We will make you feel welcomed and relaxed –  you can ask questions – see the range of learning environments – experience pupils’ personalised learning – meet our brilliant staff – see the resources and facilities.

Transitioning into Primary

Transition for Early Learners into Primary is a detailed process to ensure a safe and happy move into the next phase.

The respective Primary Class Team Lead [CTL] will meet with parents/carers to discuss current progress of the child, wishes of the parents/carers and other relevant information.

They will also observe the child and spend some time with them in their current Early Learners’ classroom, gaining information from that CTL who knows the child well. The Class Team Lead from the child’s current Early Learners class will also visit the prospective Primary base to ensure all relevant information for transition is being covered.

All information from parents/carers, current EL staff team, and the health and therapies’ teams will be passed on to the new Primary CTL.

Any relevant staff training required to meet specialist needs will be planned and delivered before the child transitions.

What we do differently…

Once your son/daughter is settled in their new Primary class/base, they are reset/set up on their personalised Learner Journey, and their learning continues to be/is guided by appropriate content and delivery in the four Core Areas of our curriculum: LiteracyNumeracyPSHE/RSEPhysical Development.

In addition, their learning is supported through enrichment subjects, vocational skills development, and therapeutic elements of learning covering MOVEment for learning and life, communication solutions and complex health care as necessary.

All pupils have personal Learning Outcomes to work towards which are linked to their Education, Health and Care Plan [EHCP] and also supported through personalised assessment findings.

Progress towards outcomes is monitored and regularly reviewed by the transdisciplinary team working with each pupil.

All pupils have personal Learning Outcomes to work towards which are linked to their Education, Health and Care Plan [EHCP] and also supported through personalised assessment findings.

We encourage parents/carers to be involved with, and follow, our strategies and systems that work for the child when in School, and encourage parents/carers to come in to observe, then when agreed, transfer routines and strategies into the home.  We can also put in place our Home Support to help parents/carers with a range of education, health and care measures.

We also share with parents/carers some Home/School programmes: these can include class-based activities that can be done at home to give parents/carers some enjoyable shared attention and awareness of what their child is working on.  This also helps your child with generalising skills into contexts of the wider community.

Groupings and planning for pupils are carefully considered, linking the relative learning areas of our curriculum, the child’s particular Learner Journey, and engagement levels for each individual: this challenges the individual through experiences and opportunities, setting challenge through small steps, targets and learning outcomes, with aim being to maximise the individual’s potential.

We encourage our pupils to be as independent as possible especially transitioning out and about into different areas of the school, meeting other staff e.g. office staff, Kitchen staff and pupils from all different areas from the School. This challenges them to carryout independent jobs and roles that can build on the Pupils confidence and autonomy within their communication and social skills.

Health & Therapy

Physiotherapy & MOVE


Complex Health Nursing


Speech and Language Therapy

Therapy delivery: how it works at HPS

A consultative model is used by our Consultant Physiotherapist and Specialist Speech and Language Therapist.

Both therapists have an open referral system in which referrals can be made to each of the services in relation to specific referral criteria. If the referrals are appropriate, the pupil will then receive an assessment and recommendations for therapeutic interventions. The therapy goals and programmes are embedded into class through transdisciplinary working, supporting pupils to access learning. Therapeutic programs are carried out and monitored by class staff as part of the My Day approach. The open referral system supports review and reassessment process.

Therapy delivery: Transdisciplinary approach

This approach employs working with all those areas involved in a child’s journey: before, during and after their school experience.

Therapy Provision

Our focus is on developing needs-led skills

Children access different parts of the SALT & Physiotherapy provision as required to support their identified skill requirement and outcome attainment.  This means that pupils may access some, all, or a combination of the wide range of interventions for short bursts or on/off periods across their time at Humberston Park School.

As the young person settles in to their new environment they will be embraced into the School-wide Total Communication & Movement for Learning & Life approach.

Our specialist Speech and Language therapist is the Total Communication Solutions Lead and overseas specialist training for staff to ensure that they enable the most positive communication in a person-centred way.

Our consultant physiotherapist is the MOVEment for Learning & Life Lead and overseas specialist interventions and training for staff, to ensure that they enable the most positive and appropriate motor skill development in a pupil-centric way.

All class-based information and assessment forms a rich knowledge base from which, if appropriate, direct specialist assessment can be applied.

Following SALT & Physiotherapy assessment the pupil and family will receive a report outlining small-step targets which will be implemented by the class team.  The aim for every pupil who receives a SALT and/or Physiotherapy assessment is that they will have a clinical evidence-based assessment with clear clinical outcomes from which they can develop their communication and physiotherapy-linked skills.


Speech and Language Therapy

Children’s Complex Health Team

  • Ensure every pupil has a personalised Health Care Plan
  • The CCHT support School staff with pupils’ on-going health and care needs
  • Provide clinical training to staff, and monitor competencies
  • Provide families with information, guidance and advice about other health/care services and resources
  • The CCHT are involved in referral of pupils to other services/agencies, as required
  • They also support pupils’ continuity of care by attending or contributing towards meetings relating to but not limited to, EHCPs, Annual Reviews, CIN and TAF.

Challenging our more able pupils in Primary

Challenging our pupils in Primary requires thoughtful, personalised approaches that balance high expectations with appropriate support, ensuring pupils are engaged, motivated, and able to develop and guide their own learning…

  • Project-Based Learning [PBL]: where applicable, we can challenge and engage more able pupils in project-based learning where they investigate a question or problem over an extended period of time.  PBL can be tailored to their interests and abilities, encouraging questioning, exploration, and presentation skills.
  • Inquiry-Based Learning: by encouraging pupils to ask questions and explore topics of interest in depth, we aim to foster curiosity and allow pupils to take varying levels of ownership of their learning.
  • Peer Collaboration & Mentoring: we are able to facilitate peer learning by grouping more able pupils with peers for collaborative projects or mentoring relationships, providing social and academic learning experiences and benefits, whilst exposing pupils to different views.
  • Higher-Order Thinking Skills: for some pupils, if we incorporate activities that require higher-order thinking skills, such as breaking down learning, evaluation, and creation, and use Bloom’s Taxonomy as a guide to develop tasks, we can challenge pupils to think more critically and creatively.
  • Advanced Content: in Primary we can provide access to advanced experiences and content in learning where the pupil shows particular ability.  For example, this may include advanced mobility programmes, higher-level reading, development of higher level functional and life skills.
  • Self-Directed Learning: more able pupils can be encouraged to develop their self-directed learning with relevant support, giving them wider choice in their learning activities and allowing them to set their own outcomes relative to their stage of learning: provision of resources and guidance to help them pursue their interests independently is key.
  • Cultural & Social Learning: this is available as an option to expose pupils to cultural and social learning experiences, such as community projects, to help broaden their horizons and provide real-world applications of their learning.