The whole school curriculum and school environment reflects the commitment made to ensure British Values and Social Moral Spiritual and Cultural aspects and Prevent Strategies.
Every aspect of the school curriculum and school environment is reflective of the individual learning needs (and continues to be developed to ensure a balanced curriculum structure is now fully operational).
Pupils' are recognised as individual learners where exceptional achievement enables them to improve opportunities and outcomes of their life beyond school. Life outcomes are actively shared and improved over time, these are commonly referred to within the school as the 3 P’s, where we recognise and actively develop Placement Opportunities, Pursuits (develop a wider field of interests) and Personal Skills. This is supported by families/carers, friends, employees and professionals beyond the school setting as demonstrated through feedback to school (What Others Say About us).
The school is designed with very clearly defined safe, calm classroom bases with individual areas to meet children’s needs. From these bases pupils circulate around the school to engage in more specific learning areas leading ultimately to a more life skills based and independent curriculum. The circulation, movement and integration of pupils around the school is central to the overall vision of developing independence.
The development of Balance Rooms reflects the work we have undertaken with Occupational Therapists over the past year which has helped the development of specific sensory spaces within each class area and in the school that can be used for a variety of purposes to support pupils throughout the day. These rooms are typically smaller in size, with the ability to change the physical environment of the room and the items in the room to suit individual needs. A key purpose of balance rooms is to promote pupils’ self-regulation of their sensory and emotional health & well-being. This includes effective communication and curriculum participation.