To develop a holistic approach to increase participation and reduce barriers to learning through an inclusive approach to ensure that ALL pupils gain enjoyable and accessible educational experiences. We aim to ensure every child makes progress and reaches their full potential.
Our work ethic is based on:
The team operates on the 3I model:
- Identification of need
- Intervention through personalisation
Identification This is based on data. Students who have the highest level of Special Educational Needs are identified and assessed to identify how they work to provide the most suitable curriculum.
Interventions These are based on the data and through discussions and collaboration with skilled and trained members of staff. Students are also interviewed to contribute to areas that they have interests in to tailor make the curriculum offer. A wide range of interventions take place that aim to narrow the gap for the particular student. A range of specialist interventions are offered and are taught in small group/individual situations as required.
Impact -Once interventions are offered, the impact is measured through data analysis and the evidence informs the impact they have had to enable either a change of interventions, a change in personalised curriculum or re-integration into mainstream lessons if they have met the threshold criteria and all stakeholders believe it is in the best interests of the child.
A child centred approach which:
- Diagnose any additional needs
- Baseline assessments Including CAT 4, WRAT 4 ,DASH, SDQ,NGRT, Salford spelling, BPVS
- Design the curriculum and Interventions
- Literacy and Numeracy Intervention where appropriate
- Build relationships with a core team of staff
- Allocates a key worker for each child
- Staff training
- Flexible curriculum that can be personalised to best meet the needs of the individual
- Parental/Carer engagement
- Building family links to fully support the child
- Team Around The Child meetings to support the holistic approach
- 1:1 mentoring where appropriate
- Circle time
- Social skills as a vehicle for language development
- Liaise with outside agencies
- Liaise with specialist providers for example Speech and Language Therapists, CAHMS and Educational Psychologists
Students are in chronological groups in some cases, to support personalised Learning, vertical groups allows for flexibility in ability rather than chronological age. The ethos is based on development so there can be some movement between the two groups for each Key Stage.
The students at Key Stage 3 follow a project based approach to their learning, like a primary school classroom. The foundation teacher delivers the bulk of this to the students. This assists students in settling, phonics and lower level literacy work.
Reading features prominently, small group/whole group/individual where appropriate. This aims to engender a love of reading and learning that can be supported at home, again linking to the primary model of supported reading.
Students at Key stage 4 follow a more traditional GCSE and Functional skills programme to ensure progress and achievement.
In order to support the academic foundation of this provision assessment of learning and assessment for learning is a regular and rigorous aspect of this provision. Quality of assurance of the levels will occur for each data capture. Analysis for this will support any changes to curriculum provision and re-integration to mainstream education.
- Functional skills Maths
- GCSE English
- GCSE Maths
- Functional skills English
- Creative I-Media
- Hair and Beauty
- Preparation for life
- Art therapy
- Play therapy
- Independent Life skills
- Hair and Beauty
- Team building skills
- Curriculum Mapping(228 KB)