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Curriculum Policy

The intention of The Linnet Independent Learning Centre is to provide all pupils with an individual programme of work that appropriately reflects their individual learning needs, interests and strengths. Curriculum plans will be designed with each child in mind by a keyworker who works alongside and with them on a daily basis in a one-to-one situation. It is likely that for most (if not all pupils), they will be working at very different levels of ability in the different subjects and aspects of the curriculum. It is expected that curriculum plans will link across the Key Stages, and in some cases may need to link with Foundation Stage Curriculum guidance.

Wherever possible, pupils will be actively involved in the selection of learning topics/interests that can be used by keyworkers to inform their short term activity plans. These topics will be complemented by longer-term ‘enrichment themes’, that are selected by staff to inform medium term plans. Keyworkers will work together in planning teams of 3/4 staff - with one teacher to support 2/3 learning support assistants. These planning teams will meet weekly and together they will link learning activities (selected with reference to the pupil’s chosen topics and the school’s enrichment themes) to learning targets drawn from:

Foundation Stage Curriculum, National Curriculum, Assorted, commercially produced subject schemes of learning

(linked to National Curriculum programmes of study) QCA Subject Schemes of Learning, and QCA Guidance: Planning, teaching and assessing the curriculum for

pupils with learning difficulties.

Qualified teachers will support keyworkers to ensure that selected activities over the week provide sufficient emphasis upon basic skills, appropriate coverage of all subjects and that learning targets are sufficiently challenging. Following keyworker 1:1 supervision meetings each week with a qualified teacher, there will be a curriculum staff meeting when together all staff in age-phase planning teams will identify a weekly plan for activities in the workshop areas and structured carousel lessons – what activities will be

available, for how long and for which pupils? Many of these activities will be cross-curricular and open-ended, so whilst a particular activity may be designed with one pupil in mind, there will be opportunities for other pupils to access this activity and to learn at a level appropriate to their needs. When an activity is not appropriate for a particular pupil, for whatever reason, this is identified on their daily plan. Where it is clear that a particular subject and/or aspect of the curriculum is not receiving sufficient attention within any of the workshop areas, this will be redressed by promoting this subject/aspect within the ‘taught sessions’ delivered by teachers for age-phase specific groups of pupils in the Lesson Rooms. All pupils are taught English, mathematics and science discretely by qualified teachers who are subject specialists.

Key workers (including learning support assistants) will develop daily ‘menus’ for the pupil with whom they work, selected from the week’s list of activities and learning targets identified with the support of the teachers. At the beginning of each day, keyworkers will prepare activities in the workshop areas and throughout the day they will monitor pupil attainment linked to the set learning targets. These assessments will be used to inform discussion with qualified teachers at the end of the week and to set pupil-specific learning targets for the coming week.

In the absence of a structured scheme of learning for each subject of the National Curriculum, it will be the role of subject coordinators to ensure that there is sufficient breadth, balance, continuity and progression within each subject/aspect for each pupil. In this small school, it is not possible to have a subject expert on-site for each of the National Curriculum subjects. Partnership arrangements with the larger, local school (The Lewis Charlton), mean that L.C. subject coordinators will be employed as consultants at the Linnet in the Summer Term to oversee pupil curriculum plans and assessments in the subject of their expertise and to offer support and advice to keyworkers, so that each pupil receives an appropriate entitlement to each subject of the National Curriculum.

Each term, the headteacher will meet with all qualified teachers to review provision and to ensure that, where a subject has not received sufficient attention or rigor, this is redressed during the following term’s work and selection of enrichment theme/s.

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Curriculum Statement of Intent

“For the first time in the three and a half million year history of human intelligence, that very intelligence has realized that it can understand, analyse and nurture itself.”

Buzan, Tony with Buzan, Barry “The Mind Map Book – How to Use Radiant Thinking to Maximise Your Brain’s Untapped Potential.” Penguin Books, 1993.

Principles:2

We believe that: Every child matters. All children have an entitlement to learn in ways that motivate and

reward their efforts. Children learn best when they are interested, involved and want to find

out. Children learn best when they have a positive sense of self, the

opportunity to follow their own interests and to develop their own special skills and talents.

An effective learning environment is one that provides experiences to support each child’s developing interests, challenge their thinking and broaden their experiences.

Children learn best in an environment that is safe and secure with positive relationships that promote trust, respect and a sense of community.

Aims:The Linnet Independent Learning Centre aims to: Promote children as independent and successful learners who are able

to take full advantage of a wide range of learning opportunities to further their development and their thinking. (Learning and teaching programmes – integrated National Curriculum links; experiential learning; workshop environment ) Enjoying and Achieving

Encourage children to be proactive learners who acquire a sense of satisfaction and enjoyment from their achievements. (Supported choice; child-centred curriculum; plan-do-review cycle; involvement levels) Enjoying and Achieving

Challenge children to be the best they can be, to make good progress in all aspects of their learning and development and to make a positive contribution to the learning communities of which they are a part. (Key worker groups; ipsative/formative assessment; key learning targets (including IEPs) integrated across the curriculum; weekly sharing and celebration forums ) Positive Contribution

