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Introduction
At Ivy Lane School we are very aware that the educational input student receive during their years with us will be highly important not to the quality of their childhood but also to their quality of life on leaving us and entering adulthood. To support this our curriculum is driven by the key principles of: accessibility, engagement, relevance, variety and demonstrable progression. As opposed to following a ‘one size fits all’ approach to achieving these principles; our four pathways acknowledge the individuality of our students on admission and the range of aims they will have from their time in education. Should assessment identify at any point that changes in provision can improve a student’s experience or progress then we will offer the flexibility to ensure these are undertaken.
Curriculum – Foundation Principles
Accessibility – When planning for learning in the medium and short term we seek to provide each student with learning in an environment and style which they can access comfortably. Teachers will receive specialist ongoing professional development to ensure they use specialist methodologies including PECS, Makaton, SPELL and ABA to maximise inclusion within every whole class, small group and 1:1 learning opportunity.
Engagement – Given the strongest and most effective learning takes place when students are engaged our teaching team will personalise opportunities to make them individually relevant to students and focus on providing learning opportunities relevant to the strengths and interests of the students within their class.
Relevance – During our initial assessment of a student we will aim to identify their ambitions for leaving school. Within this we will cover: what academic achievements they seek to achieve; what skills they need to live in their preferred community as an adult; their maximum potential relating to communication and sensory needs and the skills they need to maximise their independence and quality of life as adults. With the assessment in place we will then establish the correct pathway, individual learning plan and support required for each student.
Variety – We aim to develop independent learners who respond positively to a range of learning opportunities. Classroom based methods such as ABA, TEACHH and work boxes may be used to build confidence in core skills. Care will be taken to ensure students can apply skills learned in these settings in a range of domestic, community, work place and learning scenarios. We will seek to maximise our urban location to develop students who are comfortable and confident learning in Wakefield and developing skills which they can continue as adults in numerous locations across the UK.
Demonstrable progression – We seek for our students to leave Ivy Lane School with a greater range of skills, abilities, interests and confidence than when they join us. Termly progression checks will be used by leadership to assess student progression on both subject specific and non subject specific pathways. Within this each lesson will contain assessment opportunities during which learning can be reshaped as required to maximise opportunities for progression.
Curriculum – Specific Aims
| Achievement of outcomes identified within EHCPs All long-term outcomes to influence short/medium term planning. Rigorous annual review of EHCP content as required whilst working alongside placing authorities to make amendments |
Act on views of parents/carers to shape learning opportunities Parents have access to assessment information through annual review and annual reporting processes. Parental consultation events and open communication encourage parental views to be expressed. |
| Responsive to identified needs by a range of internal professions including clinicians and care teams Teams around the child are formed to ensure each child receives multi-disciplinary support and development opportunities |
Holistic planning to deliver actions and outcomes identified by placing authorities and external professionals. We will work closely with professionals from placing authorities to ensure we are delivering a curriculum which matches their own Iona term aims for a student. |
| Shaped in response to student voice – At all stages in a student’s education we will encourage them to shape their learning by identifying individual next steps and involvement in the setting of targets and Iona term objectives. |
Personalised planning based on individual needs – Detailed assessment procedures will enable teachers to recognise and respond to students with inconsistent levels across the curriculum and to plan to address this. |
| Prioritises transition to next steps after school – Whilst in school the annual review process alongside independent advocacy and careers advice will help students identify their initial steps in adulthood. We will then strive to build strong links to help the student prepare. |
Personalised Individualised Learning Plans (ILPs) promote learning in key areas across daily life – To help ensure students’ learning is transferable staff will be asked to promote and record key communication, behavioural and sensory skills across a student’s waking day |
| Inclusive of all relevant aspects of a broad Curriculum – Our broad and balanced curriculum will also be designed to show it complies with all requirements of the national curriculum. |
Promotes Fundamental British Values – Throughout our curriculum we will promote the fundamental British Values of democracy, rule of law, individual liberty, mutual respect. |
| Supports achievement of nationally recognised qualifications – Our programs of study will compliment nationally recognised qualifications across the curriculum to help students achieve these as recognition of their personal success. |
Develops technologically confident learners – Mainstream and adaptive technologies will play a major role in our students’ lives. Our curriculum will help them learn what is on offer and be ready to use it effectively in their adult lives. |