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
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