New Skill Centre

Curriculum Policy and Procedures

1 Vision and Aims

Vision:

The vision of the New Skill Centre is to provide the best opportunity for pupils to thrive, enabling the young person to demonstrate academic, personal, social and emotional progress to help maximise their potential.

Underpinning this vision is the emphasis and value that we place on building positive, supportive, informative and trustworthy relationships with the pupils and all the individuals who are involved with supporting the pupil i.e. family members, carers, professionals. At all times, we are enabling pupils to achieve their highest level of academic learning and social/emotional independence and where things do not go according to plan, to achieve positive personal learning experiences from any set-backs or challenges, identifying a way forward through targeted intervention and support.

Our Aims:

Ensure that pupils are at the centre of curriculum decisions, putting their needs above that of the school.

Provide an educational experience to meet the needs of our pupils and our local area Have a curriculum that is fit for purpose, offering differentiation and personalisation. Be a school that offers the best in learning and teaching. Be committed to excellence and continuous improvement. Provide vocational and academic courses which meet the needs of pupils and

prepare pupils with the skills required for local employment sectors. Nurture the talents of all and celebrate success. Work closely with home schools and other educational providers to ease transition. Collaborate closely with parents/carers. Provide equal opportunities for all pupils regardless of gender, aptitude or cultural,

ethnic or religious background Offer a broad and balanced entitlement to all pupils Prepare pupils for further study, the world of work and to become active citizens Develop positive personal and social values Provide a variety of activities which bring about effective learning, Provide continuity and progression from the point of referral to the time of leaving

school. Embed in pupils, fundamental British Values and Social, Moral, Spiritual and Moral

purpose.

Curriculum

A. Curriculum Aims

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The curriculum should inspire and challenge all learners and prepare them for the future. The school’s aim is to develop a broad and balanced curriculum that builds on young people’s experiences and helps all to become successful learners, confident individuals and responsible citizens.

Specifically, the aims of our curriculum are to:

Ensure pupils achieve high standards and make good/excellent progress. enable those not achieving age-related expectations to narrow the gap and catch up

with their peers. Ensure pupils have and are able to use high quality functional skills, including key

literacy, numeracy and computing skills. Challenge and stretch pupils to achieve their potential. Encourage pupils to enjoy and be committed to learning.

B. Curriculum outcomesThe New Skill Centre’s curriculum will:

enable pupils to fulfil their potential. meet the needs of young people of all abilities. provide equal access for all pupils to a full range of learning experiences. prepare pupils to make informed and appropriate choices. help pupils develop lively, enquiring minds, an ability to question and argue

rationally and an ability to apply themselves to tasks and physical skills. include the following characteristics: breadth, balance, relevance, differentiation,

progression, continuity, consistency and coherence. foster teaching styles that will offer and encourage a variety of relevant learning

opportunities. help pupils to use develop literacy and numeracy skills. help pupils develop personal moral values, respect and tolerance of other races’

beliefs and ways of life. help pupils understand the world in which they live help develop the personal, learning and thinking skills of all pupils.

C. Roles and responsibilities

The Headteacher will ensure that:

those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual pupils will be met. This will include how the subject will be taught and assessed.

the amount of time provided for teaching the curriculum is adequate and is reviewed annually.

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the procedures for assessment meet all legal requirements and pupils and their parents/carers receive information to show how much progress the pupils are making and what is required to help them improve.

schemes of learning and subject plans are in place, monitored and reviewed on a regular basis.

levels of attainment and rates of progression are discussed on a regular basis and that actions are taken where necessary to improve these.

schemes of learning contain curriculum detail on: context, expectations, key skills, learning objectives, learning outcomes, learning activities, differentiation and resources.

There is consistency of approach towards assessment. Best practice is shared between colleagues in terms of curriculum design and

delivery.

Teaching and support staff will:

ensure that the school curriculum is implemented in accordance with this policy. keep up to date with developments in their subjects. have access to, and be able to interpret, information on each pupil to inform the

design of the curriculum in order that it best meets the needs of each pupil. share and exchange information about best practice amongst colleagues in different

schools and through external networks, resulting in a dynamic and relevant curriculum.

adapt their skills in better understanding the learning needs of their pupils work in partnership with other agencies to provide an appropriate range of

curriculum opportunities.

