1 Date updated: 25.08.2023 next review: 24.09.2024 Curriculum Policy Policy written by Bev Doran Date of Review 25/8/23 Agreed and accepted Overley Support & Scrutiny Board Date of next Review 5/9/2024
2 Date updated: 25.08.2023 next review: 24.09.2024 Contents Introduction .......................................................................................................................................................5 Legislation and Guidance ...................................................................................................................................5 INTENT ...............................................................................................................................................................6 AIMS ...................................................................................................................................................................7 Ethos and Belief .................................................................................................................................................8 Curriculum Drivers .............................................................................................................................................9 Our Flower: a visual representation of the curriculum vision .....................................................................14 IMPLEMENTATION ...........................................................................................................................................15 Our Reflective Approach to Pedagogy, Standards and Curriculum Design .................................................16 Implementation: Planning and Curriculum..................................................................................................18 Implementation: Curriculum Maps..............................................................................................................18 Implementation: Banded Curriculum ..........................................................................................................18 Implementation: The Broad Areas of Need (DFE 2015) ..............................................................................20 Implementation: School theme ...................................................................................................................21 Implementation: The Curriculum across Key Stages ...................................................................................22 Key stage 2 and 3: Our Broad Areas for Learning ........................................................................................22 Key stage 4: Our Broad Areas for Learning .................................................................................................24 Key stage 5: Our Broad Areas for Learning ..................................................................................................24 Relationships and Sex Education .................................................................................................................28 Implementation: Qualification Offer ...........................................................................................................28 Implementation: Qualifications Offer..........................................................................................................30 Implementation: KS4 & KS5 Pathways for specific subjects........................................................................31 Implementation: KS4 & KS5 Pathways for specific subjects........................................................................32 Implementation: Maximising opportunities ................................................................................................33 The Continuous Curriculum (Waking Day / 24 hour Curriculum) ................................................................33 Further enrichment and SMSC.....................................................................................................................33 Enrichment Pathways ..................................................................................................................................34 IMPACT.............................................................................................................................................................35 A Measure of success… ....................................................................................................................................35 Assessment ......................................................................................................................................................37 Evidence for Learning ..................................................................................................................................37 Individual Education Plans (IEPs) .................................................................................................................38 Roles and Responsibilities................................................................................................................................39 The Governing Board ...................................................................................................................................39 The Head Teacher ........................................................................................................................................41
3 Date updated: 25.08.2023 next review: 24.09.2024 The Assistant Head Teacher.........................................................................................................................41 The Pastoral Deputy Head ...........................................................................................................................42 Teachers and Tutors.....................................................................................................................................43 Appendix I - Overley Hall Therapy Offer ..........................................................................................................44 Speech and Language Therapy ....................................................................................................................44 Occupational Therapy ..................................................................................................................................45 Clinical Psychology .......................................................................................................................................46 Learning Co-ordinator (LC)...........................................................................................................................47 Tutor.............................................................................................................................................................47 Appendix II - Introduction to Therapies and Interventions offered at Overley Hall........................................48 Speech and Language Therapy ....................................................................................................................48 Therapy Play ................................................................................................................................................. 48 Zones of Regulation .....................................................................................................................................48 Lego Therapy ................................................................................................................................................ 49 Aided Language Stimulation ........................................................................................................................49 Social Skills ...................................................................................................................................................50 Theraplay .....................................................................................................................................................50 Principle of TEACCH .....................................................................................................................................51 SCERTS..........................................................................................................................................................51 Social Stories ................................................................................................................................................52 Comic Strip Conversations ...........................................................................................................................52 Total Communication Approach ..................................................................................................................52 Augmentative and Alternative Communication ..........................................................................................53 Attention Autism (Gina Davies) ...................................................................................................................54 Occupational Therapy and Sensory Integration ..........................................................................................54 Comprehensive Autism Planning Schedule (CAPS)......................................................................................56 Nurture Me ..................................................................................................................................................56 Positive Support Plans .................................................................................................................................56 Four Levels of De-briefing ............................................................................................................................57 Principles of PACE (Playfulness, Acceptance, Curiosity and Empathy)........................................................57 Person Centred Development (PCD)............................................................................................................57 Music Therapy .............................................................................................................................................. 