Wren Spinney School aims to develop the abilities, communication, skills and talents of all of its students through its diverse and pupil focused curriculum. We identify the learning that each student needs to achieve his or her potential and through this we are able to prepare them for their individual futures and life after Wren.
Communication is at the heart of everything we do at Wren Spinney. it is essential for all teaching and learning situations both formal and informal. The teacher responsible for Augmentative and Alternative Communication (AAC) works closely with the school's allocated Speech and Language Therapist (SaLT) to ensure that all students have access to the appropriate level of communication input. Students are supported to communicate through whichever approach works for them:- be it verbally, signing, PEC's or electronically through apps or communication devices..
The school curriculum is designed with this principle at heart. It is monitored and updated by subject leaders and the curriculum lead with national initiatives included, where they are of benefit to our students. National Curriculum subjects are taught either discretely, as part of topic based activities, or through a mix of both approaches, to enable students to access the learning involved at a level that is appropriate to them. The National Curriculum provides teachers with recommendations for breadth and coverage in subject areas for all KS3 and KS4 students. Work covered may be from a programme of study outside the student's Key Stage but will match their learning needs. Formal assessment will take place and be centrally monitored on a regular basis for core and foundation subjects, with annual targets from Education and Health Care Plans assessed and developed each term.
In addition to this the school acknowledges the importance of softer targets within the areas of Personal Development and Life Skills. For some students learning developed in these areas is the most important for their future; developing the student's ability to deal with real life issues.
Students are taught mainly within class groups, identified by Key Stages, with differentiated learning to meet the needs of all. Students are also offered opportunities to join mixed group, or whole school activities for swimming, work related learning, cohort days, assembly and curriculum enrichment activities such as fishing, Kids Day Out, whole school productions and local inter-school sports activities.
Students diagnosed with autism work better and achieve more when the classroom organisation is systematic and when their learning opportunities build on their particular skills and talents. To achieve this our autistic students work on an adapted curriculum with appropriate sensory input to help them make progress in a way that best suits them.
Students at Wren Spinney with profound physical difficulties benefit from a more sensory/experiential curriculum which is adapted to their pace of learning. Their curriculum builds on the skills they need to be able to participate more in the world around them and encourages them to develop co-operation with those supporting them.
In KS5 students follow a programme of study matched to their individual future needs. Whilst some elements will be followed by all students regardless of ability (communication, personal and social development, work related learning) others will be linked to future aspirations such as Further Education or independent living (functional skills of literacy and numeracy, vocational skills, life skills). There are also opportunities for students to gain work experience through activities at The Shop (Wren Spinney's old fashioned sweet shop in Kettering town centre), where appropriate students may also join with peers from other Northamptonshire schools. Accredited courses are available through ASDAN or AIM.
The Wren Spinney School Curriculum Policy document is available on request from the school as are other school policy documents, schemes of work and OFSTED Inspection reports.
At GCSE most of our students will be operating within the P Scale levels of National Curriculum assessment. We are currently reviewing the ways in which we measure progress but at present we use a combination of commercial assessment packages and our own in house recording to monitor the progress that students are making. We record progress against academic levels, skills, and EHCP targets, with the balance depending on the individual student.