High Needs Curriculum Provision
The SEND early years provision offers a stimulating and nurturing environment in which pupils can develop socially, emotionally, physically, academically and become effective communicators. The ‘characteristics of effective learning’ are at the heart of our early years curriculum, through which pupils develop in environments which enable learning and ignite curiosity and enthusiasm.The curriculum follows the principles of play based, experiential and exploratory learning. Activities in each area are informed by baseline and continuous assessment of need and purposefully designed to teach the foundation skills needed to progress. Pupils in early years will have learning intentions taken from a range of sources including, but not limited to, MAPP learning intentions, speech and language programmes, Autism Education Trust Framework and sensory integration programmes. The curriculum content and planning for individuals at each stage are continually reviewed and revised through assessment for learning.
Year 1 to Year 6
In KS1 and KS2, the vast majority of pupils are taught through a semi-formal curriculum which incorporates an enabling environment with the opportunity for subject-specific learning in small groups appropriate to the age and stage of the pupils. Teaching principles closely align to the formal curriculum pathway and provide explicit instructions and sufficient time for pupils to repeat, practise, maintain and consolidate skills to develop independence. The curriculum provides meaningful contexts for learning that use real-life materials and experiences, concrete resources and practical every day activities so that pupils link experiences and make connections. Teaching ensures that pupils embed key concepts in their long-term memory and apply them fluently. Use of questioning, overlearning key concepts, feedback and responsive teaching allows pupils to address any misunderstandings. Pupils following our semi-formal curriculum access the range of National Curriculum subjects for their Key Stage, modified in the light of their developmental level and special educational needs.