58 Forest School................................................................................................................................................58 Intensive Interaction ....................................................................................................................................59 Appendix III - References .................................................................................................................................60 Appendix IV ......................................................................................................................................................61 Appendix V .......................................................................................................................................................62 Appendix VI - Key stage 2 and 3: Our Broad Areas of Assessment..................................................................63
4 Date updated: 25.08.2023 next review: 24.09.2024 Key stage 4: Our Broad Areas of Assessment ..............................................................................................63 Appendix VII - Classes ......................................................................................................................................64 Appendix VIII - Response to Pandemics (COVID-19)........................................................................................67
5 Date updated: 25.08.2023 next review: 24.09.2024 Introduction The children and young people at Overley Hall have severe and complex needs. Autism, attachment disorder, sensory processing difficulties and learning disabilities all present significant barriers to learning. These difficulties often include the child/young person experiencing high levels of anxiety and frustration due to complications with communication and/or regulation. Low self-esteem or lack of confidence may also be experienced following difficulties in succeeding in a mainstream community. The child/ young person may also have difficulties with trust issues or the outcomes of broken down relationships. Furthermore, the challenges to socially conform can interfere with a child’s ability to access inclusive opportunities such as being part of a class or school community. It is therefore imperative that emphasis is placed on identifying such barriers which obstruct their learning processes. By diminishing the impact of such barriers and ensuring cultural capital, our principle aim is to ensure the children and young people can develop their life outcomes whilst enjoying our curriculum offer. Overley Hall believes in providing a holistic education opportunity with the aim of reducing the barriers to learning through a combination of flexible curriculum design, regular assessment, accurate target setting towards individualised life outcomes, and a curriculum implemented with a therapeutic approach. We aim to nurture, build on strengths and interests and target individual needs through providing a person–centred curriculum offer. We aim to encourage individuality and make learning motivating and fun; we do this by providing a therapeutic community which nurtures and develops the ‘whole’ child to offer them better access to a wealth of learning opportunities. Legislation and Guidance This policy should be read in conjunction with our Curriculum Statement and Post 16 Curriculum offer; the revised National Curriculum, Teaching and Learning Policy and the Equality and Diversity Policy. It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014, the Equality Act 2010, and the Special Educational Needs and Disability Regulations 2014 re: making the curriculum accessible for those with disabilities or special educational needs (SEN). The policy also refers to curriculum-related expectations of
6 Date updated: 25.08.2023 next review: 24.09.2024 governing boards set out in the Department for Education’s Governance Handbook. In order to be clear of the school's holistic vision, this policy also needs to be read in conjunction with the Department for Education’s (DFE) Engagement Model Statutory Guidance https://www.gov.uk/government/publications/the-engagement-model as well as Overley Hall’s Sex Education and Relationship Policy and the schools Religious Education and Religious Worship Policy. INTENT At Overley Hall School, the belief is that our curriculum meets each learner at their unique starting point and then enables them to enjoy building their knowledge and skills to achieve their full potential. Through our, Curriculum Drivers, Core Values, Ethos and Belief, we foster an environment where the emotional, physical, sensory, academic, social, moral, spiritual and cultural development of each person is respected and developed. A foundation of research based practice steers our seamless curriculum to empower individuals to flourish whilst reducing learning barriers and maximising learning opportunities as well as embracing the child’s/ young person’s interests, abilities and strengths. To complement our Ethos, the holistic Curriculum Offer has been organised around the ‘Broad areas of need’ (DFE 2015). These have become the foundation for organising the Pathway for Progression. Sequential learning steps are highlighted within Curriculum Maps which relate to subjects and personal development enabling a greater depth of knowledge, skills and understanding. As well as clear building blocks, great emphasis is placed around the combination of Literacy and Communication, to secure the holistic offer whilst diminishing barriers to learning so that end points can be met. Ultimately our curriculum offer, ethos, values and aims are considered essential for advancing confidence, character, resilience, strength, self-esteem and everyday functioning so the young people will be ready and able to function with a greater level of independence, whilst accessing an ever changing, complex society in adult life.
7 Date updated: 25.08.2023 next review: 24.09.2024 AIMS Through the curriculum offered at Overley Hall we aim for all young people to move on as respectful, skilful, ambitious citizens with a love or thirst for learning and a love for life and all it has to offer. Our curriculum aims include: Achieving outstanding end points. Reducing anxiety. Developing key life skills across different curricular areas. Equipping young people for their next destination to be able to use a more ‘functional level of communication’ across different contexts and settings. Providing each young person with their own tool box of communication strategies that enables them to make choices, express themselves, and have greater level of understanding about what is right and wrong (according to British values and society). Offering achievable strategies to regulate emotion, think more independently and solve problems with reduced reliance on others. Providing extensive opportunities to build resilience and tolerance, and in turn to become more accepting of differences and to achieve greater harmony. Enabling experiences of what it feels like to thrive, becoming more confident, self-aware, content and proud of who they are. Creating a positive attitude towards learning. Allowing a wealth of opportunities for positive interaction and many experiences of being kind, safe and friendly with others. Delivering a curriculum that ensures equal access to all by meeting each learner at their unique starting point so enabling appropriate levels of challenge and support. Thus, building knowledge and skills so they can reach their full potential. Teaching how to manage (to the best of their ability) unexpected change and make transitions both small and large with minimal support.
