The School Day
The school day at Chatten Free School we have tailored both the pupil and staff experience to optimise learning opportunities on an individual basis.
Every pupil will have a tailored daily experience but there are some consistent elements which will go across all elements of the school:
- Pupils come into school at 9am and the school day ends at 2:30pm.
- There is no traditional play or lunch breaks. Pupils access breaks on an individual basis in a way which is appropriate to them. For example, some pupils may receive a short break of 5 minutes every twenty minutes while some may need a more formal break time. Lunch is done on a similar basis with pupils often making their own lunch or practising relevant skills which are pertinent to those times.
- Staff start at 8:30. Between 8:30 and 9 they will be working on programmes or engaged in training. Staff leave at 4pm. Between 2:30pm and 3:15pm they take a lunch break and between 3:15pm and 4pm they will be working on programmes or engaged in training. Staff receive a 15-minute break at some stage between 9am and 2:30pm.
The school is split into three phases these are:
- Phase 1: Year R,1,2,3,4
- Phase 2: Year 5,6,7,8,9
- Phase 3: Year 10,11,12,13,
For more details on the phase structure please look on our website under learning and look at the individual phases. As all pupils have an individual timetable and curriculum it is difficult to show what timetables might look like, however we have shared below a short description and example timetable for each phase.
These timetables are totally fictional and real timetables are likely to look very different. If you would like more details on interventions and curriculum elements described, please investigate learning section of the website. Learning breaks will occur in-between or during the sessions described above. Real timetables may be more detailed than the above they may be more flexible and less detailed as the needs of the pupils are assessed and understood. Timetables are also often updated and changed according to the evolving needs of the pupil.
Pupils in phase 1 are younger and may follow a more developmental curriculum such as VB-MAPP or a more functional curriculum such