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 parent carers in the education of their children.
- To maximise each individual's potential in mobility, physical abilities, communication skills, sensory capabilities and personal independence
- To be characterised by breadth, balance, relevance, differentiation, progression and continuity that is suited to each pupil's individual needs
- To reflect teaching approaches and methods which best enhance each individual pupil’s ability to learn and to be delivered at a level and rate suited to their age and learning ability
- To take full account of each pupil's Education, Health and Care Plan (EHCP), implementing an appropriate curriculum to reflect the Outcomes within
- To promote the spiritual, moral, cultural, mental and physical development of pupils at the school and within society
- To provide a stimulating learning environment which promotes effective learning and enables pupils to experience a sense of enjoyment and achievement throughout their school career
- To encourage each pupil to recognise, record and celebrate positive achievements in all areas of personal, educational and community life
- To regularly and consistently record each pupil's progress using appropriate methods of formative and summative assessment
- To prepare pupils for the opportunities, responsibilities and experiences of adult life (which will include guiding pupils 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 alternative settings
- To ensure equality of opportunity regardless of gender, race, culture, religion, social disadvantage or disability
- To be monitored, evaluated, modified and revised as necessary, reflecting initiatives and developments identified in the School Development Plan
The following Curriculum Pathways ensure that each pupil accesses a curriculum that is appropriate to their individual needs, whilst also having access to additional provision such as Speech and Language Therapy, Physiotherapy or input from sensory impairment specialists.
Depending upon a pupil's special educational needs, they will access elements of the following:
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Curriculum Pathway |
Early Years |
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Pupils |
For pupils in 2LS and 3LS |
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Statutory Content / Curriculum / Accredited Courses |
A developmental curriculum with an emphasis on learning through ‘doing’, (incorporating the EYFS curriculum, as appropriate). |
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Curriculum Pathway |
Pre-Formal |
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Pupils |
For pupils with Profound and Multiple Learning Difficulties |
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Statutory Content / Curriculum / Accredited Courses |
A developmental/sensory curriculum (The Barrs Court Curriculum and the EQUALS Pre-Formal Curriculum) |
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Curriculum Pathway |
Semi-Formal |
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Pupils |
For pupils with Severe Learning Difficulties |
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Statutory Content / Curriculum / Accredited Courses |
The National Curriculum (highly adapted and differentiated) and the EQUALS Semi-Formal Curriculum Schemes of Work |
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Curriculum Pathway |
Formal |
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Pupils |
For pupils with Moderate Learning Difficulties |
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Statutory Content / Curriculum / Accredited Courses |
The National Curriculum (adapted and differentiated) |
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Curriculum Pathway |
Preparing for Adulthood |
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Pupils |
The Post-16 Curriculum is designed to meet the distinctive needs of pupils aged 16-19, preparing them for their pathways into adulthood. The Post-16 curriculum consists of pupils following the Pre-Formal, Semi-Formal and Formal Pathways.
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Statutory Content / Curriculum / Accredited Courses |
Post-16 pupils study a range of accredited courses appropriate to their abilities across a wide range of subjects. These accreditations include:
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Phonics
Phonics is taught across the school for those pupils for whom it is appropriate, using the 'Little Wandle' programme. Due to the nature of their learning needs, many pupils continue to require specific phonics teaching beyond Key Stage 1. The teaching of phonics and reading is supported by the use of phonics based books, levelled to ensure appropriate progression and sequence of phonological awareness.
Extra-Curricular Activities
To enhance the curriculum we provide a variety of out-of-school activities, visits, residential trips and lunch time clubs. All pupils are encouraged to attend to promote independence and the transference of skills across the curriculum, and to promote healthy lifestyles and positive mental health.
Relationships and Sex Education
This is an integral part of the curriculum 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
RE lessons focus specifically on the curriculum from the Worcestershire Agreed Syllabus for Religious Education. Pupils may also access RE through a thematic approach, incorporating the learning which is appropriate to their needs. This also includes participating in the ‘Festival of the Month’ initiative, Multi Faith and Culture Curriculum days and other special assemblies and events.
The curriculum for RE aims to ensure that all pupils know about and understand a range of religions and world views, by being able to describe different religious beliefs, investigate some religious questions and recognise different ways of life in a range of communities and cultures.
Pupils have the opportunity for daily acts of Collective Worship, including ‘Grace’ after meals, as a whole school community each lunch time, during daily ‘Reflection Time’ in classes and during assemblies.
Chadsgrove School recognises that parent carers have the right to withdraw their child from RE lessons and/or acts of Collective Worship. The RE Policy, as well as the RE Long Term Plan, is available to all parent carers on request. Parent carers are also informed of the content of the RE that will be taught to their child through termly Curriculum Newsletters, which outline the learning that is to take place each term.
Curriculum Statements
Individual Class Curriculum Statements detail what is offered to pupils and how this is delivered. To see these statements, please see 'Individual Class Curriculum Statements'.
Curriculum Newsletters
Curriculum Newsletters are completed termly to enable families, pupils, governors and staff to see the curriculum offer for the term.
Further Information
For further information on the curriculum, please contact Melanie Bullivant (Assistant Headteacher) at Chadsgrove School.