Pupils will:

have their individual needs addressed, both within the school and extending beyond the classroom into the family and community through a curriculum which offers breadth, support and challenge.

be given additional differentiated support that enable pupils to gain confidence in terms of how they can and will progress.

Have access to high quality teaching and learning for each subject area. Have opportunities to express themselves and to contribute positively.

Parents and carers will:

be regularly consulted about their children’s learning and progression. be confident that their child is receiving a high quality education that is designed to

support and meet their learning needs and which will equip them with the skills they need to thrive throughout their lives.

be informed about the curriculum on offer and understand the rationale behind it.

2 The rationale for our curriculum

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Our pupils, whilst unique, frequently have common experiences and rarely arrive with us having experienced positive relationships with those responsible for their education. It is more common for relationships in all areas of their lives to be challenging and for their behaviour to be defensive, hostile and self-sabotaging with regard to learning and relationships.

Learning difficulties are also a common feature of the profile of the young people who attend the New Skill Centre. It is usual for one or more of the following conditions to be impacting the young person’s ability to form healthy relationships and learn; ASD, ADHD, Dyslexia, Dyspraxia, Irlens, Speech and Language difficulties, Processing difficulties (eg Auditory, working memory, visual), Mental health conditions.

Our curriculum, therefore, is founded on developing and in some cases restoring the self-confidence and self-esteem of these young people by focusing heavily, in the initial stages, on the development of a thorough understanding of the young person and trustworthy relationships between the young person and the education team.

By assessing holistically and accurately, the education team will be able to create a learning experience for the young person that will allow the young person to experience being seen and heard, having their needs met, having their difficulties acknowledged and legitimised and as a result of experiencing an appropriate educational provision, possibly for the first time, for their needs, they experience achievement and success.

In essence, the rationale behind our curriculum is to provide a pathway that understand the young person’s needs accurately both academically, socially and emotionally; to focus on the barriers to learning that have dominated their previous educational life and enable the young person to arrive at a place both internally and externally where they are ready and able to learn and are able to sustain that learning behaviour so they can achieve academic, personal, social and emotional success.

Curriculum – How it works

All pupils at the New Skill Centre have a personalised timetable to support their individual needs, focussing on academic as well as social and emotional development. Pupils are taught either on a 1-1, 1-2 or a very small group basis depending on the activity and or pupil/grouping.

The school curriculum follows a topic based /thematic approach which ensures that key areas of learning (linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative) are experienced throughout the academic year. English and Maths are taught to all pupils as individual subjects in addition to being addressed through other curriculum areas. Every school day starts with morning registration and Reading time.

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The school day consists of three 50 minute lessons before lunch with a 10 minute break in-between each lesson. Lunch lasts for 40 minutes and this is fully supervised by staff and once pupils have eaten, the remaining time is utilised for learning activities and the development of personal and social development through interaction and positive role modelling by staff members.

The afternoon session begins with a 20 minute intervention session and this is followed by two 50 minute lessons separated by a 10 minute break. Some afternoon sessions such as Cooking and PE are blocked as double sessions.

All staff plan and set out their own subject plans and schemes of work, in relation to the accredited programme. The schemes of work set out the range of topics taught over the duration of the programme and how they are incorporated into individual subjects.

Staff meet on a regular basis to review curriculum areas and develop planning in order to avoid unnecessary repetition of work. The Headteacher/Deputy monitors all staff planning which ensure pupils will have access to a broad and balanced curriculum and subsequently experience all areas of learning tailored to their individual needs.

Work scrutiny and lesson observations are carried out by the school leadership team in order to monitor effective teaching and learning and ensure consistency in marking and feedback to pupils. Staff peer review also forms an integral part of monitoring pupil progress and the quality of staff planning to ensure consistency of practice and continuous improvement.

4. Teaching and Learning

As a teaching and learning team, we will:

i. Base our teaching and learning on pupils prior learning and experienceii. Provide relevant and appropriate support to facilitate the learning of the

young person iii. Ensure through our embedded assessment processes, staff led assessments

and formal assessments that we are able to recognise and record the progress and achievements of the young people.

iv. Ensure that individual pupil targets are appropriately challenging with regard to age and ability level expectations, are reviewed regularly and updated to ensure academic and social development progress is made.

v. Recognise and understand the personal histories of the young people, their stories and respond respectfully, effectively, equitably and empathetically to their diverse needs and background as learners.