8 Date updated: 25.08.2023 next review: 24.09.2024 Encouraging work experience-based activities, centred around interests and strengths. Providing knowledge, resilience and cultural capital towards living a more meaningful and productive life, positively contributing to society, making fulfilling contributions within our local community and endeavouring to reach maximum potential. Encouraging more willingness to function as part of a team. Creating an environment where the emotional, physical, sensory, academic, social, moral, spiritual and cultural development of each person is respected and developed. Respecting how academic opportunities can lead to greater technical and vocational development towards future learning, digital citizenship and employment. Using a broad and balanced curriculum with sequential pathways of knowledge and skills relating to subject disciplines and personal development to guide progress towards individual end points. In order to achieve our Intent, the journey of the curriculum begins with our Ethos and Belief, Curriculum Drivers and Core Values. Consideration must also be made to the Curriculum Statement, Mission Statement and Curriculum Vision which have helped to steer the development and creation of our curriculum offer. Ethos and Belief At Overley Hall School, our ethos and belief is to encourage: Total unconditional acceptance and positive regard. Integrated approaches, where people work together in a ‘partnership of care’ (Carpenter et al, 2015). Professional curiosity and a culture of safeguarding. Individuality; promoting and respecting the ‘voice’ of all. Transparency where the culture of sharing information is welcomed, valued and constructively challenged using a solution focused approach. Trustful partnerships of care working with best interest at the heart of decisions. The development of a ‘can do’ culture; where focus is about what learners can do as opposed to what they ‘can’t do’.
9 Date updated: 25.08.2023 next review: 24.09.2024 The use of neuroscience to inform learning pathways and strategies so achievements can be embraced. Personalised learning with ‘engagement’ as a fundamental requirement and the creation of a ‘finding out’ culture. Individualised learning which is tailored to outcomes helping prepare learners for their next stages of life. Curriculum planning that is driven and shaped by long and short term outcomes addressed through Individual Education Plans (IEPs) and personalised strategies. Educators to be innovators, enabling flexibility to adjust and enhance learning. Responsive pedagogy to enable a personalised approach to transform life chances, whilst navigating the routes to learning (Hargreaves, 2006). Ambitiously working towards creating happy and fulfilled individuals through an increased focus on life outcomes to provide ‘the springboard to life’ (DFE, 2015 and Carpenter et al, 2015). Implementation, driven through understanding and acceptance of our Intent with the inclusion of Curriculum Drivers as a vehicle that enables greater Impact. Curriculum Drivers Our intent is to help children be the best they can be. Given the difficulties our children share, we believe in having common threads of focus across our teaching and ensuring outcomes are relevant, meaningful and incorporate key life skills. These include: British Values Communication Emotional Wellbeing Engagement and Curiosity Problem Solving Regulation Community Independence British Values
10 Date updated: 25.08.2023 next review: 24.09.2024 At Overley Hall School British Values are not only highly respected, they are also heavily embedded within our Ethos and Curriculum aims. They are explored through spiritual, moral, social and cultural education and discretely promoted through Enrichment, Person Centred Development, Assemblies, PSHE and Citizenship. In order to enable access to such values, much emphasis is based around communication development. Learners are then enabled to access the world around them in a more meaningful way, being able to respond to stimuli in the immediate environment with the ability to express their needs and desires. The power of communication, leading to pupil ‘voice’ not only ensures expression of feelings or opinions but also enables independence and choice making as well as enhancing personal safety, confidence, involvement and the ability to contribute to wider aspects of society. Staff will gently nurture and explore various concepts and challenge ideas so that learners can develop understanding around key values such as right and wrong, rules and boundaries. Positive frameworks of interaction are offered to reduce conflict and promote friendships and vocational contributions to build community cohesion. Not only are British Values heavily embedded in our Ethos and Curriculum aims, they are also the basis of our Curriculum Drivers which steer the planning of activities, events, experiences and learning opportunities which lead to positive outcomes. As highlighted above, communication is an integral aspect of not only working towards British Values but also independence, where learners are encouraged to develop their skills and so be able to more clearly express their needs and choices, or thoughts and ideas. These skills are further enhanced through activities related to English, whereby individually rich experiences of language expand a repertoire of knowledge for expression and understanding. In short, we recognise that communication is the vehicle that’s leads towards key life skills, personal safety and inclusion, where end points can be achieved. Communication Emotional Wellbeing
