independence, inclusion, trust, respect CURRICULUM INFORMATION · Communication & Interaction...

CURRICULUM

INFORMATION Updated Feb 2020

ACHIEVEMENT, BELONGING & CELEBRATION

Valuing every child through fostering

independence, inclusion, trust, respect

and support.

Carrie Osmond

New Siblands Curriculum Information

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Contents

Curriculum Intent – our vision 2

Curriculum model 3

Curriculum Pathways 4

Curriculum overview 6

Curriculum Implementation - our pedagogy 7

Heuristic teaching 7

Long-term learning 7

Thematic learning 8

Learning through play 8

Learning outdoors 9

Inclusion 9

Engagement for Learning / personalisation 9

Independence 11

Learning environments 12

Classroom organisation 12

Transitions 12

What we teach - learning what matters

Communication & Interaction overview 13

Cognition and learning overview 14

Sensory / Physical development overview 18

Social, emotional and mental health overview 19

Preparation for adulthood overview 21

Curriculum Impact – meeting more needs, more fully, more of the time

Assessment 23

Recording progress 24

Assessment for learning 25

Assessment & moderation cycle 25

Curriculum review 26


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Curriculum Intent

The curriculum at New Siblands aims to ensure learners develop the skills they need to

become adults who:

are as independent as possible

know how to stay safe and healthy

are happy and fulfilled

are confident to use their voice and be heard

are able to read and communicate as effectively as possible

are as mobile as they can be

are able to play a part in the community they belong to

Broadly speaking, learners at New Siblands access three differentiated learning pathways:

Belonging Pathway: Pre-formal learners at very early cognitive developmental stages who

process information through repeated sensory experience and exploration

Achievement Pathway: Semi-formal learners at who are developing and consolidating

understanding of early learning concepts through holistic learning experiences

Celebration Pathway: Formal learners who have achieved age related expectations for Y1 of

the national curriculum and are ready to explore subject specific concepts

Most learners have areas of overlap between these pathways and the themed curriculum is

designed to allow for this.

Early Years & KS1 learners...

• Are safe and happy

• Belong to school community

• Develop a love of learning / demonstrate motivation and engagement

• Develop early reading and number skills

• Develop early play skills

• Develop early social skills

• Develop early functional communication and interaction skills

• Develop early independence skills e.g. eating, toileting

• Begin to understand a few of their own emotions

• Begin to recognise obvious dangers at home and school

• Develop fine and gross motor skills

• Are supported to take appropriate risks in safe situations

• Begin to make choices and express preferences

• Are prepared for a successful transition to KS2

KS2 learners...


• Belong to school and local community

• Develop, apply and generalise learning skills and knowledge of key concepts


• Develop early reading and number skills

• Apply play skills in a range of contexts

• Use functional communication skills in familiar contexts

• Develop social skills to make and maintain friendships, and to resolve conflicts

• Further develop independence skills e.g. dressing, personal care

• Begin to understand what makes them feel good or bad and how their emotions affect their behaviour

• Begin to recognise dangers in the local community

• Further develop fine and gross motor skills

• Begin to take appropriate risks in familiar situations

• Make choices and express preferences and opinions

• Develop learning skills


KS3 learners...


• Belong to school, local and wider community

• Develop, apply and generalise learning skills and knowledge of key concepts in core and foundation subjects


• Apply early reading and number skills

• Use functional commuication skills in different contexts

• Demonstrate social skills in a range of contexts, including with new people

• Further develop independence skills e.g. independent working, moving around the school site

• Begin to develop emotional regulation

• Develop ability to identify dangers in a range of contexts and to respond to them appropriately

• Apply gross and fine motor skills


KS4 learners...


• Belong to school, local and wider community, and new work settings

• Develop, apply and generalise learning skills and knowledge of key concepts in an expanding range of contexts

• Demonstrate a love of learning / demonstrate motivation and engagement

• Apply / generalise early reading and number skills

• Use social and communication skills in a range of contexts, including in work related settings

• Begin to understand what the workplace is like and to develop relevant skills

• Further develop independence skills e.g. supported travelling in the community, independently living skills

• Begin to develop leadership skills

• Are resilient

• Can regulate their emotions and manage their own behaviour in a wider range of contexts

• Make decisions about their future / develop a future plan

• Consolidate ability to identify dangers in a range of contexts and to respond to them appropriately

• Are prepared for a successful transition to P16 / next placement

Post 16 learners..