Staff are supported to maintain and develop their knowledge and practice through: -

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a) Enrolment in continuous professional developmentb) Internal CPDc) Mentoring meetings with senior management of staffd) Regular staff meetings

Daily morning briefings Weekly teaching and learning staff meeting Weekly pupil progress and review meetings

e) Lesson intentions that identify explicitly taught content, reading and skills, British values, Cultural capital and links to the world of work.

f) Daily recording on pupil/teacher lesson objectives assessment sheets.g) Young people to be actively engaged in sessions which identify the qualities

they like to see in a teacher/teaching assistant.

Understanding our young people from different points of view is vital to be able to match our provision to their needs. The young person’s ability to learn can and will be affected by many different factors that arise from both internal and external conditions; internal factors could be emotional, psychological, biological and physical make-up of the individual. External factors could be environmental, sociological, practical as in family and living arrangements, biographical to name but a few.

It is therefore critical that our referral, assessment, acceptance and induction processes gather as much information and understanding as possible so that we can design the bespoke curriculum plan around how best the young person will learn.

Staff are encouraged to become aware of the profiles of pupils and confident of the various understandings there are around the ways that young people learn. For example:

Conditioning: a behaviourist approach that suggests that we can change behaviour, encourage learning by creating a system of goals and rewards in education.

Cognitive theory: a person centred understanding of learning that advocates focusing on the learner rather than the environment. This approach in particular focuses on the memory and the neurological understanding of the brain.

Constructivism: this theory suggests that a learner’s ability to learn is based on the learners prior knowledge, understanding and skills and so a group cannot be taught generically, learning needs to be tailored to the individual so that new knowledge, understanding and skills are layered appropriately on top of prior knowledge, understanding and skills.

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Transformative learning: acknowledges that the learners’ preconceptions of themselves, what they know and understand and can do, the world around them needs to be challenged and may need to change, develop and mature.

Geographical learning theory: focuses on the ways that contexts and environments shape the learning process of the young person.

Teaching staff at the New Skill Centre;

Will have robust target setting, monitoring and recording processes.Each pupil will be set individual targets and these are included within their IEP. These include both long term targets and termly targets that are based on the following headings;

- Cognition and Learning (Written expression, Reading, Maths)- Communication and Social Interaction- Independent Learning- Social, Emotional, Behaviour

Pupil progress is regularly discussed and reviewed during weekly pupil progress review meetings where amendments can be made and agreed upon. Pupils and parents are consulted to ensure that targets are fully understood and appropriate support measures are identified and effective. This is completed through staff, pupil, parent/carer meetings, parent’s evenings, review meetings, half termly reports.

5. Our Curriculum Plan

Our curriculum is designed to enable our young people to grow in knowledge, skills and understanding in all of the subjects offered, whilst proving pupils with the confidence and abilities to move into other forms of further education, training and employment, so that they may live a life that has purpose and meaning to them and enables them to engage positively in their relationships with their local community and with society in general.

Lessons in Maths (x5 sessions) and English (x5 sessions) are delivered every morning to all pupils. Other subjects that make up the curriculum offer include Geography, History, Employability skills, Careers and Experiencing Work, ICT, PSHE, Science, Cooking, Art and Design, Music and PE.

Reading Strategy

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A primary focus of the school is to support and encourage pupils to read. This is done by ensuring that reading is a key element of the curriculum offer with daily timetabled reading interventions provided for each pupil. The aim of this approach is to encourage and improve pupils:

Reading attainment and writing ability Text comprehension and grammar Breadth of vocabulary Positive attitudes to reading Self-confidence as a reader

Our school day;

9.30 – 9.50 Registration and Reading9.50 – 10.40 Session 110:40-10.50 Break10.50–11.40 Session 211:40-11.50 Break11.50-12.40 Session 312:40-13.20 Lunch13:20-13.40 Registration and Interventions13:40- 14.30 Session 414:30-14:40 Break14.40-15.30 Session 5 15:30 End of school day

Time audit of individual subjects.

