We provide a broad, balanced and appropriate curriculum to every pupil in school which meets their individual needs. The school curriculum has been developed and planned using the National Curriculum Framework and Preparing for Adulthood documents, which have been adapted to make sure the content we deliver is meaningful and purposeful for our pupils.
As a school we have developed six areas for our pupils to learn in, these are; Communication and Social Interaction, Exploration and Discovery, Me and My Community, Creative Development, Physical and Self-help. All pupils are given opportunities to develop their cognition skills, which is set out as the sixth area of our curriculum. These areas are all used to help pupils’ foster self-worth and identity and understand the responsibility that comes with them and a positive sense of community.
Pupils in the Early Years classrooms follow the Early Years Foundation Stage Curriculum. This is also adapted and used in a way that is appropriate for our pupils.
For older pupils, strong links with community colleges are used to extend their learning and there is a larger focus on work related opportunities, these include developing mini enterprise projects in school as well as working with local companies. The Talentino curriculum is used to underpin this learning.
All national curriculum subjects are represented in the six areas as shown below.
- Communication and Social interaction
- Exploration and Discovery
- Me and My Community
- Creative Development
- Physical and Self Help
Assessment at Lexden Springs Post Rochford Review
Assessment and Evidence of Progress at Lexden Springs
- Currently evidence of assessment is linked to P Scales and B squared use. We are developing an IEP assessment system to analyse progress data
- We are in a planned period of change in terms of assessment and curriculum
- At Lexden Springs we are making better links between the curriculum we teach and our assessment arrangements. We are beginning to develop a new vocabulary (moving away from P scales), for baseline and assessment linked to pupil achievements. (See Skills progression Diagram )
- Over the next year we are changing the focus of our assessment information. We are developing assessment by looking at participation of our pupils curriculum areas relevant to their needs as set out in the EHCP, rather than P levels
- The Annual Review of the Educational Health care Plan is at the heart of our assessment, teaching and learning. We use the review meeting to discuss what is important for the pupil to develop in terms of skills to meet their needs and to prepare them for the future.
- Pupil outcomes are driven from the annual review process, we work with the family to ensure outcomes reflect family priorities and concerns (including those of the pupil).
- We use the SCERTS Framework and principles to set targets for Social Communication and Emotional Regulation. We place a great emphasis on pupils gaining these skills are they are at the foundation of all learning.
- We are becoming more systematic in delivering information on individualised and personalised outcomes and pupil progress towards individualised learning intentions
- We have strengthened our moderation so that we can be certain that we are delivering robust and relevant outcomes that are holistic and wide ranging
Assessment and curriculum are closely linked as the curriculum meets individual needs of the pupils and the assessment evaluates pupil progress against targets related to learning strengths and needs.
The curriculum has been redesigned, as the school wanted to focus more closely on the strengths and needs of the pupils. This approach ties in closely to the SEND Code of practice. Targets for pupils are led by the areas of need highlighted in the Education, Health and Care Plan. (EHCP)These areas are, Social Communication, Emotional regulation, Cognition, Self Help and Independence, and Physical and Well being. These areas also link to our curriculum areas; Communication and Social Interaction, Me and my Community, Exploration and Discovery, Creative Development and Physical & Self Help. Work Related learning is a feature from EYFS, but with increasing focus as pupils move through the school.
|Early Years Foundation Stage (EYFS)||School baseline, Development Matters SCERTS, IEP||EYFS|
|KS1||SCERTS, IEP,||EYFS (up to year 1 term 1) We do not assess on the EYFS frame work after Rainbow class, topic based curriculum covering the 5 areas|
|KS2||SCERTS, IEP, P Progression Profile||topic based curriculum covering the 5 areas|
|KS3||SCERTS, IEP, P Progression Profile||topic based curriculum covering the 5 areas|
SCERTS, IEP, P Progression Profile
|topic based curriculum covering the 5 areas, work related learning|
|KS5||SCERTS, IEP, Progression Profile, accreditations, SILSAF||topic based curriculum covering the 5 areas, work related learning|