Every child at Cleaswell Hill School has an ambitious, learner-driven curriculum, with a starting point based on their strengths, needs and intended outcomes. All aspects of development are considered, with an emphasis on our school vision for learning and core values. 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.
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 metacognitive learning strategies and ensuring that teachers have the pedagogical knowledge and understanding to implement them consistently.
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 curriculum is made up of 5 elements; Early Years Foundation Stage, Engagement, National Curriculum, Qualification led and a PHSE based extension of the engagement curriculum. The choice of curriculum is dependent on the age, cognitive ability, social communication and emotional regulation needs of a pupil.
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.
The provision map below illustrates how our curriculum is assembled.
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.