Our curriculum is deeply considered and is delivered using a myriad of approaches, strategies and flexibility to best meet the needs of the pupils.
Teaching Approaches
Whole class & small group teaching
- Most lessons consist of an introduction where expectations of behaviour are explicitly shared.
- Opportunities to work in groups of varying size.
- Clearly taught ‘learning to learn’ skills where pupils have opportunities to listen, wait, anticipate, take turns and participate.
Total Communication
- Use of objects of reference and visuals to support pupils with transition around and outside of school.
- Access to objects, photographs, symbols and sign (Makaton) to support receptive & expressive language.
Personalised Learning
- High expectations for pupils.
- Whole class teaching should be differentiated and it may be appropriate for some pupils to access alternative activities at this time.
- Personalised learning outcomes.
- Home learning opportunities that are set on a planned basis and consolidates learning across different settings.
Multi-sensory teaching
- Multi-sensory teaching strategies are used to support pupils to access activities (visual, auditory, touch, smell, taste and movement).
- Tasks are selected in which pupils develop skills and understanding through play, exploration, investigation and enquiry.
Small Step Target Setting
- Explicit teaching of new skills, building in fluency and accuracy.
- Scaffolded learning opportunities to support pupils to make progress.
- Appropriate, purposeful and functional learning outcomes are identified.
Positive Learning Environment
- Well organised classroom that is welcoming and engaging.
- Creative activities are appropriately resourced and inspire learning.
- Staff are well deployed to support the needs of pupils and encourage independence.
- A predictable familiar routine is established.
Continuous Provision
- High quality indoor and outdoor environment
- Well organised & accessible
- Multi modal learning experiences e.g. water, sand, construction, small world and malleable materials.
Role of Adults
- Children are assigned a key person who is usually the class teacher who plans for, assesses and reviews their development and learning.
- Children are supported by a small team of very familiar adults to ensure that their holistic needs are effectively met.
Directed Activities
- Focussed teaching including whole class, small groups and individual sessions
- Explicit teaching of learning to learn skills
- Discrete delivery of personalised Learning outcomes
Enhanced Provision
- Themed resource stimulus
- Interactive displays
- Visits & Visitors