• Belong to school, local and wider community, and new work settings

• Develop, apply and generalise learning skills and knowledge of key concepts in an expanding range of contexts

• Demonstrate a love of learning / demonstrate motivation and engagement

• Generalise early reading and number skills

• Use social and communication skills in a range of contexts, including on work experience placements

• Develop, apply and generalise understanding of what the workplace is like and to develop relevant skills

• Develop, apply and generalise independence skills e.g. supported travelling in the community, independently

• Develop, apply and generalise leadership skills

• Are resilient

• Can regulate their emotions and manage their own behaviour in a wider range of contexts

• Make decisions about their future / develop a future plan

• Consolidate ability to identify dangers in a range of contexts and to respond to them appropriately

• Are prepared for a successful transion to their next placement


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Individual EHCP outcomes

End of key stage transition outcomes

Curriculum Pathway (developmental stage learning)

Curriculum Models

Differentiated curriculum

The curriculum at New Siblands is based on a developmental model, appropriate to all of

our learners who are at early cognitive developmental stages. Levels of both cognitive and

chronological development are addressed through a broad range of relevant themes and

expected outcomes at different phases. The ABC pathways are delivered to all learners

from Early Years to Key Stage 4. Learners in Post 16 follow the ‘Preparation for Adulthood’

(PfA) curriculum.

The curriculum is heuristic and aims to focus on what matters most for the learners we

have. For example, for some learners the need to develop emotional regulation,

concentration skills or appropriate social behaviour will be as important as learning to read.

Flexibility is built into the curriculum in order adapt to the complex and ever-changing range

of learning needs of pupils at New Siblands. There is scope for personalisation so that all

learning areas identified in Education, Health and Care Plans (EHCPs) are addressed.

Achievement & Celebration

Curriculum Pathways

Belonging Curriculum Pathway

Preparation for

adulthood curriculum

Personalised pedagogy

Age related curriculum content

Personalised pedagogy


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Belonging Pathway Summary

Learners on this pathway have a range of profound and complex needs. Most have physical

difficulties linked to a combination of other profound difficulties such as cognitive

processing needs, sensory impairments and complex medical needs. These learners will rely

on facial expressions, vocal sounds, body language and exhibit a range of behaviours to

communicate. Learners are at the pre-formal stage, cognitively operating between within

the typically developing age range of 0 months to 18 months for most of their time in

school, although some may progress into semi-formal learning (Achievement Pathway) with

support. They will require a high level of adult support for learning and personal care.

The Belonging pathway focusses on the early communication, physical, social and emotional

and cognitive skills that are the foundation of learning. It places high importance on sensory

stimulation for a child’s development and the need for sensory and multi-sensory

approaches to learning. It supports the learner’s development by employing appropriate

approaches that take account of their emotional well-being and levels of engagement.

The Belonging pathway is delivered via themed learning; a range of therapeutic

interventions; and sensory stimulation. Therapeutic interventions include intensive

interaction; TacPac; physiotherapy; hydrotherapy and pet therapy.

Achievement Pathway Summary

Our semi-formal learners have a range of severe and complex needs; many have physical

difficulties linked to a combination of other severe difficulties such as cognitive processing

needs, sensory needs or complex health needs. Learners are at the semi-formal stage,

cognitively operating between within the typically developing age range of 18 months to 7

years for most of their time in school, though some will progress into more formal learning

(Celebration pathway) with support.

The Achievement pathway focusses on the acquisition of early skills for:

reading & writing

mathematical and scientific thinking

functional and expressive communication

social interaction

recognising and regulating emotions

demonstrating positive behaviour

personal well-being

being creative

The Achievement pathway is delivered through termly themes.


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Celebration Pathway Summary

Learners on the Celebration pathway have a range of severe and complex needs. They have

achieved early learning goals and the age related expectations for typically developing

pupils at the end of KS1 have developed the pre-requisite skills to begin more subject

specific learning at the early levels of the National Curriculum. However, they are will have

‘spikey profiles’ so, whilst they are ready for more formal learning in the ‘Cognition &

Learning’ area of the curriculum, they may not have achieved parity of development in

other areas.

The Celebration pathway is delivered in parallel with the themed Achievement pathway,

with some discrete subject teaching delivered 1:1 or in small groups within their class.

Sometimes learners on the Celebration pathway will join streamed groups for ‘Rainbow

Time’.


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Curriculum Overview

The curriculum is based on the four EHCP domains links to each learners EHCP outcomes are

strongly embedded.

EHCP domain Communication & Interaction

Cognition & Learning

Sensory/Physical Development

SEMH

Curriculum coverage (subjects / what we teach)

Expression Understanding Attention

English

Reading

Writing Maths

Number

SSM Knowledge & understanding of the world

Science

Humanities

Technology

RE Expressive arts & design

Art & design

Music

Moving

PE (Gross motor skills)

Handling

Writing (Fine motor skills)

Health & self-care

PSHE/ RSE

Making relationships

PSHE /RSE

E-safety

SMSC

British Values

Self-confidence & self-awareness

PSHE/ RSE

Managing feelings and behaviour

PSHE/RSE

Implementation & Pedagogy (how we teach)

Play Outdoor learning Inclusion Rainbow time Attention Autism Talkabout Lego therapy Makaton Intensive interaction VOCAs

Play Outdoor learning Inclusion Themed learning activities Rainbow time Reading & Writing programmes Numicon

Play Outdoor learning Inclusion Rainbow time Snack time Lunchtimes Physical activities Hydrotherapy Physiotherapy TacPac

Play Outdoor learning Inclusion Rainbow time Assemblies Pet Therapy Sensory diet Well-being activities Events Community activities Work experience School council Jobs (e.g. collecting the register) Trips and Residentials DoE


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Curriculum Implementation: Our Pedagogy

Heuristic Teaching

‘(a method of teaching) allowing students to learn by discovering things themselves

and learning from their own experiences rather than by telling them things’

Cambridge English Dictionary

All of our learners benefit from repeated opportunities to explore resources and gain results

through trial and error. They may adapt their methods to achieve a desired end, and

through this they demonstrate that they can process, retain and apply information.

