Primary Curriculum (5-11)

Context

We cater for learners with a wide range of special educational needs including: global developmental delay, autism and moderate to severe learning difficulties. The school provides a highly specialist learning environment with small classes, specially trained staff. Personalised learning is central to what we do and interventions are carefully planned to ensure that every pupil is given the opportunity to achieve their true potential.

All pupils have an Education Health Care Plan (EHCP) in response to their additional needs and the majority are working at a level considerably below the national average. As a school we are aware that we need a focus on skills in order to support our pupils in preparation for adulthood. Personalised learning is central to what we to ensure every pupil is given the opportunity to achieve their true potential.

Our Values at Oak Wood Primary School

  • Believe that every pupil should access a curriculum that meets their unique profile of strengths and needs
  • Live by our Trust’s core values of Collaboration, Equity, Aspiration, Trust which underpin everything that we do.
  • Know that, within the context of SEN, personalisation of the curriculum is key so that individual needs can be prioritised in order to successfully prepare them for their next stage of education and journey through adulthood.
  • Adhere to the SEND Code of Practice, offering a broad and balanced curriculum, maintaining
  • High expectations through appropriate assessment, ambitious target setting, removal of barriers and building on the pupils’ successes.

Our Aim

We want our curriculum to:

  • Inspire, motivate and nurture children’s curiosity and love of learning.
  • Develop pupils’ pre-requisite skills for learning in all areas at a level that is appropriate to their individual profile of strengths and needs.
  • Develop pupils’ skills and interests across meaningful and relevant subject aspects
  • Be aspirational for all pupils and a focus on the core skills of Communication, PSHE, independence, cognition (English, Reading, Writing, Phonics, and Maths)
  • Ensure each pupil is enriched and challenged to fulfil their unique potential
  • Enable each pupil to develop a functional mode of communication which they’re able to use confidently at school, home, and when accessing the community.
  • Support pupils to be as independent as possible by developing their self-help, communication and personal care skills.
  • Equip pupils with the skills and knowledge required to keep themselves safe and healthy.
  • Support pupils to actively contribute to their community, and safely access a range of indoor and outdoor environments/settings.
  • Support pupils to develop resilience, confidence, and strong self-advocacy skills.
  • Promote pupils’ Spiritual, Moral, Social, and Cultural (SMSC) development
  • Promote British Values throughout, supporting all pupils to experience these concepts at a level that is meaningful for them, e.g.
  • Democracy – teaching functional requesting and appropriate refusal/rejection; respecting choices and using our understanding of pupils’ individual differences to personalise their offer; engaging with School Council elections.
  • The rule of law – class rules; clear boundaries and expectations; supporting pupils to self-regulate and maintain positive behaviour.
  • Individual liberty – personalised reinforcement schedules and constant assessment of motivation; teaching functional communication (e.g. no, stop).
  • Mutual respect – modelling empathy and compassion; teaching functional communication, including requesting for attention politely and accepting no; honouring communicative attempts.
  • Tolerance of those of different faiths and beliefs – celebrating special events relating to the diverse backgrounds of our pupils, families and staff, through workshops, stories, arts and craft, music, costume, bring and share buffets, etc. making these accessible and meaningful for all pupils.

 

Our implementation

To achieve our aims, we;

  • Use inclusive pathways for all pupils that are child centred and build upon existing skills.
  • Ensure that teaching always builds on previous learning and is informed by the sequence of child development where appropriate.
  • Use digital reading spine (mapped across the Key Stages) to enrich activities and resources offered in teaching sessions.
  • Consider the pupils’ chronological and developmental age when progressing through the pathway skills.
  • Ensure there is consistency in practice across school, for example, with regard to the teaching of Phonics.
  • Train all staff to ensure they are equipped to take ownership of curriculum delivery for individual pupils; SLT and teachers lead and oversee this in collaboration with support staff whose contributions are valued and equally integral to the process.
  • Use a range of approaches and take advantage of recent advances in neuroscience, attachment theory and child development to help develop healthy, happy and confident pupils who are ready and open to learning.
  • Use specialist interventions, such as SCERTS to support pupils to become actively responsible for their own communication and equip them with ways to prevent or repair communication breakdowns.
  • Use 1:1 or small group interventions where appropriate, to increase pupils’ skills and
  • Understanding in the core areas of Maths and English.
  • Provide all pupils with regular opportunities to develop independence by maintaining high expectations and keenly promoting a wide range of roles and responsibilities for pupils.
  • Actively promote pupil voice through a range of initiatives including: Annual
  • Review attendance, the School Council.
  • Implement effective and relevant systems for showing impact through the curriculum skills (Pupil Curriculum Plans (PCP’s), Education and Health care plans (EHCP’s) and assessment (engagement scales).
  • Place strong emphasis on multidisciplinary working, in particular with Speech and Language Therapists, Occupational Therapists, and Physio therapists.
  • Promote the use of mutual and self-regulation skills including ‘protective behaviours curriculum’ and ‘zones of regulation’ approach.

Curriculum Organisation

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Oak Wood Primary Safeguarding

Oak Wood Primary School is committed to safeguarding and promoting the welfare of all pupils and expects staff and volunteers to share this commitment.

Warwickshire Safeguarding:

https://www.safeguardingwarwickshire.co.uk/

 

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