Curriculum Policy

 

 

Curriculum Policy

Version

1.1

Review Date

June 2020

Review Cycle

Triennially

Review Due

June 2023

Author / Owner

Hannah Parry

VISION

Our curriculum gives our pupils broad and balanced opportunities to develop their knowledge and skills in preparation for life beyond school. The curriculum promotes pupils’ academic and personal development and enables pupils to develop their independence to take their next steps with confidence and resilience to cope with their new challenges.’

We strive to make learning a pleasurable and rewarding experience enabling all pupils to develop a high standard of achievement as well as being challenged to become as independent as possible. Together we provide opportunities for every child within school and in the wider community to grow in confidence and develop a love of learning. At Winchelsea we see the curriculum as the sum of every activity and experience, both formal and informal, encountered during the day.

Aims:

  • To meet the individual needs of each child.
  • To develop courageous, happy and confident learners.
  • To enable our pupils to communicate effectively.
  • To foster a safe, happy, inclusive and calm environment through effective safeguarding.
  • Ensure the personal development of our pupils within the curriculum as well as through the wider curriculum to contribute to their all-round development.
  • To maximise potential and independence.
  • Celebrate achievements.
  • To develop strengths and overcome barriers.
  • To respect and value differences.
  • To confidently sequence our learning for our pupils so that their next steps are clear and they are able to achieve the best possible outcomes.
  • Pupils are well prepared to transition to their next phase of education.
  • To work effectively with parents, other professionals and the wider community.
  • Work with others schools, where relevant to support the development of the school curriculum.

Also refer to Curriculum Handbook

CURRICULUM INTENT

Winchelsea School provides an education for pupils aged from four to sixteen years of age, and jointly with Poole and Bournemouth from 16 – 18 years. All pupils have an Education Health Care Plan in place and therefore, the curriculum is planned to recognise and support the individual learning needs by differentiated tasks to ensure learning opportunities are both challenging and appropriate to all pupils.

 

CURRICULUM PATHWAYS

 

EXPLORERS

SEEKERS

EARLY DISCOVERERS

EARLY ENQUIRERS

DISCOVERERS

ENQUIRERS

DISCOVERERS KS 4

ENQUIRERS KS 4

 

EXPLORERS CURRICULUM: Ocean Class.

The Foundation and Early Years team place a high value on parent partnerships and use the information gathered from discussions with parents to make sure that the curriculum delivered is tailored to each individual pupils needs.

All areas of the curriculum are delivered through a balance of adult led, adult initiated and child initiated learning (CiL) activities. Play based learning is paramount and children direct their own learning from carefully planned opportunities provided by staff.  Children direct their own learning from carefully planned opportunities provided by staff.

SEEKERS CURRICULUM: Starfish/Oysters Class

In Year 1 pupils follow a bridging curriculum that recognises that many pupils will still have not achieved their Early Learning Goals and therefore we continue to cover EYFS goals as well as moving them on to the next stage of learning and preparing them to enter either the Discovery Curriculum for more life skills based work or the Enquirers Curriculum for more subject specific learning.

For subject specific information see Curriculum handbook.

EARLY ENQUIRERS CURRICULUM: KS 2 - Penguins and Coral Classes

This curriculum provides subject specific learning at its very early stages. We have placed a greater emphasis on the learning of PSHE and Life Skills as well as giving pupils the opportunity to have lots of practical opportunities to learn. Community visits are seen as important as is the provision for Forest Schools and swimming.

ENQUIRERS CURRICULUM: KS 2/3 - Lobsters, Sea Lions, Seahorses, Seals, Manatees and Stingray

This follows the sequence of learning from the Early Enquirers curriculum and develops the breadth and balance. This curriculum area is the commencement of Careers and in KS 3 Home Cooking.

EARLY DISCOVERERS CURRICULUM: All Ages Octopus and Puffin

Pupils that are not able to engage in subject-specific learning follow a more life skills based curriculum, the foundation of this was developed from the ‘Equals curriculum’. This curriculum is comprised of 6 key skill areas:

  • My Communication
  • My Thinking and Problem Solving
  • My Physical and Sensory (including Forest Schools)
  • My Creativity
  • My World around me.
  • My Play

Threaded through the six strands are Independence Skills.