Long term learning

‘Learning is a step-by- step process that relies on the successful completion of

individual learning activities for the accumulation of knowledge. Children with

working memory impairments often fail in the classroom because the working

memory loads of each activity exceed their capacities. When the working memory

system fails, children forget what they are doing and this can lead to inattentive

behaviour. The end result is frequent lost learning opportunities, and consequently

slow rates of educational progress.’

(Gathercole & Alloway, 2008).

Our learners are at early stages of cognitive development and require carefully linked and

layered learning programmes to embed concepts into their long-term memory. They need

activities to be designed in such a way as to enable an alteration in their long term memory

so that concepts become embedded. We therefore reduce memory loads in the classroom

by breaking tasks and instructions down into smaller steps, frequently repeating important

information, re-presenting information and encouraging the use of memory aids. Learners

Vestibular Proprioception

Interoception

https://dictionary.cambridge.org/dictionary/english/method

https://dictionary.cambridge.org/dictionary/english/teach

https://dictionary.cambridge.org/dictionary/english/allow

https://dictionary.cambridge.org/dictionary/english/student

https://dictionary.cambridge.org/dictionary/english/learn

https://dictionary.cambridge.org/dictionary/english/discover

https://dictionary.cambridge.org/dictionary/english/learning

https://dictionary.cambridge.org/dictionary/english/their

https://dictionary.cambridge.org/dictionary/english/experience

https://dictionary.cambridge.org/dictionary/english/rather

https://dictionary.cambridge.org/dictionary/english/telling


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are supported to use their prior knowledge when learning new information as this promotes

that learning. This resonates with the new Ofsted inspection framework which affirms that

that progress is defined as pupils ‘knowing more and remembering more’.

Allowing time for learners to process and apply information is essential. Learning is

modelled and practiced in a range of contexts so that it can be applied and generalised over

extended periods of time. The focus is for learners to demonstrate deep understanding and

application of concepts and skills that is maintained over time.

Thematic learning

Learners with PMLD and SLD require a coherent learning approach that links areas of

learning in a holistic way to enable them to make sense of their learning and relate it to

their own carefully sequenced experiences. Therefore, we adopt a thematic approach to

delivering learning which encourages a broad understanding of subjects within contexts that

are familiar and relevant to our learners. The themes are appropriate to the chronological

age of the pupils, whereas the content of the programmes are appropriate for their

cognitive developmental stages.

Learning through play

For our learners, play is an essential aspect of learning. It

provides essential opportunities for learners to show how

they understand the world and operate within it. Play itself

moves through clear stages that can be taught and assessed,

and which provide indicators of a learner’s developmental

stage. Through play, our learners can acquire, apply and

generalise social, communication, imaginative and

independence skills.

Learners have frequent opportunities for self-directed play to enable them to explore and

develop their skills. In class, play resources are often linked to the class theme so to support

them to consolidate and generalise their learning. Staff may act as play partners; playing

alongside/with the pupil to encourage the development of their play and their learning.

Staff use approaches such and encouraging joint attention, modelling skills and scaffolding

learning. The level of adult input is recorded as it indicates progress in the development of

play skills.


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Stages of play:

Early Development

Solitary Parallel Associative Co-operative Socio-dramatic

Unoccupied play

Sensorimotor play

Observant

play: notices

→briefly → with interest

Plays alone

for brief periods →

sustained

periods

Plays with one ’toy’ …. →

range of ’toys’

Engages in

play briefly →to sustained

periods

May engage in parallel

play near others.

May play with similar ‘toys’

Does not play

with other child.

Does not influence

other child’s play/

behaviour.

May be

observant of other child’s

play.

May copy

how others are playing.

Engages in separate

activities, but shares ‘toys’

May play together in

loosely structured

activities.

Will ‘talk’ with

each other and comment

on each other’s play.

Will express ideas for

activities.

Acknowledges actions and

accomplish-

ments.

Successfully enters into

play with other

children.

Play has an

organised structure. May

have group leader(s)

Will communicate

with others.

Improvisation

Engages in

play briefly →to sustained

periods

Negotiates

roles and sets up events.

Will respect

other

children’s property.

More willing

to share and ask to share.

Advanced group skills

Friendship

skills –

understanding feelings

Higher level

role play

Plays with one

’toy’ …. → range of ’toys’

May be

observant of

other child’s play.

