Skylarks and Penguins are key stage 3, Red Kites are key stage 4 and Hummingbirds are Post 16. We use a Total Communication approach that consists of;
- Go Talk
- Communication boards/books
- Body language
- Zones of Regulation.
The class day is divided up using a visual timetable with some students having personal schedules to help with processing, regulation and structure. We encourage peer working and group discussions.
The collaborative provision follows an Equals-based curriculum using Semi-Formal as its base with Wren offer sessions as well. Key stage 4 uses a blend of Equals Semi-Formal and Asdan, Post 16 uses Asdan.
The biggest indicator for a successful life is social capital – the links and support networks that an individual has around them which supports emotional health and wellbeing.
Our curriculum needs to be designed to develop these links:
- Support for the individual to develop the skills to make links (self-regulation and communication skills) – Me
- Develop positive relationships (communication skills and emotional regulation) – We
- Build personal skills that help to develop positive mutually beneficial relationships, not only at an individual level but between groups (Our) and to benefit others (Your).
We support students to become;
- Successful learners who make progress, enjoy learning and achieve their potential
- Confident adults who can live safe, healthy and happy lives
- Responsible adults who make a positive contribution to society
We do this by ensuring the curriculum;
- Is relevant to the specific needs of the student.
- Offers ways to fulfil their full potential through problem-solving.
- Is flexible to enable a highly personalised approach.
- Builds on existing knowledge, skills and understanding by building connections.
- Reflects the multicultural nature of the local and national community and builds on British values.
- Encourages respect for others and the environment.
- Develops confidence, self-esteem, self-regulation and independence.
- Prepares students for the opportunities, responsibilities and experiences of adulthood.