ENQUIRERS KS 4 (ACCREDITATION) CURRICULUM

Students in Year 10 and 11 follow accredited subjects based on their ability as well as supporting their next steps into Post 16. Orca pupils follow Asdan Pupil Progress to complete the different curriculum learning, some pupils will also take the Functional Skills Exams. Manta pupils take Functional Skills Exams in English, Maths and Information and Communications Technology (ICT). To support students’ progression and sense of achievement pupils also complete a variety of other accreditations.

Pupils also take part in the Duke of Edinburgh’s Award Scheme, Arts Award, Living and Life Skills and Physical Education (PE) Entry Level.

PERSONAL DEVELOPMENT

Social, Moral, Spiritual and Cultural opportunities are embedded throughout the curriculum, specifically in the subjects of Religious Education (RE) and Personal, Social, Health and Economic Education (PSHE) but also across all subject areas less specifically.

Our school assemblies enable us to focus on cultural, moral, spiritual and social awareness as well as specific events in the Religious calendar, this is sometimes supported by visitors to enhance pupil learning and understanding. Pupils of any faith and those of no faith are encouraged to value everyone and their beliefs equally. Shared assembly times also enable us to focus on celebration, opportunities for pupils to take part in assemblies as well as sharing our thematic topic.  

Winchelsea is a Rights Respecting School and these values are clearly present through lessons, the class charter, the school rewarding system and assemblies.

CURRICULUM CONTENT

  • Our thematic curriculum helps to encourage relevant, real life opportunities for fun and engaging learning that is embedded across the curriculum to allow opportunities for over-learning.  
  • Long term planning ensures a clear sequence of knowledge and skills in each curriculum area.
  • Medium term planning is an over view to make sure that all levels of learning, activities and experiences are addressed offering a relevant programme for all subjects.
  • Short term plans show how lessons will be carried out and specify the pupils’ individual targets which are being addressed through differentiation.
  • Progress against individual targets is noted in each pupil’s learning journals/ book.
  • All staff have an important role to play in the assessment process.
  • Learning activities are sequenced to ensure progression.
  • Educational visits and computing resources are used to extend and generalise learning.

See Assessment, Recording and Reporting policy.

 

PERSONALISED LEARNING PLANS (PLPs)

PLPs are written at the start of Year 10 and reviewed at the end of each term, though information may be completed and renewed at any time. The PLP format supports the pathways planning for our students to demonstrate what they have done and qualifications they have achieved.

CAREERS

A programme is set up to deliver careers education to students from Yr 7 - 11 following the SEND Gatsby Benchmark.

Pupils receive a Careers Interview with an Independent Careers Advisor from Yr 9 - 11. In Yrs 10 – 11 pupils attend work experience for up to a week, some pupils may take part in extended work experience if this is seen as appropriate.

See Careers Policy.

PLAY

Our Play program, implemented by the Speech and Language team, runs at lunchtime to give pupils the opportunity to engage in a variety of activities that extend their learning and develop their play skills, attention and predominantly their social skills.

 

LEARNING OUTSIDE THE CLASSROOM

At Winchelsea School we recognise the importance of learning outside the classroom and in the community. This reinforces the work we do in school and helps our pupils to contextualise their learning. Pupils all have opportunities to swim at the local sports centre, attend Forest School off-site and visit local areas through their thematic learning and life skills work. We also invite musicians, storytellers, sports coaches and theatre groups into school. A three day overnight residential is offered to Year 10 and 11 pupils in the summer term.

The community provides a great place in which to generalise and transfer new and emerging skills. We are always interested in increasing the type of experiences that we can expose the children to as well as working with many partners in support of the development of community cohesion.

We have set-up and our pupils regularly partake in the Local Inclusion League which works with mainstream and special needs schools to offer opportunities to play competitive sport on a regular basis.