Learning outdoors

‘Children with SEN benefit from how the outdoors relieves stress and anxiety,

develops social skills, motivates learning across the curriculum (and beyond) and

allows them to be practical, responsible and productive members of the community.’

Emily Genochio


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As well as supporting learning in areas of cognition and

learning, outdoor learning sessions provide opportunities to

develop, consolidate and generalise skills for physical,

creative and social development. Each classroom at New

Siblands has an outdoor learning space which may be shared

with a partner class. Both sites also have a larger designated

outdoor learning/forest skills area where classes have

timetabled activities.

In addition a residential at an outdoor activities centre is offered in KS3 and pupils in KS4 &

KS5 can undertake the Duke of Edinburgh award scheme. This will support all learners who

participate to secure interviews for employment.

Inclusion

All learners at New Siblands have the opportunity to access inclusion activities. An inclusion

activity is one which allows them to work in a new context and / or with peers or learners of

a different age that they wouldn’t usually work with. Activities are pitched with an

appropriate level of challenge for the learner(s) in order to ensure a positive experience.

Inclusion activities are highly motivating and engaging for our learners and frequently allow

them to demonstrate application and generalisation of skills that they have been developing

in their familiar classroom context.

The range of inclusion activities includes working in another class at New Siblands; working

with a group from a different school; work experience; taking part in community activities

such as Thornbury Carnival. Inclusion may be delivered to individual learners or groups.

Engagement for learning / personalisation

‘Without engagement there is no deep learning, effective teaching, meaningful

outcome, real attainment or quality progress’

(Carpenter 2010)

Research indicates that when pupils are deeply engaged in their learning, there is much

more likelihood of long-term progress. Therefore our curriculum allows for a degree of

creativity and flexibility in its implementation. Staff at New Siblands develop a deep

understanding of the sensory, physical, social, emotional and learning needs of learners

related to complex and physical conditions. Teachers are able to plan for and oversee the

demands of personalised curricula that meets the individual needs of every learner and

ensures that deep and meaningful engagement can be achieved.


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Pupils at New Siblands may have a personalised timetable, that allows for sensory breaks or

they may have personalised resources that reflect their interests and so increase their

engagement with their learning.

Professor Barry Carpenter’s engagement model provides a useful framework for

understanding how our learners engage with the world around them, what motivates them

to learn and how we can develop each aspect of engagement in order to ensure the highest

levels of progress possible. We are currently using the seven indicators of engagement:

Responsiveness – do changes in behaviour demonstrate that learners are being

attentive to new stimulus?

Curiosity – are learners reaching out or scanning for the source of new stimulus?

Discovery – are learners searching out new stimulus, reacting or responding in ways

that show they are engaged (such as exhibiting expressions of enjoyment and

excitement)?

Anticipation – how learners predict, expect or associate a particular stimulus that

shows their understanding of cause and effect

Persistence – the extent to which learners sustain attention towards a particular toy

or action and thus beginning to devlop some conceptual understanding

Initiation – the different ways and extent to which a pupil is instigating an event in

order to bring about a desired outcome

Investigation – the extent to which they are actively trying to find out more about a

toy or activity via prolonged, independent experiment.

Training is taking place to ensure we can transition to using the five lenses of engagement

developed by the DfE, which are: exploration, realisation, anticipation, persistence and

initiation.

Independence

Developing independence in all areas of learning is of the highest importance for learners at

early developmental stages. Being as independent as they possibly can enables our leaners

to express their needs, preferences and abilities, and to fully prepare for adult life. Teachers

create opportunities for independence using the learning environment, the curriculum and

social opportunities. Independence skills are acquired and practiced in the safety of familiar

classroom environments, and extended through the wider curriculum and through inclusion

and enrichment activities. The Preparation for Adulthood curriculum for learners aged 16-

19 requires the application of all previously learnt skills for independence, as learners

prepare for their transition from New Siblands to their next setting.

Learning environments

The learning environments at New Siblands are set up to maximise learning opportunities

and independence for all of our pupils. Classrooms have a main room and a workroom that


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can be set up to balance the needs of different learners with a group that may contain both

highly sensory learners and learners that require a low-stimulus environment. In cases

where a sensory environment is over-stimulating we recommend that a lower stimulation

environment forms the basis for the room and high sensory resources are easily available

for learners that need them.

Learning environments are also those outside of the classroom, such as the outdoor

learning areas and playgrounds. Both sites have a sensory studio which can be used to

create a highly sensory environment. White classroom is a small room on the primary site

which is very low sensory and is used for individual interventions. The local community is a

wider learning environment that will also be accessed by our learners.

Classroom organisation

Learners are mostly based in mixed need classes based broadly on age in order to enhance

the sense of everybody belonging to one coherent community and to develop the highest

possible level of social and communication skills. There is one sensory class for learners

with very high multi-sensory needs. These learners have frequent opportunities for

inclusion with other kinds of learners to ensure the sense of belonging to the school

community is maintained.

