Our Curriculum
Intent
Our curriculum intent is a broad and holistic curriculum that caters to students with a variety of needs, including autism, communication, sensory needs, and specific learning difficulties. Progress and attainment data are collected and continuously evaluated using a range of techniques and technologies to evidence learning, assess, adjust learning plans, and set new goals.
Our curriculum is personalised to learners’ needs and identifies gaps in previous learning while reinforcing behaviour for learning through our Positive Behaviours Strategies, implemented by the Behaviour Support Team.
Our enrichment program runs alongside a formal curriculum and helps support learners to engage and have access to a range of opportunities supporting aspirations and life beyond school.
Implementation
Our curriculum is tangible in every part of the school day which begins with breakfast club and, this allows all learners to be ready to engage in the formal curriculum and provides opportunities for staff to have conversations, address concerns, and prepare learners for the day ahead. The implementation of the curriculum is broad, balanced, and holistic, allowing all pupils to follow the core and foundation of the formal curriculum at (KS1 –KS2), the Engagement Curriculum at all Key Stages.
We see the local community as valuable to our pupil’s learning, so we thread these links into the curriculum throughout the year. Using the outdoors as a learning environment is fundamental to our values and this can be school-based or with enrichment visits to other locations. Trips/activities are vital to enhance our learners’ learning opportunities.
Impact
- An integral aspect of the curriculum is that pupils are prepared for the future – during their time in the school, they become fantastic role models and the very best version of themselves. Their individual identity is valued, and our pupils are kind and caring while also aspiring to be the best that they can be in whatever area they choose to pursue. We believe that every child is unique – they all have the potential to achieve; and our broad, varied curriculum allows every child to excel now and, in the future, based upon their own personal strengths, interests, and core values.
- From their different starting points, all pupils will make good progress academically, emotionally, creatively, socially, and physically. Knowledge, understanding and skills will be secured and embedded so that children attain highly and are fully prepared for future life.
- The anticipated impact of our curriculum is evidenced, assessed, and monitored through the ‘ Evidence for Learning’ Assessment, Bsquared which includes the Engagement Model. We measure impact through core subject progress, plugging gaps in learning through small groups (5 to 6 pupils per class) (personalised learning). Our curriculum impact should identify those pupils who are more prepared for the next stage in their education whether this is reintegration to mainstream or an appropriate Key Stage 3 Destination.
- Pupils’ progress is measured through ongoing formative and summative assessments and three key assessment points during the year. Work is planned to address misconceptions and gaps in learning are identified to ensure that the curriculum effectively meets the needs of all pupils. Teachers also engage in regular formative assessment throughout the term through regularly marking and providing feedback on independent practice.
Programme of personal development
Intent
Many of our learners have been unable to experience success within a mainstream model. Learners often arrive in crisis and require a holistic approach to engage in the curriculum. Due to significant barriers faced such as poor attendance, SEND needs, and entrenched poor behaviours for learning our approach to Personal Development through our bespoke curriculum sessions focuses on engaging all learners in education to provide them with lifelong skills.
Impact
We measure our impact via behaviour for learning, attendance, and achievement.
Enrichment Curriculum Opportunities
Outdoor Education (Rochdale Education & Learning Trust)
SEND Activities (Our Rochdale)
Rock Up Manchester
Chester Zoo
Immersive Game Box
Implementation
The curriculum model ensures that pupils are taught in small groups with pupils who are at a similar needs and academic stage. Pupils are taught in groups of 5-6 and our vision is to ensure that all pupils re-engage in education learning through a broad balanced and highly engaging curriculum by staff who are trained to work with pupils with autism, complex needs, and social, emotional, and mental health needs. Pupils are supported by a range of interventions such as one-to-one and literacy/numeracy, therapy interventions, and SALT interventions with the view to giving everyone every opportunity possible to succeed.
All staff are committed to ensuring the nurture and well-being of our pupils, as a team we are dedicated to working with pupils and their families and working with outside agencies to ensure our pupils receive the full support they require to make progress.
Our intervention program and therapy program that will be delivered by working in collaboration with external agencies (SALT, ELSA,OT, Art Therapy) are as important as the academic curriculum. The model will allow each pupil to reflect on themselves and those around them and prepare them for life outside of school.
Our enrichment curriculum is varied and exciting and supports learners to engage in a range of activities to build confidence, and relationships with others and raise aspirations. The enrichment curriculum runs alongside the formal curriculum and learners will be taken off in small groups to engage in suitable opportunities throughout the year.