11 Date updated: 25.08.2023 next review: 24.09.2024 In relation to Maslow’s Hierarchy of needs, emotional wellbeing is considered a vital foundation required to ensure learning processes can take place. As well as offering or adapting an environment that helps to reduce anxiety yet inspire interest, staff carefully build trusting partnerships of care, respectfully accepting each young person as a unique individual. Staff recognise different levels of need and sensitively embrace appropriate challenges and opportunities to ensure life outcomes can be met. Planning considers pupil’s changing needs during different levels of anxiety, linking behaviour with communication, reducing the risk of conflict and embracing positive experiences to enhance emotional and mental wellbeing. Without engagement and growing curiosity, we feel it would be difficult to recognise how deeper levels of learning could take place. With engagement at the start of the learning journey, teaching staff adapt curriculum implementation around the individual child, so a love for learning can become an ultimate outcome. Engagement opens pathways to achievement, attainment and progress for our complex learners; coupled with curiosity, tools of personalisation, innovating a responsive pedagogy and creating a thirst to learn, it increases post-school life chances (Hargreaves 2006). Engagement and Curiosity Problem Solving
12 Date updated: 25.08.2023 next review: 24.09.2024 The basics of problem solving are again considered a fundamental aspect to gaining greater independence, helping to reduce ‘prompt dependency’ and tolerating the sharing of responsibilities. Many difficulties our learners face can be presented during challenging times of anxiety or distress. By prioritising and planning opportunities that enable learners to become more active problem solvers, whilst being engaged, motivated and happy, we believe a greater chance of success can take place. Making relevant, meaningful links across various contexts during times of stability enables greater possibilities to make sense of an individually complex or unexpected obstacle, allowing key skills to become generalised to embrace greater challenge. In relation to Emotional wellbeing, Problem solving and the nature of our learners, consideration must be given to enabling greater ability to comfortably process surrounding stimuli, demands, interactions, emotions, thoughts and social challenge. Our intent is very much about supporting learners to find strategies that help with regulation, advancing confidence, character, personality, resilience, strength, selfesteem and every day functioning whilst diminishing barriers to learning. In recognition of our strong ethos and sense of ‘family’, we endeavour to create an immediate feeling of warmth, nurture, respect and fulfilment across both our school and care provisions. Emphasis on providing a caring community offers security, total unconditional acceptance and the building blocks to enable access to the wider world around them. The Overley ‘bubble of safety’, provides young people with a sense of belonging, predictability and structure; a safe haven which shapes trust and confidence to grow and contribute to the wider aspects of a less predictable community and society. Regulation Community Independence
13 Date updated: 25.08.2023 next review: 24.09.2024 Independence is a key end point to our Curriculum drivers, ensuring life outcomes are also about gaining greater independent thinking with diminishing levels of support. A large amount of planning also takes into account learner preferences, interests and strengths and is therefore able to contribute towards a more meaningful life with greater opportunities for economic wellbeing. Core Values Our curriculum has been carefully planned and designed to be relevant and motivating; a curriculum with clear intent and maximum impact. Core Values - HAPPY H High-reaching High expectations, aspirations, standards and goals “The School’s work to support positive behaviour goes way beyond surface level” (OFSTED 2019) A Approachable Listening with respect, valuing individuality with unconditional acceptance and positive regard P Professionalism Standards of practice at an outstanding level, when considering all aspects of care and education P Positive outcomes Achievable and uniquely tailored goals preparing children and young people for their next stages of life Y Young people come first Decisions, activities and opportunities for growth are focused through ‘child centred approaches’ – The young person is at the heart of all decisions across the provision; ‘voice of the child’ and best interest
14 Date updated: 25.08.2023 next review: 24.09.2024 Our Flower: a visual representation of the curriculum vision The Vision Flower
15 Date updated: 25.08.2023 next review: 24.09.2024 IMPLEMENTATION Through the foundation of our Intent, Aims, Curriculum Drivers, Ethos and Belief and Core Values, teaching staff use an array of interventions that suit individuals with Autistic Spectrum Conditions, Learning Disabilities, Sensory difficulties and Complex needs. These include familiar routines, structure, visual aids, a broad and balanced curriculum and strategies relating to research or therapy advice that will benefit learning and pedagogy. Staff promote a whole school nurturing approach with the flexibility to support different levels of maturity and needs. Teaching involves Our Reflective Approach to Pedagogy and curriculum design. We utilise a multi-systemic therapeutic offer where a number of therapies are applied alongside each other, ranging in type and intensity. As well as a therapeutic delivery, staff carefully and creatively plan whilst taking advantage of the visually rich environment that embellishes Overley Hall, both inside and out. Sensory needs are met through individualised classrooms, with access to environments with less stimuli to reduce arousal levels, which in all, enable a learning journey to ensure each young person can reach their full potential. Teaching and learning embraces safety, acceptance, engagement and confidence to make connections and advance knowledge towards a greater depth of understanding. This journey involves navigating sequential curriculum maps, which highlight deeper pathways of knowledge. Teaching involves making connections with previous learning; offering real life experiences; increasing levels of independence through repetitious teaching strategies; generalising content across different contexts; and using a Continuum of learning to develop engagement, knowledge and skills; this being the foundation to our assessment design (see Assessment). Our definition of Implementation is: The delivery of knowledge and skills (curriculum design) in the most effective way for individual learners at Overley Hall School, making connections to what they know, aspiring to develop deeper level of learning or understanding so that end points can be met.