In addition to this, pupils have access to a number of targeted opportunities that support them in overcoming potential barriers to their learning.

  • Horse Riding – (Oceans only)
  • Yoga
  • Sensory Integration
  • Intensive Interaction

THERAPUETIC SUPPORT

 

SPEECH AND LANGUAGE THERAPY

Pupils can access Speech and Language Therapy following an assessment of need in either a 1:1 or small group session, some classes will also work with the Speech and Language Therapist to develop whole class strategies. Speech and Language strategies are also implemented by class teachers into the classroom learning on a daily basis. These strategies are targeted at and based upon Individual needs developed from their Speech and Language report.

(See handbook for further information)

OCCUPATIONAL THERAPY

Pupils can be referred for Occupational Therapy support and following an assessment, pupils will receive a block of therapy.   Guidance will then be given to school and home on how the child’s needs can be supported.

ELSA

Small group and 1:1 sessions are offered to support pupils across the school with our trained Emotional Literacy Support Assistants (ELSA). (This is done in consultation with the Speech and Language Therapy team).

CURRICULUM SUPPORT

 

ENGLISH

Pupils can be given further support in English. This is either identified following a progress review meeting or by the class teacher and a referral made. Support generally takes place in small groups in class, focusing on developing reading skills.

MATHS

Pupils can be given further support in Math. This is either identified following a progress review meeting or by the class teacher and a referral made. Support generally takes place in small groups in class, focusing on developing an area identified as needing further support through teacher observation, tests and end of term progress checks.

MUSIC

Pupils can be referred for extra music sessions from our music teacher following a teacher referral, either to support a sensory need, development of skills or because they are recognized as gifted and talented. They may receive small group or 1:1 support.

PE

Pupils can be referred to support development of Core stability often recognized in OT and Physio reports, but also through their PE lessons. Pupils may also be referred if they are recognized as being gifted and talented. Pupils will receive support in small groups.

 

CLASS STRUCTURE

  • All classes have TA support, this varies from 2 – 3 depending on the need of pupils in the class.
  • In order to deliver the curriculum effectively pupils are grouped as much as possible according to their learning needs as well as chronologically within the appropriate key stage. The delivery of the curriculum is defined by nature of the learners, and what is most appropriate for them.

TIMETABLES

  • The class and therapeutic timetables and curriculum are reviewed annually and changes made as necessary to ensure compliance with current legislation and guidance and taking into account best practice within special needs education.

  • In reading this policy reference should also be made to the Curriculum Handbook as well as policies for Assessment, Careers and Individual Subject Policies.

EQUAL OPPORTUNITIES

  • The school supports the rights of all pupils to have equal access and opportunities regardless of age, culture, religion, gender, ability, disability or sexuality. The school promotes an ethos of respect for everyone.

PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE

There are some pupils whose progress may be affected because they have EAL in addition to their special educational needs. Whilst it is important that these pupils can be assessed within wider statutory assessment arrangements, additional advice or guidance may be required to help teachers make their assessments accurately and effectively.

IMPLEMENTING THE CURRICULUM

 

MONITORING AND EVALUATING THE CURRICULUM

Lessons are observed through ‘teacher talks’ where all teachers and the Senior Leadership Team are expected to view lessons and comment on a particular focus of development. This is frequent and involves writing up the observation and feedback to the teacher. Further to this support might be required or it might be suggested that other staff would benefit from the opportunity to share the outstanding practice that has been observed.

The monitoring cycle runs in partnerships with subject leads. This will include:

  • Moderating assessment data
  • Analysing progress data
  • Case studies - specific pupils.
  • Provision Review
  • Curriculum development and planning

IMPACT OF THE CURRICULUM

The Impact of the curriculum is identified through the monitoring and evaluation of learning and teaching.

All external sessions with Curriculum or Therapeutic Support outside of class report back progress based on an identified target(s) to the teacher and termly to Data Lead.

 

See Assessment Policy and Handbook.

 

 

  

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