In order to meet the sensory and sensory integration needs of different kinds of learners,

some aspects of the curriculum may delivered to needs-based groups. We call this Rainbow

Time.

Transitions

Transitions between environments or activities can be very challenging for our learners.

They are supported in the same way across the school using visuals, timers and verbal

prompts from adults. Each class has a visual timetable for the whole group on display.

Many learners have a ‘now and next’ board to support their understanding of what is going

to happen and to prepare them for it.

When learners join New Siblands both they and their families are given an induction booklet

and invited into the school so that useful information can be shared. If a new learner needs

an individual programme of transition, this is arranged for them, according to their need.

Similarly there are programmes put in place for transitions to new classes and across sites.

P16 learners are well prepared for their transition to a new setting through the curriculum

content. An independent transitions advisor begins to support families from Y9. Every year

there is a transitions fair in the autumn term, attended by local providers, to support

learners and their families to understand the options available to them.


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Communication & Interaction

‘Communication is fundamental to children’s development;

children need to be able to understand and be understood.

Communication is the foundation of relationships and is essential

for learning, play and social interaction. ‘

The Communication Trust

The Communication & Interaction aspect of the curriculum at New Siblands equips our

learners with the skills they need to become adults who can express their needs,

preferences and opinions; who feel confident to use their voice and be heard, and who

understand the social conventions of communication in different situations.

The Communication & Interaction aspect of the curriculum focuses on expression,

understanding and attention. It includes:

Attention Autism (a programme to develop concentration and attention)

Talkabout (a social language skills programme)

Social language skills and conventions

Lego Therapy

Communication aid user groups

Eye-gaze programmes

Intensive interaction

Makaton choir

Communication is consistently supported across the school using:

Makaton

Boardmaker symbols

Objects of reference

Communication books

Learners who need communication pathways that are not based only on verbal

communication access a range of progressive Augmentative Alternative Communication

(AAC) techniques including communication books, E-tran frames, eye gaze, PECS, and high

tech voice output communication aids (VOCAs)

Opportunities to learn, develop, consolidate and generalise language skills occur at all points

in the school day. Less structured times, such as lunchtimes, playtimes, outdoor breaks, as

well as outdoor learning sessions, inclusion sessions and assemblies are used to motivate

and encourage learners to use their language skills in a range of contexts.

A Speech and Language Therapist (SLTh) supports the assessment and monitoring of

individual speech and language programmes, as well as delivering direct specialist support

1:1, in small groups and to whole classes.


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Cognition & learning

The Cognition and Learning aspect of the curriculum at New

Siblands equips our learners with the knowledge they need to

develop early reading and literacy skills; mathematical and scientific

thinking skills; problems solving skills; and early learning skills. Our

learners are engaged through play, creativity and personalisation.

Developing independent learning skills is a key component of

learning.

The cognition & learning aspect of the curriculum is based on early

years models, where learning focuses on the following areas:

English

Maths

Understanding the world

Expressive arts and design

All other aspects of the curriculum overlap with cognition & learning. These are:

Communication and language

Sensory / Physical development

Social, emotional and mental health

For learners on the Belonging or Achievement pathways most areas of learning are

delivered through themes where learning overlaps. For learners on the Celebration

pathway, who have begun to work at the early levels of the national curriculum, additional

learning may also be delivered in discrete subject areas, often in very small groups.

All aspects of the curriculum will be adapted by teachers so that they can develop learners’

skills and understanding of concepts according to the specific needs of the groups they

teach. For learners with profound and complex disabilities, this will be through a sensory

approach; for learners operating at the semi-formal level, this will use play and other

explorative activities to build the pre-requisite skills needed for subject specific learning;

and for learners operating at the level of the National Curriculum this will focus on subject

specific learning for core subjects as outlined in the programmes of study.

Themes usually last for one term and teachers have autonomy over how to organise the

learning in this time. They may focus on one area for a period of time, or divide the days

into ‘subject’ areas that are repeated weekly, according to what works best for their

particular group.

English: Reading

Developing pupils’ communication and reading skills is foremost and integral to our

curriculum. SEND can affect the way learners are able to access programmes for Reading.

High quality picture books are key to developing reading skills for pupils across all key


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stages. Role play and sensory experiences related to texts develop reading skills and foster

an enjoyment of reading.

Some learners take part in regular, structured phonics lessons based on the Letters and

Sounds programme. New Siblands also sometimes delivers phonics through a ‘speech

sounds development’ programme, for learners who are developing their speech sounds

more slowly. This changes the order of letter sounds taught in order to access the sounds

pupils are likely to develop first. Jolly phonics songs and actions, also support our teaching

of phonics.

Increasing numbers of our learners benefit from a whole word reading approach and this is

supported by the ‘See and Learn ’programme, which is delivered daily.

For learners on the belonging pathway, reading is about developing a wider understanding

of the meaning of photographs, symbols and objects. Eye gaze may support reading skills

for this group.

Motivating resources help to engender a love of reading. Story sacks, sensory studio

sessions and objects of reference, all help to bring set texts to life for our learners.