16 Date updated: 25.08.2023 next review: 24.09.2024 Our Reflective Approach to Pedagogy, Standards and Curriculum Design Despite recognising that the some of the young people at Overley Hall may struggle to commit knowledge and skills to long term memory due to their complex learning disabilities, high standards of practice are considered vital as we hold the belief that each individual can succeed. In order to meet ambitious end point targets, it is important to maximise each learning opportunity or moment. Our self-evaluation includes reflecting on pedagogical approaches, the importance of quality instruction, generating a positive classroom climate and effective classroom management. To ensure these standards are met, our Continuous Professional Development (CPD) places emphasis on subject knowledge, teaching strategies, psychological development of children with and without complex needs, pedagogy and curriculum design. To achieve these high standards of teaching and learning, focus is placed around ‘engagement’ or how questioning (whether verbal or non-verbal) can be used to assess or to scaffold learning. We also recognise the importance of developing independent learning, responsive and adaptive practices, consistency and sequential understanding relating to individual subjects. Our Therapeutic Offer - The Crafting of Our Implementation Our school and therapy department adopt an integrated therapeutic approach. This links various elements of thinking to support the growth of each pupil. This approach can combine a wide range of interventions (see above for examples) that can vary in type and intensity dependent upon individual needs. Most of our learners greatly benefit from this multi-systematic therapy approach where a number of evidencebased therapies are applied concurrently. Many of our therapeutic interventions are delivered by our trained therapists, or by therapy assistants (under supervision). In addition, education staff tap into a wide range of therapeutic approaches and strategies across their implementation of the curriculum, enabled by training and guidance. These interventions initiate and support changes in behaviour as well as reduce barriers to learning. Opportunities arise as the
17 Date updated: 25.08.2023 next review: 24.09.2024 child becomes more able to access the curriculum (Please see Appendix I for our full Therapy Offer). Our therapy department supports a wide range of therapies, interventions and strategies (see ‘Breadth of therapies and interventions’ below and ‘Our Flower: a visual representation of the curriculum vision’ above). In practice, our staff encourage skills such as playfulness, curiosity and independent thinking. During activities staff place emphasis on developing communication skills, attention and focus. The importance of expanding children’s understanding and ability to communicate their emotions is recognised. ‘Zones of regulation’ strategies are used to develop the young person’s understanding as well as their ability to make better choices, which in-turn improves self-regulation (See Appendix II ‘Introduction to Overley Hall Therapy and Interventions’). Breadth of therapies and interventions include: Total Communication Approach Attention Autism Speech and Language Occupational Therapy Sensory SI Clinical Psychology SCERTS Comprehensive Autism Planning Lego Therapy Music Therapy Principles of TEACCH Forest School Functional Behaviour Analysis Zones of Regulation Principles of PACE & Theraplay Aided Language Stimulation Play Nurture Me Approach Social Stories Comic Strips Debrief Packages Person Centred Development Positive Support plan PSP Intensive Interaction
18 Date updated: 25.08.2023 next review: 24.09.2024 Implementation: Planning and Curriculum Implementation: Curriculum Maps To ensure our implementation enables staff to apply a methodical approach and secure progression across each subject, curriculum maps have been organised within a banded system. These curriculum maps enable staff to plan a progression pathway through the many different subject and therapeutic disciplines on offer. As well as identifying typical developmental pathways, these also allow staff to recognise the complexities of our learners where more ‘spikey’ profiles are likely. This profiling also supports staff in identifying and bridging gaps within learning and highlights the necessary building blocks to ensure learning meets the student’s ability to understand. Implementation: Banded Curriculum Each subject discipline within our curriculum offer is organised to match the large spectrum of cognitive abilities presented at Overley Hall School (see Curriculum Bands).