Subject Time (mins.) Per weekRegistration, Reading and Interventions (am and pm) 2 hrs 40 minsEnglish Functional Skills 4 hrs 10 minsMaths Functional Skills 4 hrs 10 minsICT Functional Skills 50 minsPSHE 1 hr 40 minsPE 3 hrs 20 minsArt and Design 50 minsGeography 50 minsCooking (Foodwise) 1 hr 40 minsEmployability Skills 50 mins

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Science, History, Careers and Experiencing work To replace Cooking, Geography and Employability skills in Summer

TermBreaks/Lunch that focus on social skills/personal development by input and role modelling of staff. 5 hrs 50 mins

6. Assessment

We are very conscious of the young people’s educational entitlement and will use the advice of the National Curriculum to provide access to all areas of the curriculum at a level that is appropriate and meaningful to the young person and has the greatest chance of building on a strong and sustainable foundation of knowledge, skill and understanding.

1. Our approach to our teaching, learning, assessment, monitoring and evaluations is personal, professional, holistic and based on an understanding that the advice, support and expectations need to be recorded according to the principles of SMART i.e. specific, measurable, achievable, relevant and timely. At all times we are working to enable the pupil to achieve their highest level of personal and academic learning and independence and where things do not go according to plan, to achieve positive personal learning from any set- backs or challenges. For this reason, the assessment process that identifies barriers to learning is as important as the process that identifies progress.

2. We are also very conscious of the advice and guidance within the SEND Code of Practice. The SEND Code of Practice promotes the use of the ASSESS, PLAN, DO, REVIEW cycle. The elements of the cycle, as they pertain to the New Skill Centre are described in the diagram that follows.

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ASSESS PLAN DO REVIEWGather information:

- Attainment- Attendance- Education- Academic- Personal- Social- Emotional- Behavioural- Medical- Professional input- LA/Commissioners- Criminal

What outcomes are we aiming to achieve/to consider?

- Pedagogy- Teaching and Learning - Resources- Staff- Assessment

procedures- Reporting and

reporting- Progress monitoring

and interventions- Effective methods of

communication with all stakeholders

- Reviews and adjustments

- Information and sharing of good practice

- Pupil and Parent voice

Evidence:- Curriculum - Timetable- Lesson objectives- Subject plans- Schemes of work- Pupil and Parent voice- Evidence of work, progress

and attainment- Daily/weekly staff meetings- Progress reviews and

adjustments to offer- Half termly reports- Home school

communication and review- Headteacher/Proprietor

school meetings- Reporting and Recording

procedures- Support measures and

Interventions

- Feedback - Pupil and Parent voice- Home school comments

and reviews- School reports- Progress and

AchievementReviews

- Professional review meetings

- Annual reviews- Satisfaction

surveys/questionnaires- Parent

evenings/meetings- Levels of attainment

Assess, Plan, Do, Review cycle

3. Initial assessments before and on entry to the New Skill Centre.

The assessment process the school goes through to gather information to inform the personalised planning for the pupil before acceptance at New Skill Centre and before starting are contained within the three processes that cover the actions we take as a school from the moment a young person has been referred to the New Skill Centre.

The processes are: -

Referral process: The process which starts when the Local

Authority/Home school are considering placing a young person with the New Skill Centre.

Transition and Induction process: The process the staff will put in place once the young person starts their placement at the New Skill Centre.

Pupil progress monitoring and review process: The ongoing process that the staff will follow to ensure that the young person is always following a programme that is achieving the best outcomes for the pupil.

The Referral process is co-ordinated by the Transition and Pastoral Lead and enables the New Skill Centre to assess whether it offers the most appropriate provision for the young person. This is completed in collaboration between the New Skill Centre and the LA Commissioners and/or Home schools.

The Transition and Induction process is completed within the first few weeks of the young person starting at the New Skill Centre. A Transition and Induction period is organised to enable the young person to gradually integrate into the setting, become confident with the staff team and get to know other pupils.

During the referral/transition and induction process, pupil information is gained from referring home schools, Local Authority, professional agencies, training providers, social care team, parents/carers.

See chart below for further detail on the referral and transition/induction procedures at the New Skill Centre.

Pupil progress and achievement is monitored and reviewed fortnightly during staff weekly pupil progress review meetings, where further comments are included and if required, readjustment of targets are agreed and completed.

Each pupil has a completed Individual Education Plan (see appendix 3) with specific targets based on the following headings;

- Written Expression- Reading/Literacy- Mathematics- Independent Learning Skills- Social and Communication Skills- Social, Emotional, Behaviour

Understanding and achievement of individual lesson learning objectives are monitored through pupil and teacher assessment based on ‘Know’ and ‘Do’. Pupils are encouraged to self-identify their level of understanding and this enables the teacher to confirm further planning, delivery and support measures to ensure that all learning objectives for each lesson can be fully met by every pupil.

