Service categories: Schools and education providers, Social care and residential services

Service URL: https://senadgroup.com/edgewood/

Pupils at Edgewood School follow their own individualised curriculum pathway, with Learning Goals developed from their EHCP Outcomes, focussing on academic as well as personal, social and emotional development.

Through the use of a whole school half-termly text, the whole school curriculum offer follows a thematic approach which ensures that the 7 broad areas of learning (linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative) are experienced throughout the academic year and unifies the pupils in their learning, alongside their individual pathway. We will build on each pupil’s prior knowledge and understanding, as well as raise their aspirations and confidence. We are ambitious for our young people and want them to achieve the highest possible degree of personal independence. We believe in preparing all of our pupils for a smooth transition into life after school, where we want them to live purposeful, fulfilling lives and be active participants in, and contributors to society.

Pupils will work in a variety of groupings to help them to learn how to relate to others. They will also work in a variety of different settings both across school, and in the local area so that learned skills can be practised in real life situations.

Class groups will be small with high levels of staff support. Multi-disciplinary teams will work together to ensure the sensory, communication and educational needs are woven together in a way that helps pupils to engage and enjoy their learning.

Individual and group therapy sessions will take place within the classroom, within therapy rooms, outdoors or in the community throughout the school day, with communication and sensory-regulation at the heart of the programmes. Pupils will be assessed on entry to school to determine a baseline starting point. Each pupil’s timetable will then be designed around their identified learning needs.

We assess progress in a number of ways and recognise that for our pupils’ progress isn’t always linear. Progress will be measured using M.A.P.P. (Mapping and assessing personal progress)/Assessment of Lateral Progress in four key areas and rated on a scale from 1 to 10 from an initial baseline:

• Independence: from dependent to independent
• Fluency: from approximate to accurate
• Maintenance: from inconsistent to consistent
• Generalisation: from single context to many contexts

Aimed at: Child , children with complex needs and their parents or carers, Parent or carer of under 18, Parent/carer of a child, Parents or carers, families, adults, School

Specialisms: Autism, Autism and Neurodivergent , Challenging behaviour, Has autism-specific elements