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Curriculum Executive Summary

Intent 

Intent: What is Nancealverne aiming to achieve through its curriculum?

  • To provide an outstanding broad and balanced education, which is personalised to the individual needs of each pupil.
  • Through the identification of the appropriate curriculum pathways we secure outstanding outcomes in developing pupil’s academic achievement, independence, engagement and social skills.
  • To provide a calm, learning focused environment, which is safe, caring and nurturing.
  • To develop and maintain strong and mutually supportive relationships with parents and carers. 
  • To provide a holistic education, which incorporates guidance and strategies from support agency partnerships e.g. speech and language therapists, occupational therapists, physiotherapists etc.
  • To increase resilience and develop pupils’ ability to self-regulate.
  • To develop pupils’ essential life skills, developing their knowledge and the ‘cultural capital’ they need to succeed in life (personal development).
  • To promote physical and emotional well-being for all learners.
  • To provide informed access and progression within personalised Accreditation routes.
  • To prepare pupils for the next stage of their education.
  • To ensure all pupils leave Nancealverne with outcomes that reflect the best of their ability.
  • To ensure the best possible long term outcomes are available for all pupils.
  • To ensure Nancealverne values are at the heart of learning.

Implementation 

Implementation: How is the Nancealverne Curriculum Delivered?

  • There are three main learning groups within the school: Severe Learning Difficulties (SLD), Autistic Spectrum Disorder (ASD) and Multi-needs (PMLD).
  • Within these groups we have three learning pathways, identified as Ready to Learn (R2L), Bridging to Learn (B2L) and Learning to Learn (L2L).
  • Fundamental to any personalised learning pathway is the schools’ response to outcomes identified via Education, Health and Care Plans (EHCP) which are fully implemented in any one of the pathways being pursued.
  • EHCP outcomes identified through the Annual Review process are addressed/assessed throughout the academic year. Targets identified enable learners to work towards longer term aims ensuring development of key skills which secures progress over time within the areas specified. EHCP outcomes are addressed within all personalised learning routes regardless of pathway taken.
  • All pupils have full access to a broad and balanced curriculum which is differentiated to meet pupils’ learning needs and styles.
  • Our curriculum is designed to be challenging and appropriate to the pupil’s stage of development.
  • Preparation for next stage in learning including transition between Key Stages/Pre- / Post-school. The school recognises the importance of effective transition; through assessing pupils holistically, using a range of assessment frameworks, the school is able to identify personalised learning needs, achievements (progress) and next steps for learning.
  • The school ensures that accreditation is meaningful and clearly reflects the skills and understanding which students need to develop. It is imperative that accreditation provides value in the work that students have pursued through their bespoke curriculum/personalised learning route and all accreditation strengthens learning.
  • Our curriculum offers significant cross-curricula learning opportunities to ensure pupils make significant personal development.
  • Our core subjects are English, Maths and PSHE.
  • We also have a strong focus on Physical Education and Physical Development.  We offer a full Physical development programme including Rebound Therapy, Move and Real PE programmes. 
  • Our curriculum covers a wide range of core and foundation subjects. We dedicate substantial time to both.
  • Our curriculum is designed to build and expand on previous skills and subject knowledge.
  • We offer a wide range of qualifications, which are selected to appropriately challenge, based on the pupil’s stage of development.
  • Nancealverne recognises the importance of ensuring long terms curriculum aims develop pupil’s interests and aspirations. We consider it vital that the voice of all learners is recognised and is, importantly, acted upon. As part of the Careers and WRL curriculum and at Annual Reviews, each learner is provided with key information identifying how the curriculum will support their aspirations.
  • By building effective relationships with parents/ carers, the school secures effective partnership with parents. Through Annual Review and termly pupil progress meetings the school elicits the views of parents/ carers determining how such views can enhance educational opportunities; termly reports to parents/ carers evidence pupil progress over time in relation to bespoke personalised curriculum /learning pathway.
  • The school works closely with Multi-Agency Teams incorporating advice and recommendations received from them into the pupil’s school day (e.g. – well-being/therapy plans). To secure effectiveness the school monitors progress (where appropriate) within such plans; through our bespoke provision the school is able to address these through IEP’s (e.g. – communication targets) or within structured teaching/learning sessions (e.g. – music therapy).
  • Enjoyment in learning is incredibly important to us, we therefore also run regular whole school theme days throughout the academic year.

Teaching and Learning

  • All classes are led by qualified and experienced education professionals.
  • All staff have additional training on supporting learners with Special Educational Needs.
  • There is a full Continuous Professional Development (CPD) available for all staff. This includes access to the newly developed National Professional Qualifications (NPQs).
  • Quality of teaching is observed and reviewed by Senior Leaders. There is also an external moderation of teaching schedule.

Assessment

  • Nancealverne uses assessment system Evidence for Learning to collate progress evidence towards individual personal learning goals.
  • Rigour in assessment; progress demonstrated from each learners starting point.
  • Assessment of progress over time mirrors each of the pupils learning pathway and personalised learning route; assessment of progress is evidenced via pupil progress files which are moderated over the academic year. Bespoke assessment routes and associated data sets evidence if pupils are making expected progress, exceeding expectations or if skill sets are emerging.
  • Pupils’ work is evidenced in subject books which are moderated across Key Stages.
  • Nancealverne analyses data from a range of sources to effectively evaluate each pupil's performance. This allows us to determine whole school performance, moderate our own practice and plan for further improvement.
  • Teachers and senior leaders use a range of formative and summative assessment procedures to assess progress and attainment.  

Impact  

  • The vast majority of pupils meet or exceed their expected progress.
  • Detailed analysis of outcomes and pupil progress indicates that there is little statistical significance between the performance of key groups. Where any small differences are identified strategies are implemented swiftly.
  • Pupils make significant progression and achieve within personalised Accreditation routes.
  • Parents/ Carers views are listened to and acted upon. By building effective relationships with parents/ carers, the school secures effective partnership with parents/ carers.
  • The spiritual, moral, social and cultural development of pupils is paramount and at the heart of the curriculum delivery.
  • Pupils are supported to develop outstanding behaviour over their time at Nancealverne, increasing their ability to self-regulate.
  • The skilful use of communication aids supports pupils’ learning very effectively. Pupils can take a full part in lessons. This results in them making progress and having wider access to the community.
  • Pupils are well-prepared for the next stage of their education and the large majority transition to mainstream colleges. No Nancealverne pupil has left Nancealverne Not in Education, Employment or Training (NEET) in the last five years. 
  • Leaders have established a well-structured curriculum to promote work-related learning. This has resulted in pupils having a clear understanding of the different options available when they leave Nancealverne. They are empowered to make informed choices about their future.