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Referral and Transition/Induction process at the New Skill Centre

- Home School/LA identifies NSC as a potential placement for pupil.

- Headteacher/Transition and Pastoral Lead/Staff review pupil referral information and suitability of placement.

- Parents notified by Home school/LA.

- Home visit by Transition and Pastoral lead to share information and discuss parents and child’s view of placement.

- School observation, meet with pupil and appropriate teaching and mentor staff.

- Named person(s) identified at Home school.

- Placement agreed and referral/funding contract received.

- Dual placement agreement completed.

- Transition and Pastoral lead to visit home school to discuss, complete and gain pupil information. Where relevant, this includes;

- Registration form(s)- School reports- EHCP - Education/behaviour plan- Reasons why the referral has

been made- Record of Behaviour- Risk Assessment(s)- External agencies involvement

and details- Attendance data- Current levels of academic

progress and baseline information

- Specific learning needs- Subjects taught- Agreed/required academic

outcomes- Previous educational data –

EYS/KS2/KS3- Safeguarding information- Named professionals/agencies

Induction process

- Pupil and Parent/Carers to visit the New Skill Centre- Pupil registration forms completed- NSC School Admissions Register updated- Travel arrangements and Term Dates confirmed - Induction timetable and process confirmed, including

the completion of the following; Likes/Dislikes Family genealogy Where I live/who I live with Understanding rules and expectations Meeting the staff questionnaire Who am I module

- Strengths and difficulties questionnaire - Review information received with NSC staff and plan a

transition timetable- Transition timetable in place - Completion of baseline assessments (Functional Skills

BKSB, Boxhall, etc.)- Interventions identified and planned- Meet other pupils- Individual timetable confirmed - Attend lessons- 4 week review meeting with home school and

parent/carer- Fortnightly progress reviews- Long term and termly targets agreed and IEP

completed and reviewed/adjusted fortnightly

Formative/Summative assessment

Ongoing assessment is carried out through the planned assessment, monitoring and evaluation of teacher led tasks and activities within the curriculum.

Daily assessment

i. Enquiring about the pupil upon arrival to school and further during registration periods.

ii. Lesson intentions that are responsive to the attitude and wellbeing of the young person on the day; that make reference to the expected academic learning outcomes and those contained within the EHCP’s of the young people and the targets set out in the individual education plan.

iii. Self assessment by teaching staff and pupil at the end of each session that comment on understanding and achievement of the lesson learning objectives.

Weekly/Fortnightly assessment

iv. Progress review of IEP targets, adjustment and planning to ensure targets are appropriate and progress is ongoing.

v. Barriers to learning identified and appropriate intervention strategies identified and implemented.

Half Termly

vi. Extended meeting with staff team to discuss each pupil’s personal progress and achievements.

vii. Half termly reports written, reviewed by Headteacher and sent to parents/carers and Home schools.

viii. Meeting with pupil to identify what has gone well, what are the young person’s concerns and what does the young person feel should be their next steps.

Yearly

ix. Annual review for those young people with EHCP’sx. Pupil report completed and sent to parents/carers and home

schools.

Appendices

1. SEN Intervention Map2. Reading Strategy Action3. Individual Education Plan4. Lesson objectives ‘Know a+d Do’ assessment 5. Subject Intent Plans – Exemplar copy

Appendix 1. New Skill Centre SEN Intervention Provision Map

Aims and Headings The New Skill Centre allows for work to be differentiated to the needs of individual pupils who are supported at the appropriate levels, with provision of targeted interventions. This compliments and supports any other specialist/professional input already in place, such as educational psychologists, etc. The aim is to provide a flexible approach to help meet the needs of our SEN learners on a daily basis, by incorporating targeted intervention methods and strategies, as identified below;

- Differentiation: visual timetables, ability grouping, individual progression targets, lesson planning, differentiated curriculum offer

- Social Interaction and Behaviour management strategies: class rules, clear instructions, positive role modelling, clear communication, 1 to 1 support, activities and playing desktop games/Lego, Draw and Talk

- Inclusive learning strategies: modelling work, tasks broken into smaller chunks, 1 to 1 support, bespoke timetabling, nurturing approaches, clear communication, flexible delivery approaches.