19 Date updated: 25.08.2023 next review: 24.09.2024
20 Date updated: 25.08.2023 next review: 24.09.2024 Implementation: The Broad Areas of Need (DFE 2015) Communication and Interaction Planning creatively takes into account the needs of the children, where targets are crafted and implemented through our therapeutic integrated approach; these become part of an Individual Education Plan (IEP). As well as direct Therapy sessions, ‘Communication and Interaction’ is further developed through Person Centred Development (PCD). Each PCD offers a broad and rich curriculum involving discrete or cross-curricular methodology, a thematic and nurturing approach, curriculum drivers and other broad areas of need and learning. Cognition and Learning Practical and engaging experiences are creatively planned that connect to the school theme, PCD and subject specific (or combined) knowledge and/or skills. Experiences then guide the learning journey, advancing skills and functional understanding to a deeper level. Subjects include Maths, Science, Computing, History and in particular English Reading, Speaking, Listening and Writing where deeper levels of learning ensure individually rich language, a voice and progress in other subject areas. Learners are encouraged to observe, problem solve, identify, create, build knowledge and communicate about their experiences. Social, Emotional & Mental Health This broad area emanates throughout our ethos, aims and core values. Carefully planned visits and activities enable learning connections and opportunities with communities, geographic stimuli and life experiences; enhancing generalisation of knowledge and skills, building confidence and developing understanding of how contributions can be made within the community and society. These connections/ opportunities are structured seamlessly through PSHE sessions, Geography, RE, Assembly, PCD, IEPs and Positive Support Plans (PSP). PCD and everyday practice, takes into account Zones of regulation and the maximising of pupil voice and liberties. Creativity is further explored through Art, DT and Music.
21 Date updated: 25.08.2023 next review: 24.09.2024 Sensory and Physical Planning and teaching take into account ‘Sensory and Physical’ needs which are guided through the therapy team. Developing regulation, choice, gross motor and fine motor physical functioning skills and knowledge. Therapy led sessions take place to support IEP targets, PCD, sensory needs, play and physical needs. These are also used to craft teaching pedagogy. Physical needs are also developed through PE and enrichment days, which also advance Cognition and Learning. Creativity opportunities are captured through Art, DT and Music which also promote choice making, engagement, communication, personal understanding and awareness. Implementation: School theme Through our thematic and flexible approach, we cater for individual interests, whilst providing opportunities to make connections, build knowledge and develop skills in relation to current affairs and relevant matters. As well as prioritising British Values, our integrated approach is driven by the Broad Areas of Need (DFE 2015) and is fuelled by our Broad areas for Learning. Please see example of school themes below.
22 Date updated: 25.08.2023 next review: 24.09.2024 Implementation: The Curriculum across Key Stages Key stage 2 and 3: Our Broad Areas for Learning Communication and language Communication and Language is seen as a priority, as deficits in this area ultimately lead to frustration, anxiety and bring about challenging behaviour. To ensure safety in future years, the ability to express preference and feelings is essential, therefore we offer opportunities throughout the curriculum to develop ‘pupil voice’. Our practice is very much guided by our speech and language therapy and clinical department. Feelings and keeping safe Given the vulnerability of our learners, emphasis is placed on the area of learning relating to feelings and staying safe. Pupils learn about friendships, relationships and how to stay safe and healthy. They learn how to stay safe in school, within the community and online. Pupils are also given opportunities to develop economic wellbeing to support their ability to budget. They apply these skills when out shopping or helping to restock the tuck shop. School staff and the therapy team work cohesively to provide appropriate personalised support for pupils and develop programs to help regulation skills, self-awareness and interaction.