All learners have regular reading sessions which are tailored to support their individual

needs. Reading schemes contain resources for readers using both phonics and whole word

recognition. The reading curriculum uses a range of reading schemes, books and materials

to provide our pupils with relevant, motivating resources.

English: Writing

Physical disabilities and delayed physical development affects the gross and fine motor skills

necessary for writing. Cognitive impairments may affect the speed at which learners can

control their movements. For this reason, progress in physical development is closely linked

with progress in writing.

Writing sessions are delivered using programmes such as Clever Fingers, and Write Now,

which include strategies for developing the physical skills of writing. Writing Without Tears

has also influenced the way we build early writing skills and provides an assessment model

for how to build the mark making skills required for letter formation. For pupils on the

Celebration pathway writing sessions include writing for different purposes and in different

styles. For sensory learners eye-gaze technology and sensory approaches are utilised.

Maths

The Maths curriculum is based on the theories of Les Staves, which are specifically focused

on supporting pupils with PMLD and SLD to acquire the skills needed to understand

mathematical concepts in a hierarchical manner. Concepts that may take learners with

SEND a very long time to master are broken down into into hierarchical principles and steps

by which they are understood. The importance of ensuring mathematical language is


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securely linked to the concepts it represents before progressing to the next stage is

emphasised. Given that many pupils with SEND have significant speech and language

delays, this is vital for long term mathematical understanding and progress. Numicon is

used to support development of number concepts. For sensory learners eye-gaze

technology and sensory approaches are utilised

Understanding the world

For learners on the Achievement & Belonging pathways, ‘understanding the world’

encompasses scientific thinking, using technology for specific purposes, understanding time

and place in relation to a learner’s direct experience, and some aspects of our PSHE

curriculum.

For our learners on the Celebration pathway the subjects in ‘understanding the world’ may

be delivered with a more discrete emphasis on the subject learning, using adapted

programmes of study from the KS1 programmes of study for RE, History and Geography,

Science and PSHE.

The practical and explorative nature of Science lends itself well to the learning styles of

students with SEND. The Celebration pathway delivers Science using the differentiated

Strata schemes of work, which provide a comprehensive range of activities that are both

age appropriate and meet the needs of the whole ability range of students.

Pupils with SEND are particularly vulnerable in society. Positive life outcomes for adults

with learning disabilities are significantly poorer that for adults who do not face the same

barriers to understanding the world. PSHE sessions equip pupils with the skills they need to

navigate the rapidly changing social and technological environment they inhabit. Pupils are

empowered express their thoughts, feelings and opinions and to ‘speak out’ appropriately.

A bespoke PSHE curriculum covers a broad range of topics relevant to the chronological and

cognitive developmental stages of the learners including:

Being safe e.g. road safety / stranger danger

Being healthy e.g. healthy eating / the risks of drugs and alcohol

Friendships

Conflict resolution

Relationships & sex education (RSE)

E-safety

PSHE is delivered as part of theme based learning and in discrete lessons. Lunchtimes,

playtimes, outdoor breaks / outdoor learning, assemblies and enrichment activities

provide an important opportunity for consolidation and generalisation of skills learnt in

these sessions. Relationships and sex education (RSE) is covered with pupils grouped by

levels of emotional and physical development. Day to day events provide many

opportunities for pupils to discover, apply and generalise their learning with the support of

adults. E-safety week provides a focus for whole school work and culminates in an assembly.


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Expressive Arts and Design

‘Artistic activities directly exercise and strengthen the cognitive and physical skills

that generally challenge special needs children, such as oral, tactile, visual, sensory

and motor skills, while supporting the development of appropriate self-expression.’

For our pre-formal and semi-formal learners ‘Expressive arts and design’ will be delivered

through activities linked to the theme. For our formal learners the subjects in ‘expressive

arts and design’ may be delivered with a more discrete emphasis on the subject learning,

using adapted KS1 programmes of study for Art & Design, Design & Technology, and Music.

There is also a dynamic programme of activities that form this area of the curriculum

including:

Opportunities to watch musical or theatrical performances

Taking part in musical or theatrical performances

Taking part in workshops delivered by external groups


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Sensory/Physical Development

The Sensory/Physical Development aspect of the curriculum

equips our learners with the skills they need to become adults

who are as independent and healthy as possible, and who are

aware of their own and others’ physical needs.

‘Through my experience of teaching and observing human

movement I have come to the conclusion that all children need

to be at home in their own bodies and so to gain mastery’

(Victoria Sherbourne 1990)

The Sensory/Physical Development aspect of the curriculum focuses on moving (gross

motor skills), handling (fine motor skills), and health & self-care. It includes:

PE, swimming

Personal, social and health education (PSHE)

Physiotherapy

Hydrotherapy

Rebound therapy

Body awareness programmes e.g. TacPac and massage

Sports day

Sensory diet

Outdoor learning and play opportunities also contribute to the Physical Development

curriculum, as these provide safe spaces for learners to move and explore the world around

them.