- Healthy living: Healthy relationships, Cooking, Fitness, Positive role modelling, 1 to 1 support, professional advice and support

- Sensory and physical: Use of keyboards and I-pads, Irlen overlays, small teaching groups, 1 to 1 support, visual aids, pastoral support

- Reading: 1 to 1, Reading strategy, range of texts, timetabled reading interventions

- Numeracy: 1 to 1, timetabled numeracy interventions

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INTERVENTION STAFF/CHILD RATIO

FREQUENCY PUPILS TARGET EXPECTED OUTCOME REVIEW DATE

ReadingDaily intervention delivered by teacher/TA

1:2 20 mins daily All (Group 1 and 2)

To motivate pupils to become more confident in reading a range of texts.

To identify struggling readers and ensure appropriate reading strategies and materials are in place to support.

Pupils to read newspaper articles and gain a better understanding of local issues.

Pupils to be able to understand and answer questions to assessment papers.

Pupils to read aloud in class.

Pupils to display a positive attitude towards reading in class.

Implementation of appropriate reading strategies.

Pupils to gain enjoyment from reading and become more proactive in seeking reading opportunities.

Pupils to actively seek out new information from different source material.

Pupils to become confident in their ability to read and understand topics in different curriculum subjects and assessment papers.

Termly

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INTERVENTION STAFF/CHILD RATIO

FREQUENCY PUPILS TARGET EXPECTED OUTCOME REVIEW DATE

Social interaction and Communication

All staff

1:2 Breaks and Lunches

All (Group 1 and 2)

Pupils to improve social skills through positive role modelling by all staff.

Pupils to improve social interaction and communication through participating in interactive games and table top games.

Pupils improve on their table manners and socializing skills through staff and peer role modelling

Pupils to become more aware of their surroundings and then social behaviours.

Pupils to be able to interact and self-regulate more effectively when taking part in team games. To accept that losing is ok and to communicate feelings in a positive and open manner.

Termly

Numeracy 1:4 2 x 20 mins weekly

All (Group 1 and 2)

Children to have a solid understanding of times tables and calculations expected for levels of ability.

Children to apply this understanding independently in class.

Small group and 1 to 1 maths support .

Accelerated progress in maths

Pupils meet expected rates of progress and individual targets as per IEP.

Pupils feel confident in their ability to use Maths across the curriculum.

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INTERVENTION STAFF/CHILD RATIO

FREQUENCY PUPILS TARGET EXPECTED OUTCOME REVIEW DATE

Art (Draw and Talk)Delivered by qualified staff member

1:1 When required Individual pupils

Pupils to gain understanding of their feelings and be able to express their emotions in a controlled and rational way.

Pupils to gain greater confidence about how and why they feel the way they do and are able to express their feelings more openly.

Termly

Social skills groupIntervention delivered by staff

1:4 2 x 20 mins weekly

All pupils To learn how to respond appropriately when:

You don’t agree with your group

You are told to work on something you don’t want to

Pupils learn how to respect each other and demonstrate empathy

Children to learn what appropriate responses are when working in a group

Termly

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INTERVENTION STAFF/CHILD RATIO

FREQUENCY PUPILS TARGET EXPECTED OUTCOME REVIEW DATE

Social interaction, Mindfulness, Games, Lego

All staff

1:4 1 x 20 mins weekly

During social times

To learn how to:

Lead a group

Follow instructions

Play a supporting role in the group

Cope with losing.

Improvement in behavior of pupils and respect shown toward peers and staff.

Positive relationships between pupils and staff.

Improved pupil resilience and self esteem.

Better self regulation.

Termly

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Appendix 2 - New Skill Centre Reading Strategy Action Plan

Objectives Actions proposed Responsible person(s) To be completed by Success criteria1. Establish a strong

reading culture within the school.

Develop effective systems and resources to help inspire staff and increase enjoyment for pupils to read.

Headteacher Spring Term 2020 Strong school reading culture with clear intent demonstrated through strategies and staff knowledge.

2. Establish dedicated sessions for reading that identifies clear process and procedure.

Dedicated reading intervention sessions to be included within the school timetable.

Headteacher Completed 19th December 2019

Robust reading strategy in place and active. Pupils actively engaged in reading daily.

3. Ensure all staff gain knowledge required to teach reading to pupils at their stages of learning.

Suitable training to be identified and organised for staff to attend.

Headteacher,Staff

Summer term 2020 Knowledgeable staff who are able to support fully the reading and literacy needs of pupils.