23 Date updated: 25.08.2023 next review: 24.09.2024 Physical Covering all aspects of physical education, as well as the development of fine and gross motor skills the Occupational Therapy Team develop sensory diet recommendations. Their aim is to reduce barriers to learning and to allow greater access to the curriculum, including activities and inclusion within the wider community. This area also includes opportunities to be physical, whilst positively encouraging movement for exercise, mobility and regulation. Functional Learning Functional learning is fully integrated into the curriculum. We aim to make learning relevant and to provide ‘real-life’ experiences and learning that enable generalisation of skills or knowledge beyond the classroom. This also involves integrating the learning journey through our thematic approach. Making choices and positive decisions, thinking creatively and working as independently as possible is positively encouraged. All subject disciplines provide rich opportunities to further develop functional skills. However, the subjects alone are unlikely to provide the complete range of experiences and practical opportunities our learners need to make connections and generalise their skills and understanding. Understanding the world To help pupils begin to make sense of the world around them, learning is offered through the learners being totally hands-on and finding out things for themselves. The focus for this area is mainly but not exclusively related to Science, Humanities and Computing (through games and play). These areas can develop observation skills, prediction and critical thinking. Creativity Creativity is an integral part of our curriculum whereby learners are given opportunities to express choice, to demonstrate independent thinking and to have preferences. Creative opportunities include play, Art, Design and Technology, Music, Food Technology and English and Drama. These subjects cultivate the imagination and encourage the skills of thinking differently and flexibly. Creativity is a great area for encouraging group work, sharing, turn-taking, tolerance of differences and selfawareness.
24 Date updated: 25.08.2023 next review: 24.09.2024 Key stage 4: Our Broad Areas for Learning Key stage 5: Our Broad Areas for Learning Communication and language
25 Date updated: 25.08.2023 next review: 24.09.2024 Communication and Language is also seen as a main priority at Overley Hall School. Deficits in this area can ultimately lead to frustration, anxiety and can bring about challenging behaviour. To ensure safety in future years, the ability to express preferences and feelings is essential. We therefore offer opportunities throughout the curriculum to develop ‘pupil voice’. Our practice is very much guided by our Speech and Language therapy and Clinical departments. Work is often accredited through AQA Unit Awards, Life and Living Skills Diploma and/or Equals Moving On. Great emphasis is placed throughout our IEPs, on developing effective communication to enable independent living as much as possible. Community Inclusion (and participation) We recognise that the subjects alone are unlikely to provide the complete range of experiences and practical opportunities our learners need to make connections and generalise their skills and understanding. Real life learning is a very important part of our curriculum where basic steps start in the heart of school and lead to greater connections with communities and wider environments. Through this area, knowledge and skills can be generalised to ‘real life’ learning and experiences beyond the classroom. We encourage the development of positive and safe decision making as well as exploring opportunities related to the wider world and what could be available beyond Overley. We take pride in providing the cultural capital to raise aspirations, self-confidence and self-esteem. Vocational This broad area of Vocational learning is aimed at providing opportunities across the curriculum to develop transferrable life and social skills that support careers, employability and enterprise. We support the development of ‘pupil voice’ and active involvement in decisions that affect students’ futures, both individually and collectively. We work closely with Future Focus who lead our programmes of study and provide information, advice and guidance to staff, parents, relevant professionals and students. This area can also be an extension of subject disciplines where skills and knowledge can again become more generalised or accredited through AQA or OCR. World Exploration
26 Date updated: 25.08.2023 next review: 24.09.2024 This broad area of learning provides many opportunities to develop more understanding of the world of work, including the understanding around work itself, options available, building confidence about the future and building realistic aspirations. We offer a whole-school careers programme with the ultimate goal of enabling our children to become more informed, and able to make decisions about their futures. Throughout this key stage we provide a wealth of opportunities to develop a greater understanding of the world of work and a deeper level of autonomy. Creativity Creativity is an integral part of our curriculum, whereby learners are given opportunities to express choice, demonstrate independent thinking and to have preferences. Creative opportunities include play, Art, Design and Technology, Music, Food Technology and English Drama to cultivate imagination and to encourage thinking that is both flexible and different. Creativity is a great area for encouraging group work, sharing, turn-taking, tolerance of differences and self-awareness. This area can also be another extension to subject disciplines where skills and knowledge can again become more generalised or accredited through AQA or OCR. Independent Living As part of the broad area of learning we aim to develop skills around independent thinking and functioning. Learners are given opportunities for personal growth whilst engaging in tasks required for independent living. In doing so we aspire to build a foundation for lifelong living and learning which focuses on transferable social, practical, vocational and regulation skills to enable them to live a fulfilled and meaningful life as independently as possible. Physical Physical wellbeing covers all aspects of physical education, as well as the development of fine and gross motor skills. Our Occupational Therapy team develops sensory diet recommendations with the aim of reducing barriers to learning and allowing greater access to the curriculum, including community activities and inclusion. This area also includes opportunities to be physical whilst positively encouraging movement for exercise, mobility and regulation.
