Curriculum Overview

INTENT

At Amwell View School we intend to provide a curriculum that enables all pupils to access education and prepare them for adult life. We deliver a varied and diverse curriculum that meets the needs of all pupils. The curriculum offers extensive differentiation and personalisation that supports all pupils to engage in the learning process.

IMPLEMENTATION

The curriculum style, model and delivery includes a wealth of exciting avenues for learning and far-reaching opportunities, including lunch-time and after-school clubs, which provide high levels of skilled staffing who continue to educate and support learners.

A feature of the style of curriculum coverage is repetition, which enables pupils to capture and assimilate the information and skills taught through a kinaesthetic approach. The learning opportunities include the development of community life skills through personalised work-related learning, accreditation, travel training and transition to Further Education. The destinations of our young people remains a clear focus for practitioners with the majority of young people moving into a domain of leisure within social care day provision, supported living or residential settings.

Timetables and lessons are responsive to the needs of the children from Foundation stages through all four Key Stages, up to and including Year 14. This is achieved through a flexible approach to delivery, style and creative planning. A highly personalised approach achieves this goal. Teaching is responsive to the identified needs, conditions and interests of the pupils. Staff are the greatest resource in the school and are expert in using strategies for overcoming barriers to learning. Topic overviews, created by subject leaders and specialist teachers, provide engaging and exciting learning activities in which individual learning outcomes are embedded.

Leadership Teams work with practitioners to ensure that learning outcomes are challenging and meaningful. This is achieved by encouraging regular professional dialogue and individual mentoring by senior experienced professionals. This promotes a culture of continuous reflection, development and learning through training opportunities in all areas of the organisation.

Practitioners and subject leaders are encouraged to regularly observe each other’s practice. Regular learning walks and formal observations are undertaken by the leadership teams. This supports leaders and Governors to identify areas of strength and development which informs the schools self-evaluation and key priorities and the teacher effectiveness document that identifies areas of development within performance appraisals.

The curriculum is also taught through a range of specialist areas across the school such as: Soft Pay, Adventure Playground, Food Technology, Dance and Drama Studio, The Music department, Sports Hall, The Dell, Computer Suite, The Salon, The Library and The Sensory Studio. These areas are used to support learning opportunities and contextualise learning in a range of different environments.

All staff are skilled in the use of a wide range of communication systems to include symbol exchange, Makaton signing, Alternative Augmentative Communication (AAC), activity cues and a variety of visual support systems to learning, in order to match and provide each child with access to functional communication.

A range of professionals work with pupils, parents and staff to ensure that the best possible guidance is provided to encourage and support educational development. These professionals include Physiotherapists, Occupational Therapists, Music Therapists, Speech and Language Therapists, Educational Psychologists, Clinical Psychologists, School Nurses, Consultant Paediatricians, Orthotists, plus Advisory Teachers for Autism, Visual Impairment and Hearing Impairment. The Educational Audiologist adds to the rich and expert advice that is available in an SLD school. The interventions and experience of a variety of professionals enable families to be fully supported and consulted, which provides an inclusive wrap around service model.

IMPACT

The curriculum impacts each pupil on an individual basis depending on their developmental level and need. It provides them with the essential life skills they need for when they leave school as well as input into learning around emotional wellbeing. Pupils leave Amwell View School having developed a functional means of communication, which is a main focus through the curriculum. This enhances their ability to communicate within a wide variety of contexts beyond the school environment.

ASSESSMENT

The impact of teaching is measured in the same way across the school. It is completed through teacher assessment against the half termly individual learning outcomes and EHCP report outcomes. Teachers assess progress formatively in lessons using success criteria to document progress and next steps. Progress is also documented through the summative assessment tool, B Squared Engagement and Progression Steps. Progress is evidenced and shared through photographs and videos that are uploaded to Tapestry. Parents can also upload videos from home to share progress at home.