The school has a leader for physical needs who co-ordinates and supports a range of

programmes, as well as ensuring our learners’ individual care and medical needs are fully

met.

A school nurse, an occupational therapist, a speech and language therapist, and a team of

physiotherapists all support the sensory and physical development of our learners.


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Social, Emotional & Mental Health

Social, Emotional and Mental Health (SEMH) education at

New Siblands equips our learners with the skills they need

to navigate the world. The curriculum supports them to

develop into happy and healthy, independent and

resilient adults with the confidence to use their voice and

be heard.

At New Siblands we place the highest value on teaching

our learners about SEMH because research shows high

incidence of poor physical health and social isolation in

adults with LDD. They are also more likely to be the

victims of abuse. We aim to empower our learners to develop self-awareness, resilience and

the skills for self-advocacy so that they can achieve better outcomes.

The SEMH aspect of the curriculum focuses on making relationships, self-confidence and

self-awareness, and managing feelings and behaviour. It includes:

Personal, social & health education (PSHE)

E-safety

Positive behaviour education

Emotional regulation programmes*

Activities to develop well-being

Pupil voice

Spiritual, moral, social and cultural education (SMSC)

British values

Inclusion and enrichment opportunities also contribute to SEMH education, as they provide

safe spaces for pupils to apply and generalise their learning in a range of contexts.

There is a SEMH leader whose role is to coordinate and develop the whole school approach

to SEMH. In addition, early interventions to support positive mental health and well-being

are in place through an Emotional Learning Support Assistant (ELSA) who undertakes 1:1 or

small group activities with specific learners, and two Mental Health First Aiders who can

support learners to manage difficult situations or issues as they arise and an external

wellbeing practitioner who works with P16 students on issues affecting their well-being e.g.

anxiety.

A Behaviour and Sensory Processing Leader coordinates positive behaviour programmes

and emotional regulation programmes*. She works with the occupational therapist to

ensure learners with sensory processing** needs are assessed and have a planned

programme of interventions, which may include movement breaks, weighted jackets, chewy

toys etc.


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*Emotional Regulation

The SEMH curriculum includes opportunities to support learners to develop skills for

emotional regulation. This is particularly important for learners with learning difficulties, as

the typical development of neurotransmitters that help children understand their emotions

and responses, will not have developed in childhood, as with their mainstream peers. They

are also more likely to have complex attachment issues that affect their emotional

regulation. This can lead to very poor outcomes in adulthood, with much higher incidences

of mental health issues, social isolation and preventable health problems. Specifically

focused, long-term teaching programmes to address this and help learners develop

resilience and the ability to manage their own emotional, social and learning behaviour are

built into the SEMH curriculum.

**Sensory Processing

Expertise in recognising and responding to learners’ sensory processing needs is supported

by occupational therapists and can lead to a profound improvement in behaviour and

outcomes. Approaches to meeting sensory processing needs employed at New Siblands,

include sensory diets, pet therapy, music therapy and programmes that desensitise learners

to food textures.


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Preparation for Adulthood (PfA)

The Preparation for Adulthood (PfA) curriculum is designed to match the South

Gloucestershire PfA pathways (employability, health, independent living and community

inclusion) for 19-25. In addition, basic skills are covered in functional contexts to prepare

students for real-life situations where they can be applied.

Key features of the PfA curriculum:

Develops the highest level of independence possible for each student according to their

cognitive and developmental abilities – choices, skills, and mobility

High aspirations for learners to gain paid or voluntary employment where appropriate

Good quality information about future options for education, employment and housing

supports positive choices, including an independent transitions advisor

Literacy, numeracy, communication and social skills developed, applied and generalised

Importance placed on developing a strong sense of belonging to school, local, national and

international communities

Participation in social and cooperative activities support the development of positive

relationships

High levels of support to enable students to understand how to have good physical and

mental health and to make positive choices to maintain these

Learners are supported to engage in hobbies and activities that enable them to self-occupy

and use their free time in a meaningful and fulfilling way

Accreditation

AQA unit award scheme accreditation

Swimming awards

•Community Inclusion

•Independent Living

•Health•Employability & skills

Work related learning

Enteprose / experience of work

Work experience

Going to college

Functional skills

Physical health

Health services

Emotional well being

Therap ies

PSHE / RSE / E-safety

Social activities and events in school an local area

National and international events

Accessing community facilities, services and events

Being safe in the community

Home skills

Travel training

Cooking

Shopping

Finacial management


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Duke of Edinburgh Award Bronze Level

Food hygiene certificate Level 1

First aid


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Curriculum Impact

Assessment

Progress for learners at New Siblands is measured against individual outcomes outlined on

their EHCP. The level of progress a pupil is making is measured from their starting point.

