Chadsgrove is a Local Authority day special school for pupils who have some form of physical disability or complex medical need. In addition a small number of pupils have a sensory impairment, and a very small number of pupils have multi-sensory impairments.
There are a wide range of learning difficulties, a significant number of pupils have profound & multiple learning difficulties (PMLD). Others have mild or moderate and/or specific learning difficulties in addition to their physical disability. A number of pupils have difficulties with communication. Many young people at Chadsgrove have conditions that co-exist, overlap and interlock creating a complex profile. Chadsgrove has adopted the term complex learning difficulties and disabilities (CLDD) for these pupils.
The curriculum seeks to reflect the individual Special Educational Needs and Disabilities of the pupils at Chadsgrove School. It recognises the crucial importance of utilising to the full the professional skills of the multi-disciplinary staff team working at the school, and the essential part played by parents in the education of their pupils.
- To maximise the individual's potential in mobilty, physical abilities, communication skills, sensory capabilities and personal independence
- To provide a pleasant learning environment which promotes effective learning and enables the child to experience a sense of enjoyment and achievement throughout their school career
- To offer a curriculum, including Foundation Stage Curriculum and the National Curriculum, which provides broad, balanced and relevant teaching and learning programmes suited to each child’s special educational needs
- To foster the child’s social, emotional and moral development, thus enabling the child to take their place in society as a mature and responsible adult
- To encourage a positive self image and personal confidence, allowing the individual to overcome pressures and prejudices which may arise from physical, sensory or learning disability
- To guide young people towards a realistic assessment of career possibilities and post-school opportunities
- To prepare pupils (where this is agreed to be the best course of action) for transfer into appropriate mainstream school
- To ensure equality of opportunity in all areas of school life regardless of gender, race, culture, religion, social disadvantage or disability
- To promote the school’s involvement with the community – schools, organisations, local residents, commerce and industry etc. – for the mutual benefit of school and community
- To maintain effective cooperation and communication within the school’s multi-disciplinary team (including Governors), for the benefit of pupils, parents, staff and other agencies
- To enable all staff to receive appropriate training and support in relevant aspects of the work of the school
- To liaise with and support parents as essential partners with the school in achieving the above aims
- To support the inclusion of pupils with physical disabilities in mainstream settings through the activities of the Chadsgrove Outreach Team
The Curriculum of a school has been described as all the experiences provided by the school in which the individual participates. Chadsgrove’s curriculum is central in the delivery of the school’s aims.
At Chadsgrove School the curriculum has the following general aims:
- To allow an individual to develop to their full potential
- To be characterised by breadth, balance, relevance, differentiation, progression and continuity
- To promote the spiritual, moral, cultural, mental and physical development of pupils at the school, and of society
- To prepare pupils for the opportunities, responsibilities and experiences of adult life
Chadsgrove’s curriculum gives each pupil the opportunity to follow a wide variety of courses including:
- National Curriculum Core Subjects - English, Mathematics and Science
- National Curriculum Foundation Subjects- History, Geography, Art, Design Technology, ICT, Music, Art, Physical Education, Modern Foreign Languages
- Religious Education
- Entry Level and BTEC accreditations
- ASDAN accreditations
- Early Years Foundation Stage Curriculum for pupils of pre-school age
- A developmental/sensory curriculum which focuses on the needs of pupils with Profound and Multiple Learning Difficulties
- A Post-16 curriculum which will meet the distinctive needs of students remaining at school beyond the minimum statutory leaving age
The curriculum enables pupils to gain skills in the areas of:
- Information Technology
- Study skills
- Personal and social skills
- Coping skills in relation to disability
The curriculum encourages equality of opportunity to educational entitlement regardless of:
- Social disadvantage
- Physical, sensory, communication, or learning disability
- Is delivered at a level and rate suited to the age and learning ability of each individual pupil
- Takes full account of each child’s Statement of Special Educational Need (SSEN) or Education, Health and Care Plan (EHCP). The SSEN or EHCP may require specific modifications of, or applications from, various National Curriculum requirements
- Reflects teaching approaches and methods which best enhance the individual pupil’s ability to learn
- Is regularly and consistently recorded for each child using appropriate checklists of individual progress
- Encourages each child to recognise, record and celebrate positive achievements in all areas of personal, educational and community life
- Is monitored, evaluated, modified and revised as necessary, reflecting initiatives and developments identified in the School Development Plan
Extra Curricular Activities
School staff provide numerous out-of-school activities, visits, residential trips and lunch time clubs. The educational benefits of these activities are tremendous and enhance the school’s curriculum provision enormously. No pupils are prevented from attending such activities due to difficulties with payment of costs.
Sex & Relationships Education
This is an integral part of the curriculum based on National Curriculum Areas of Study, and it is taught with care and sensitivity at an appropriate level depending on the child’s age, learning ability and physical disability.
Religious Education is based on the relevant County Syllabus. In the Upper School it is part of the Personal and Social Education Programme and elsewhere in school it is contained in topic work and/or individual lessons. Emphasis is placed on moral values, a basic knowledge of Christianity and other religions.
Pupils are involved in regular assemblies. These are opportunities for the school to meet together, recognise various achievements and celebrate festivals and seasons etc. We are fortunate to have frequent visits from a local minister to lead some of our worship, whilst other assemblies are led by teachers, or are class presentations (parents may ask for their son or daughter to be withdrawn from R.E. and assemblies).
Curriculum Statements have been produced for each class in school that detail the curriculum that is offered to pupils and how this is delivered. To see these statements, please click on the link below: