We recognise that our pupils do not necessarily follow a typical developmental trajectory. This is particularly the case for autistic pupils. Therefore, the curriculum needs to provide a framework which can support learning for those that learn in a ‘typical’ and ‘atypical’ manner. In essence the pedagogical approach proposed is one that is fit for purpose for each individual pupil.

Our curriculum design is based on evidence from cognitive science and autism research; the curriculum provides:

• curriculum content and coverage.
• a framework of suggested learning opportunities for how learning can be scaffolded
•  a clear accreditation pathway for pupils that underpins their learning and acknowledges the progress that has been made throughout their education.
• frequent and regular opportunities for pupils to repeat, retrieve and generalise knowledge and skills across contexts, to support both storage and retrieval strength and retention of new learning
• real-life application of knowledge and skills to prepare pupils for increased independence, moving towards adulthood
• individual priorities (as identified in EHCP Outcomes) are embedded in daily learning

Principles of Curriculum Structure

In order to provide pupils across the 5-19 age range with experiences that are relevant, interesting and challenging, and to identify opportunities for progression, we have adopted the following curriculum structure/tiers.

Curriculum Learning Pathway

 ‘A Trans-Disciplinary Approach’

The school operates a trans-disciplinary Therapy Team approach to providing individualised learning and support for pupils. These include Speech and Language Therapy, Psychology, Behaviour Support, and Occupational Therapy. Much of this work is embedded/integrated into the curriculum and staff practice.

Applying and Using Learning

We want learning that is independent, accurate, consistent and has the ability to be generalised to new or different circumstances, this has become to be known as Deep Learning. Before moving pupils onto the next step of their learning we must consider these processes.

Post-16 education

Our young people follow a pathway which ensures learning is planned alongside the skills your child will find of most benefit in their future life. It will help prepare them for the next transitional stage in their lives and the opportunities and responsibilities of adult life.

The focus is on developing a range of functional skills from communication and IT, to leisure and vocational activities. We make use of our local community’s facilities as much as possible to ensure your child’s learning is practical as well. They may learn how to set up a bank account, or how to use a bus daily.

We also offer your child vocational and enterprise experience, either in school or with local employers. We have a number of realistic work environments (RWEs) which are designed to offer our young people a taste of ‘real’ business life.

Where possible, we encourage our students to proceed to mainstream school and further education colleges.

The Inclusive Learning Hub

The Inclusive Learning Hub is designed specifically for children with Pathological Demand Avoidance (PDA) or a profile indicative of PDA. This specialist provision within a specialist school was developed to engage the “hard to include children” by providing pupils with their own individualised tutorial room and a curriculum that relates to them as individuals. We give high regard to the environment and pupils have negotiated control over their physical learning environment; this reduces social anxiety and allows the pupils to feel more in control and, therefore, access learning.

For the majority of children accessing the Hub their educational history has generally been disrupted by numerous exclusions or reduced timetables in other settings. Our aim is to help them enjoy learning again, make up for lost opportunities and rebuild their trust in education in order to maximise their full potential.

Inclusion is about the active presence, participation and achievement of all pupils in a meaningful and relevant set of learning experiences. Some of these experiences will come from our curriculum; others, equally important, will come from self -directed learning.  An inclusive curriculum is one where all learners see the relevance of the curriculum and is tailored to encompass their particular strengths, interests and aspirations.

Our Inclusion Curriculum shapes our approach to everything we do. We have high expectations regarding educational progression for students, however, we also recognise the need for the development of social, interpersonal and relationship skills, especially giving our pupils coping strategies to deal with self-regulation.

Teaching

We provide opportunities which are meaningful, accessible, motivating, contextualised and appropriately challenging to maximise engagement and progress for each child and take the learning opportunities across every aspect of the pupil’s day.

We use a combination of teaching methods, which are appropriate and adapt them to support the pupils learning styles and needs within individual classes. Learners are supported to develop their readiness to learn, attention, self-motivation, a 'have a go' attitude and to take risks in their learning. Teaching across the school gives pupils relevant opportunities for learning, and motivates and inspires all pupils to make progress across their learning intentions. This is achieved through structured routines, appropriately paced and motivating activities with assessment for learning firmly embedded across all contexts.

Teaching provides opportunities for pupils to contextualise their learning, working within whole class, small group, individual and independent learning opportunities appropriate to that learner. We personalise the learning and ensure that pupils are given the opportunity to make as much progress as possible. Through this they will be enabled to use their skills in a range of contexts, to become increasingly independent, resourceful and resilient when faced with challenges.

The use of objects of reference, symbol support and Makaton signing are incorporated into the Teaching and Learning to encourage and support understanding. ICT is used to support and enhance learning across all areas of the Curriculum and the pupil’s day. We use a range of augmentative or alternative strategies geared to individual need, to promote the ability of learners to communicate successfully, enabling them to respond and interact to their full capacity, to give pupils a voice in their learning. We constantly value our learners’ efforts, promoting self-esteem and confidence through specific praise.

As part of this we use SPELL, the National Autistic Society’s framework for understanding and responding to the needs of autistic children and adults. It focuses on five principles that have been identified as vital elements of good practice. Click the button below to find out more about the framework.