‘Evidence for Learning’ provides the platform for us to record individual progress towards

outcomes. Each learner has personal learning goals (PLGs) on the app which break down

the agreed long term outcomes for each EHCP domain into smaller steps. The assessment

frameworks can be the source of medium or short term outcomes, or a learning outcome

may be devised in relation to a learners’ individual need. The learning band descriptors are

not used to ‘level’ learners, and learners do not have to achieve or work towards every

outcome in a learning band. Instead, the frameworks offer a sequenced bank of potential

medium or short term outcomes that can be followed as appropriate for each learner.

EHCP - leaners' long term outcomes are set for four domains

Personal Learning Goals document - long term outcomes broken into smaller steps (short term outcomes)

Progress towards short term outcomes assessed through assessment cycle

Progress towards long term outcomes reviewed at annual review of EHCP meeting

Long term EHCP outcomes maintained or changed at annual review meeting


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Recording progress

Teaching teams record a range of evidence towards targets. This may be video clips,

photographs, or written annotations. Annotations refer to the target the learner is working

on. For many of our learners progress will over a very long period of time so is captured

according to levels of support and levels of mastery of a skill:

Annotations on mastery comment on:

from dependent Prompting to independent

Learners complete tasks independently

The learner is provided with support throughout the task. Support may be in the form of physical, gestural or spoken help.

Support is still provided but there is a reduction in the level or frequency of prompting given.

The task is completed with minimal prompting. The learner performs independently but this needs consolidation in order to become consistent.

The learner completes the task independently. Encouragement may be given but no prompting relates directly to the task.

Emerging Developing Securing

We use the following codes to record the level of prompting and may add further more

detailed comments:

ER – experience recorded. This may be used when a learner is not able to engage in

an activity due to health or behaviour reasons

SE – sensory experience

PH – physical help

GH – gestural help

SH - spoken help

NH – no help

from approximate Fluency to accurate

Learners reach a level of mastery combining speed and accuracy.

The skill is approximate and the learner’s behaviour needs considerable shaping in order to accomplish the task.

The learner’s performance is increasingly purposeful and coordinated, but it is not yet sufficiently accurate to effectively accomplish the task.

The skill is sufficiently accurate to meet the requirements of the task but may need refinement. The learner starts and completes the task with little faltering or hesitation.

The skill is smooth, swift and accurate. No further refinement is needed.



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from inconsistent Maintenance to consistent

Learners maintain competency over time through repetition. They remember how to do a task after a break.

The skill has been observed on a single occasion only.

The skill is observed on more than one occasion but only intermittently.

The skill is reliably repeated but may need refreshing after a break.

The skill is consolidated and maintained over time. It is remembered after a break.


from single context Generalisation to many contexts

Learners achieve mastery in different settings or contexts, with different stimuli or with different staff.

The skill is demonstrated in a single setting or context, with limited stimuli or materials and with the same staff.

The skill is repeated but with some variation in setting, context, materials or staff.

The skill is frequently, but not yet consistently, demonstrated in different settings or contexts, with different stimuli or materials or with different staff.

Skills are reliably demonstrated in different settings or contexts, with different stimuli or materials and with different staff.


Assessment for Learning

Assessment for Learning is the way that we ensure our learners can understand what they

are doing well and what they need to next to make progress. All learners’ successes are

celebrated in order to develop their confidence for learning and willingness to undertake

more challenging learning.

Learners are given instant feedback in a way that is accessible for their level of cognition.

This might be a reward, such as bubbles, a high five, or verbal feedback in simple language,

e.g. ‘good listening’.

Assessment and Moderation cycle

Teachers gather evidence throughout the year that inform assessments. Twice a year there

are assessment points, where we record the number of steps of progress towards medium

term targets is recorded for each area. One step of progress = emerging to developing;

developing to securing etc.

At each assessment point, interventions may be reviewed to ensure they are effective in

supporting progress.

Annotations and teacher judgements are moderated both internally and externally at these

points.


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Whole school data is analysed by the school leadership team at the end of each year and

informs priorities for the following year.

*If EHCP outcome is met, new long term outcomes are added at the next annual review meeting

Curriculum review

The needs of learners at New Siblands are constantly changing. The curriculum is therefore

intentionally flexible or ‘dynamic’ in order that we can constantly adapt in order to meet

these needs. The content must be relevant and if a learner cannot from learn from the way

we teach, we will change this so that they can. Professor Barry Carpenter describes this as

‘bringing the curriculum to the child’.

In order to keep our curriculum under review school leaders get feedback from teachers and

class teams to review how well it is meeting needs. We evaluate progress data, behaviour

records, case studies, feedback from families, reports from therapists or other external

professionals and information from EHCP annual review meetings. Research and evidence

based initiatives may also inform the way we develop our practice.

Assessment 1

Moderation

PLGs updated*

Assessment 2

Moderation

PLGs updated*

Whole school data analysis

informs school development priorities for coming year


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New Siblands School would like to acknowledge and thank the following schools who

have supported us with aspects of our curriculum review:

Brays School

Brookfields School

Fountaindale School

Linwoood School

Red Oaks Primary School

Saxon Hill Academy

Vale of Evesham School

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