Curriculum Information

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 single or dual sensory impairment.

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 significant 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.

 

School Curriculum

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.

At Chadsgrove School the curriculum has the following aims:

  • To allow an individual to develop to their full potential
  • To be characterised by breadth, balance, relevance, differentiation, progression and continuity that is suited to each child’s individual needs
  • 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
  • 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 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 regardless of gender, race, culture, religion, social disadvantage or disability

Curriculum Content

Depending upon a child’s special educational needs, he/she will access elements of the following:

  • The Early Years Foundation Stage Curriculum
  • A developmental/sensory curriculum which focuses on the needs of pupils with Profound and Multiple Learning Difficulties (currently the Barrs Court Curriculum)
  • The National Curriculum and Religious Education
  • Entry Level and BTEC accreditations
  • ASDAN accreditations
  • A Post-16 curriculum which will meet the distinctive needs of students remaining at school beyond the minimum statutory leaving age

 The curriculum:

  • 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 Education, Health and Care Plan (EHCP). This may require specific modifications of, or dis-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

 

Phonics

Phonics at Key Stage 1 and across the school, for pupils who continue to require specific phonics teaching due to the nature of their disabilities, is taught using the ‘Letter and Sounds’ programme

 

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

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).

 

Accredited Courses

The following accredited courses can be accessed by pupils at Chadsgrove:

Entry levels – English, Maths, Science, Humanities, Creative Media, PE

Functional Skills – English, Maths, ICT

GCSE – Art (Off site)

BTEC – IT Users

ASDAN – Transition Challenge, Personal Progress

 

Curriculum Statements

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 here.

 

Further Information

For further information on the curriculum, please contact Gareth Brown (Assistant Head Teacher) gjb16@chadsgrove.worcs.sch.uk