Curriculum Delivery by age stage

   Early years

Pupils in nursery to approximately year two, begin their time with us in our early years class which is called Eccles. Regardless of need, pupils follow the same long term three year plans as our primary Peaks pathway pupils with their lessons differentiated to provide learning opportunities for all, regardless of their ability and pathway.

Staff form positive relationships with parents and work in partnership as pupils settle into school. Staff are skilled and sensitive in helping pupils to form secure attachments and provide a strong base for helping them to develop their independence and ability to explore. Lessons are delivered through EYFS subject headings which are differentiated to meet the wide range of needs experience by pupils in this class.

Primary phase 

From approximately year two up to year seven, pupils are part of our primary phase. If they are on the Hills pathway, they will follow the bespoke Hills long term plan. If they are on the Peak pathway, they will follow the Peak Pathway three year long term plans, organised into EYFS subjects. If they are on the Mountain pathway, they will follow the Mountain Pathway three year long term plan, organised into national curriculum subjects.

We try to organise pupils into classes of Hills, Peaks or Mountains pupils but due to the small size of our school and the very low number of children achieving on the Mountains pathway at this age phase, this is not always possible and sometimes classes are mixed. When this happens, lessons are differentiated, and pupils access them at the appropriate step of our assessment system. At the moment and due to the small number of pupils we have following the Hills pathway, learners will sometimes stay in our early years for a longer period. At this age phase, when teachers have both Peak and Mountain pupils in their classes, they will follow the three year Mountain long term plans.

Secondary phase

From approximately year eight to year eleven pupils are part of our secondary phase.  If they are on the Hills pathway, they will follow the bespoke Hills long term plan. If they are on the Peak pathway, they will follow the Peak Pathway Secondary three year long term plans, organised into EYFS subjects. If they are on the Mountain pathway, they will follow the Mountain Pathway secondary three year long term plan, organised into national curriculum subjects.

We try to organise pupils into classes of Hills, Peaks or Mountains pupils but due to the small size of our school this is not always possible and sometimes classes are mixed. When teachers have both Peak and Mountain pupils in their class, they will follow the three year Mountain long term plans.

Post 16

Hills

The Hills pathway caters for pupils who require Post 16 provision. Pupils who follow this pathway will typically have profound and multiple learning disabilities. They will also have physical disabilities and medical conditions. The Hills Pathway provides the opportunity for learners to engage with varied and enriching sensory experiences through the familiar routines embedded in process based learning.  The curriculum is organised into the four areas of need identified in the SEND code of practice and learning intentions closely correlate with outcomes on the Education Health Care Plans for pupils on the pathway.  The aim is to provide opportunities for learning which enable pupils to gain skills in order to reach their full potential and prepare them for future life.    

Functional skills are embedded in routines with a view to optimising a pupil’s skills and independence.  Cognitive development is embedded in accessible activities, as skills should be taught in real situations so that they make sense to the learner. Communication focuses on developing meaningful communication systems for pupils so that their needs and preferences are understood by others and enabling them to access and understand their environments. SEMH is cross curricular with a large emphasis on establishing and maintaining positive relationships between staff and learners. Focus areas for skill development are identified and learning intentions are accessed through bespoke activities that are built into individual timetables.  

Peaks   

The Peaks pathway in Post 16 is our semi formal curriculum pathway. Pupils who follow this have severe learning difficulties and may have additional physical or medical needs. This pathway is delivered holistically through adult led learning and small group work, alongside opportunities for pupils to remain engaged through pupil led learning opportunities.

This pathway is organised into the following curriculum areas: 

 Pupils are assessed following the Peak assessment system for Core subjects. Pupils following our Peaks pathway typically achieve at steps 6-12.  

 Pupils are assessed against the OCR Life and Living skills Entry Level profile for other areas of learning this is typically Pre- Entry and   Entry Level 1.

 Recording is completed through Seesaw, evidencing the learning that has taken place, providing a record of progress.  

Mountains Pathway  

 Pupils who follow our Mountains pathway have previously accessed a subject based curriculum. Pupils have severe or moderate   learning difficulties and may have additional physical or medical conditions.

Pupils access the following curriculum areas and are typically between Entry Level 1 to Entry Level 3.

Pupils are assessed following the Peak assessment system for Core subjects. Pupils following our Peaks pathway typically achieve at steps 13-20.  Seesaw is also used to provide a record of progress. 

Curriculum delivery 

Pupils work towards achieving a range of awards and qualifications in Life and Living Skills, which develops their independence skills in both the community and in the management of their own learning. Functional skills underpin the Post 16 learning offer. Pupils will follow accreditation in English and Maths at an appropriate level. Numeracy skills are enhanced through practical situations and experiences, including cooking and shopping. Pupils have access to accreditation opportunities in Post 16 such as Travel Training. For pupils with more complex needs there is a sensory and engagement approach to the curriculum which will help to develop communication and social skills. Post 16 keeps up to date with the changing government policies. 

Post 16 pupils increase the amount of time spent out of the classroom developing their life skills. The curriculum aims to challenge and stimulate the pupils and promote the skills and values that will enable them to lead fulfilling lives as adults. The curriculum provides opportunities for learning not only within the school but also within a range of areas and activities in the local and wider community. Pupils will learn to transfer their learning to real-life situations while at the same time broadening their experience and developing their self-confidence.