4. Ensure sufficient and well considered reading resources are available to pupils.

Suitable books and resources to be identified and available throughout the setting. A broad range of texts to be available.

Proprietor,Headteacher,Staff

Spring term 2020 The school is fully resourced with a suitable wide range of texts and reading materials.

5. Ensure that reading is delivered at every opportunity across the curriculum.

Teachers to ensure that opportunities are provided in all lessons for pupils to read.

Staff January 2020 All staff to encourage reading throughout all areas of the curriculum.

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6. Pupils to become independent readers.

Staff to devise classroom strategies to encourage pupils to read independently by selecting relevant books and sustain concentration.Pupils with weak reading skills are identified and appropriate intervention arrangements are put into place.

Staff Monitored at weekly progress reviews

Pupils demonstrate clear enjoyment for reading and demonstrate improvements in their self-esteem, awareness and confidence as a result of their reading experiences.

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Appendix 3 - Individual Education Plan

Name of Student:

Date of Birth:

Start Date:

Previous/current school:

Maths (working towards) –

English (working towards) -

Category Progress Review Date

Long-term Targets Summer Term Targets

Cognition and Learning

Written ExpressionTarget …

Date set: XXX…

Written ExpressionTarget…

Date set: XXX…Date Target Review… Target Review…DateDateDateDateDate

Reading/LiteracyTarget…

Date set:

Reading/LiteracyTarget…

Date set: Date Target Review… Target Review…DateDate

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DateDateDate

MathematicsTarget…

Date set:

MathematicsTarget…

Date set: Date Target Review… Target Review…DateDateDateDateDate

Independent Learning SkillsTarget…

Date set:

Independent Learning SkillsTarget…

Date set: Date Target Review… Target Review…DateDateDateDateDate

Communication & Social Interaction

Social & Communication SkillsTarget…

Date set:

Social & Communication SkillsTarget…

Date set: Date Target Review… Target Review…DateDateDateDate

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DateSocial/Emotional/ Behaviour

Social/Emotional/BehaviourTarget…

Date set:

Social/Emotional BehaviourTarget…

Date set: Date Target Review… Target Review….DateDateDateDateDate

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Appendix 4 - Lesson objectives ‘Know and Do’ assessment

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Appendix 5 - Curriculum area - Geography short course ASDAN 30 Credits EXEMPLAR ONLY Grp Explicitly taught

contentReading/Skills SEN Cultural and

Social CapitalBritish Values/SMSC

Careers and World of Work.

2 My Place – 2 Local area places important to you.9 Changes to the local area.11 Area people like or dislike.3 Local area improvements.Food Energy, Waste – 1 Attitudes towards recycling.9 Local waste collection5 Design of a product supplied by renewable energy.4 Design of an energy efficient home.

Research online Ecosystems, Food chains, animals, climate (Biomes).Create poster of improvements to local area.Being part of a team.Following advice and instructions.Independent learning when designing a news report.Reading text from newspaper articles.Using ICT to create newspaper article. Completing calculations, reading graphs, and use of numbers when investigating

Social interaction within the group, sharing knowledge, speaking and listening skills.Working independently.Following instructions and being able to ask for support when required.Reading and Maths interventions during lessons and tasks/activities.Communication and social skills development through small

Improved knowledge of local area and issues affecting local communities.Identifying benefits of being responsible when disposing of rubbish. Lessening the carbon footprint. Greater awareness and knowledge of the impact and human cost of conflict.Awareness of

Understand how local decisions are made and the impact they have on communities.Understand the importance of being a responsible citizen.Greater empathy towards others who have suffered from the effects of conflict. Being more tolerant and understanding

Knowledge of key areas of work in the local area.Employment, process of applying for a job.Awareness of personal qualities and requirements of career choices.Links to careers in fast food industry, green occupations, charitable organisations.Understanding of the local economy and

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Big Issues – 2 Ecosystems3 War and conflict4 Fast Food 6 Natural Disaster

populations of countries.Calculating annual pay, working hours.Problem solving when designing a renewable energy product.

group work.Relationship building. Social and emotional development.Improved self- esteem.

healthy eating and ethics of food sustainability.

of local and national issues and how they affect individuals.Greater tolerance towards others.Greater appreciation of the natural world.

gaps in the employment market.Letter writing.Reading newspapers.Research for employment opportunities.

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