Every child at Cleaswell Hill School has an ambitious, learner-driven curriculum, with a starting point based on their strengths, needs and intended outcomes. The SEND Code of Practice 5.33, January 2015, states that, ‘The special education provision made for a child should always be based on an understanding of their particular strengths and needs’.
All aspects of development are considered, with an emphasis on our school vision for learning and core values.
Read about our Vision for Learning.
We define the knowledge which we believe to be essential for pupils to be happy, effective learners, able to navigate their day and enjoy social relationships.
We are constantly reflecting on the educational opportunities that we offer to pupils to ensure that all our learners get every opportunity to make progress in the best possible educational provision. We take a responsive approach to meeting individual curriculum needs and to teaching and learning.
Every child has a core curriculum offer within a personalised pathway, agreed from intensive profiling in communication; access technology; physical, social and emotional wellbeing; engagement support (which includes attention and concentration, postural management and sensory modulation) and functional skills. These are at the heart of what they learn and achieve.
Our pupils are not just consumers of learning but encouraged to actively participate, be curious, be makers and creators, appreciators and critics. We know that pupils are effective learners by considering research-informed learning strategies and ensuring that teachers have the pedagogical knowledge and understanding to implement them consistently.
Pupils work within age related Phases 1-6. Every child has a Personal Learning Intention Map (PLIM) which forms a sequential pathway between Phases from their starting point as children progress through school. Further details of the intention, implementation and impact of each Phase is available in the ‘Flow’ documents below.
We are led by the community we serve, working with pupils, families and multi-agencies to proactively respond to the complexity of need in our changing pupil cohort.
We aim to overcome significant barriers to learning and equip all of our pupils with the various assets (cultural capital) they need to influence their health, wellbeing and to succeed in life.
We prepare all pupils for the opportunities, responsibilities and experiences of their current and next stage in their lives.
Our progressive curriculum is made up of 5 elements; Early Years Foundation Stage, Engagement, National Curriculum, Qualification led and a PHSEE based extension of the engagement curriculum. The choice of curriculum is dependent on the starting point of the child; age, cognitive ability, social communication and emotional regulation needs.
The attainment, progress and achievement of pupils is continually monitored through formative and summative assessment using 4 relevant systems; Cherry Garden, MAPP, iASEND and Qualification Tracker.
Challenging learning outcomes in the breadth of National Curriculum subjects form an important part of our curriculum where appropriate.
National Curriculum Core and Foundation subject content is chosen, planned and delivered sequentially to support effective learning through planning frameworks that pupils are following for particular subjects or themes, with intended next steps or end point in mind.
Maths and English are taught in ability-based, cross-phase groups to ensure that pupils progress through appropriate content and at a pace appropriate to them to maximise attainment.
An evidence-based interventions programme delivers timely support following assessment of need.