Curriculum Policy

Contents

1. Curriculum Policy

2. The Curriculum Plan

3. Teaching Environment, Monitoring and Progress

1. Curriculum Policy

1. In this Policy, “the School” means the Island Project School. All staff ensure the curriculum is implemented in line with this policy.

2. The School is designed to support pupils aged 5 to 19 years who have a diagnosis of Autism and additional complex needs. The curriculum is a complete plan that covers both education and academic targets, in tandem with sensory, behavioural management and communication targets.

3. The curriculum is underpinned by the School’s ethos, which encompasses all planned and incidental learning opportunities and experiences at School and across the community.

4. The ethos of School is incorporated in the following statement:

All pupils are entitled to be treated with dignity and respect.

The School believes that:-

• Pupils with a diagnosis of Autism can learn effectively if they are given a range of appropriate structured programmes, which address their deficits and build upon their strengths.
• Pupils with a diagnosis of Autism have the right to aspire to the highest standards attainable and that their achievements should be recognized and praised.
• All pupils should be helped to take responsibility for their own lives and be enabled to live as independently as possible.
• All pupils should be encouraged to make decisions and speak for themselves through any means of communication available to them.
• All pupils have the right to participate in the community in which they live.
• All pupils are entitled to an education that enables them to make progress so that they achieve their best, become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education, independent or supported living.

5. The School’s curriculum provides:-

• Personalised access to a differentiated curriculum that has breadth and balance appropriate to meet each individual pupil’s needs.
• Developmentally and ability sequenced learning targets and evidenced based approaches that maximise teaching and learning.
• An emphasis on learning to learn, and the enjoyment of learning.
• Positive behavioural support plans devised and monitored by Behaviour Analysts.
• The teaching of functional communication skills with guidance from Speech and Language Therapists.
• The teaching of functional skills and sensory management with guidance from Occupational Therapists.
• Teaching and learning opportunities throughout the school day including opportunities for age-appropriate play and leisure interactions both between staff and pupils and amongst peers.

6. All pupils acquire communication; speaking and listening, literacy and numeracy skills, supported  across a range of communication modalities including augmentative and alternative communication (AAC) with recognition of where parents or others in the home use English as a second language (EAL)

2. Curriculum Planning

7. A total curriculum package is designed to give pupils experience in linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative education, using the National Curriculum to inform planning. All areas are differentiated to pupil ability and age. Each pupil’s learning journey through the School is underpinned by daily data collection gathered through direct observation and close monitoring of their progress and outcomes. Individual and group lesson plans are carefully planned by the multidisciplinary team, building on knowledge and developing skill.

8. The School has identified the following as its ‘Core curriculum’.

• English and Literacy
• Mathematics and Numeracy
• Personal, Social, Health and Citizenship Education (PSHCE) including Relationship and Sex Education (RSE)

9. Planning of personal, social, health and citizenship and economic education reflects the School’s aims and ethos, and encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Equal Opportunities Act, incorporating British values.

10. Each pupil’s individualised curriculum consists of:- 

• Individual plans across the Core Curriculum;
• Opportunities to access and learn through small group lessons;
• Broad based programmes of study, individually differentiated (by Unit Head and Staff Team) to build on the individual’s knowledge base;
• Planned opportunities to support spiritual, moral, social and cultural development;
• Positive Behaviour Support plan (PBS) which includes functional assessments of behaviours that challenge to identify setting events, triggers and functionally equivalent replacement behaviours;
• Communication plan and speech and language therapy targets;
• Sensory profile and sensory diet;
• Planned physical development programs

11. On joining school, initial information gathering of baseline information from other providers, professionals and parents around language and communication skills, including where English is an additional language (EAL) or new or second language within the home.  Support is given to the pupil and parents to ensure that all information is delivered in a way that is understandable and coherent for the pupil.

12. Where necessary, EAL strategies will be developed to support both pupils and staff to communicate effectively, for example picture supported speech, SALT games, engagement/comprehension programmes or use of appropriate translation services.  All strategies are pupil centred and are based on the specific need of the pupil and their family.

13. The individually planned curriculum is designed to develop the whole person. It is personalised to build the skills that will enable every pupil to become an active participant in their own community using their interests and motivation.

14. Greater emphasis is placed on developing relevant and functional life-skills including preparation for Adulthood for pupils of secondary school age (11 to 19 years) and on developing vocational, work-related learning skills for pupils aged 14 to 19 years of age.

15. From Key Stage 3 all pupils have access to accurate, up-to-date careers guidance that is presented in an impartial manner. Guidance is differentiated to individual ability and enables pupils to make informed choices about a broad range of careers and future options. All pupils also have the opportunity to partake in educational courses (including Tute, Asdan and topic specific external qualifications as appropriate) to achieve accreditations and qualifications.

3. Teaching Environment, Monitoring and Progress

16. Individualised curriculums are developed through a series of initial  assessments and observations (VB-Mapp, Engagement Scale, AET Progression, Child Sensory Profile 2, SALT, CAI - Contextual Assessment Inventory, Checklist of Challenging Behaviour), conducted across an extended transition period.

17. Academic assessments are based on the Pre-Key Stage standards and End of Year expectations.

18. The current EHCP and previous pupil information is referenced throughout this process.

19. The transition period focuses on the development of positive relationships and understanding the individual pupil's interests, preferences, and motivations and matching teaching approach/delivery accordingly. The baseline is used to address the areas of need and core characteristics and challenges associated with autism within the profile of the whole person.

20. Individual pupil progress is monitored, reported  and targets adjusted accordingly on a daily basis by delivery staff. Monitoring and continuous evaluation by the multidisciplinary Education team through observations of teaching and learners, analysis and interpretation of data informs target setting and teaching methods. As a result of this informal formative assessment, planning can be differentiated to the individual pupil and delivery is flexible and responsive.

21. The Trustees will monitor the effectiveness of this policy and will hold the Curriculum Leadership team accountable for its implementation. The Trustees will be informed of planning and provision and ensure that it meets the needs of the pupils, with specific interest in the outcomes. The chairman of the board carries out regular monitoring visits and reports back to the board.

22. Summative assessments are conducted informally on a half termly basis and formally at the end of each term. The impact of the curriculum is assessed through a RAG rating system of all targets set.  Evaluation of progress against EHCP outcomes is conducted annually, along with the Engagement Scale, VB-Mapp. Pre-Key stage standards and AET progress are completed at the end of each key stage. Teaching and learning decisions are data driven.

23. Pupils have designated teaching areas, differentiated to need (from classrooms with direct access to outside and withdrawal space to a pod area in a shared space). Environmental change is used to support access and behaviour management. The school day is broken into effective learning blocks with all areas of learning allocated a time frame within the individual planning, managed with flexibility and sensitivity to support pupils as appropriate. Lessons are planned to incorporate a wide range of resources differentiated to individual needs.

24. The school has high expectations for all pupils which is demonstrated through the delivery of an ambitious curriculum. Individualised support enables all pupils to demonstrate their knowledge and skills. Pupils are encouraged to take responsibility for their own learning, including exploration and goal setting, supporting them to engage in effective management of their own behaviour and learning expectations.

25. The ethos of dignity and respect is the basis of delivery, building positive attitudes and allowing the development of self-esteem, independence and resilience.