27 Date updated: 25.08.2023 next review: 24.09.2024 Careers The development of vocational knowledge and skills is embedded throughout the curriculum offer and commences from the point our young people arrive at Overley Hall School. This vocational emphasis grows sequentially as they progress across key stages. Part of our offer includes a Careers Programme which has been written for individual class groups rather than just year groups. This programme links directly to an individual group’s aptitude and stage of learning with respect to age appropriate resources. Each programme is made up of activities linked to the Gatsby Benchmarks. The Careers programme can be found on the Overley Hall website. We strongly believe in preparing our students for life beyond Overley Hall School and our commitment is demonstrated in the Provider Access Policy Statement which can be found on the Overley Hall website. We closely adhere to the statutory guidance set out by the DFE and Independent School Standards. Overley Hall provides independent and impartial advice and support for our students, their parents and other key stakeholders. Our careers offer aims to provide: Greater understanding of different careers and the world of work. New skills and the development of positive attitudes towards vocational activities. Increased motivation, self-confidence and participation. Stronger links with employers and local providers. Parents with support and advice to ensure smooth transitions, including knowledge about local/specialist providers for life beyond Overley Hall. Access to a wide range of career focused events and activities. A broad range of information sources, details of which can be found in the careers library. Students with opportunities to visit the library with guidance to access a range of differentiated resources. Independent careers information, advice and guidance (CEIAG).
28 Date updated: 25.08.2023 next review: 24.09.2024 Education and training options including apprenticeships, technical education and vocational pathways. (This being aimed to help inform a student’s decision about their 16-19 study programme and beyond). Opportunities to develop decision making skills enabling them to make choices about what the best next step is for them. A programme which adheres to the CDI framework for careers education, employability, enterprise (March 2018) and complies with the Education Act 2011 by securing independent impartial careers guidance. For more information about the roles and responsibilities of all stakeholders please see the Overley Hall’s Careers Plan at www.overleyhall.com Relationships and Sex Education For a detailed summary of how Overley Hall ensures learners are provided with Relationships and Sex education (RSE) please see our detailed RSE Policy and our Curriculum Map at www.overleyhall.com. Through Relationships and Sex Education we aim to: • Provide a framework in which sensitive discussions can take place. • Prepare pupils for puberty, and to give them an understanding of sexual development and the importance of health and hygiene. • Help pupils develop feelings of self-respect, confidence and empathy. • Create a positive culture linked to sexuality and relationships. • Teach pupils the correct vocabulary to describe themselves and their bodies. • Deliver knowledge and skills in a way that (through the lens of the curriculum aims), empathically considers the emotional and academic ability of the young person, whilst adhering to our ethos, beliefs and values. Implementation: Qualification Offer In Key Stages 4 and 5, our offer includes a personalised approach to accessing a suite of qualifications befitting of need; aspiration; strengths and interests. In an effort to reach life outcomes we are steered by personal need, signposted by interest and
29 Date updated: 25.08.2023 next review: 24.09.2024 fuelled by inspiration and strength through a tailored programme of study. All learners are supported at their individual levels of understanding and given access to qualifications that enable challenge and opportunity to achieve maximum potential. Our post 16 curriculum offers programmes at pre-entry levels, Entry 1-3 and can extend as far as Levels 1 and 2 (see appendix IV). Our learning programmes include: Pre entry developmental programmes tailored to develop skills to improve attention, regulation, social awareness, interactive skills, communication, independent thinking and early vocational skills but very much a needs dependent and sensory curriculum offer. Personal and Social Developmental Learning and a variety of supporting therapies. Vocational Skills courses and opportunities linked to Performing Arts, Hospitality, Outdoor Learning, Art & Design, supported by in house and external work placement opportunities. Opportunities to develop subject knowledge and understanding linked to aspiration, strengths and interests, also through our Post 16 thematic approach. Community living skills such as shopping, using money, road safety, awareness of danger and signs, learning to use public transport, learning how to access leisure & health/fitness facilities making the most of our Independent Living Suite. Independent thinking and building independence embedded in the curriculum offer and also via Pathways to Independence programmes. Functional Literacy and Numeracy embedded across real life learning situations and taught discreetly topped up with 1:1 sessions. Physical fitness development including yoga, gym, swimming, cycling, trampolining. Active Citizenship programmes including a host of inclusive community activities. Individual and group Careers sessions introducing the world of work and opportunities, to develop a greater vocational awareness and the skills to better access employment, whether supported or otherwise.
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