Provide an experiential learning environment that reflects the specific needs of each individual child, supporting their interests, promoting their engagement and raising their expectations. (workshops; tracking involvement levels; identifying and monitoring learning styles and preferences; key worker curriculum planning conferences involving the child/ren themselves) Enjoying and Achieving; Positive Contribution

Create a learning community in which children can learn alongside and with other children and adults in meaningful contexts and real-life situations. (key worker groups – adults working and learning alongside and with children; opportunities for children to learn independently and in a variety of group situations as the need arises; curriculum links with the real-world through regular visits and visitors) Enjoying and Achieving; Positive Contribution

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Promote healthy living and healthy lifestyles. (well-being scales – physical, social, emotional and intellectual; healthy eating; self-management and self-control – 3Rs room) Being Healthy

Provide a safe and secure environment in which all children feel able to take sensible risks to further their learning and development. (well-being – physical, social and emotional; key worker groups) Keeping Safe

Encourage children to take responsibility for their own health, safety and welfare within a secure and supportive environment that gives each child the opportunity to develop a sense of belonging and collective responsibilities. (small ‘family’ based community; key worker; home-school links- daily diary) Being Healthy; Keeping Safe

Broaden children’s knowledge and understanding of their world, so that they can begin to aspire to roles and responsibilities that will secure their future personal, social and economic well-being. (curriculum links with real-world issues and perspectives; regular visits/visitors to complement the curriculum; developing links with the workplace) Economic Well-Being

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Learning and Teaching Policy

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Albert Einstein.

Key Principles: Well-being Involvement Support Enjoyment Challenge Achievement Target setting

‘WISE CATs’

Aims:Children who are increasingly able to:- demonstrate high levels of involvement in their learning and high

levels of well-being. operate as confident and independent learners achieve standards in their Basic Skills that enable them to take a full

and active part in society develop an interest in the world about them and want to find out about

and be a part of this world sustain positive relationships with others engage in a learning programme that reflects and broadens their

individual interests and enthusiasms, taking account of learning styles and preferences

appropriately apply life-skills and to be an active member of a learning community, with a commitment to citizenship, a sense of community and an awareness of collective responsibilities.

Strategies:

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Key workers identify children’s learning styles, preferences, needs and interests with reference to on-going observations and assessment information.

Learning opportunities designed around this information with close links to FS Curriculum, National Curriculum, QCA schemes, NLS and NNS.

Emphasis upon Basic Skills (literacy, numeracy, ICT and PSHED) and children’s IEPs, integrated wherever possible across the curriculum in order to provide a ‘meaningful’ context.

Supplementary learning experiences introduced as topics, themes, ‘fun days’ etc. designed to broaden children’s interests and to bridge curriculum ‘gaps’ in provision. Visits, visitors, special events and the introduction of new resources.

The curriculum will accommodate opportunities for the celebration and reward for good effort and behaviours.

There will be regular opportunities for the sharing and celebration of learning experiences and successes – achieved at home as well as in school.

Parents/carers invited to ‘join in’ with the children’s learning experiences at school as much as possible – especially during ‘fun days’. Quality information provided for parents/carers so that they can be actively involved in their children’s learning at home.

Information about a child’s learning targets and planned activities (including how parents/carers can help to support their child’s learning outside of the school day) will be sent home at the beginning of each new planning cycle. Monthly review meetings will be offered to parents/carers to discuss ideas, share information and deal with issues arising.

MONTHLY/HALF-TERMLY PLANNING Topics / Themes / Special Events Selected and planned to secure a broad and balanced curriculum

WEEKLY/FORTNIGHTLY PLANNINGCurriculum plans linked to: Children’s interests – negotiated with key worker at end of each week

as part of end of week review Individual children’s IECP targets Curriculum schemes – Foundation Stage Curriculum; National

Curriculum; QCA schemes of learning; National Literacy and Numeracy Strategies

DAILY PLANNING Each child provided with a daily ‘menu’ of tasks/experiences

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- must do- can choose to do- to avoid

Daily timetable of ‘fixed’ activities, available for all children. Designed to bring children together for shared experiences and to create a predictable routine as a base for the children’s individual learning programmes:- breakfast, available on arrival in the garden room- newstime (daily PHSE assembly time) - PE sessions – once a week - snacktime (mid-morning) - lunch-time at 12.30- keyworker and child review and planning meetings each week.

Children will be ‘heavily’ encouraged to take part in these activities by their key workers, but ultimately the choice is the child’s. There will be an expectation that once the child has chosen to be involved, they must stay until the end. However, if a child withdraws from an activity, they cannot then return to that session until next time.

Healthy Lifestyles:We believe that a healthy body promotes a healthy mind and facilitates effective learning. We will: provide healthy snacks (fruit, soya milk etc.) ensure breakfasts and lunches are well-balanced provide GM free and organic foods wherever possible provide foods free from colourings and preservatives wherever possible ensure children have access to food and drink at regular intervals

throughout the day (mid-morning and mid-afternoon healthy snacks) give emphasis within the curriculum to cookery lessons that promote

healthy eating give emphasis throughout the curriculum (esp. science, PSED and PE)

to caring for our bodies, the discouragement of drug abuse and the promotion of healthy lifestyles (including sex education).

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The Learning Environment“Some men see things as they are and ask why. Others dream things that never were and ask why not.” George Bernard Shaw.

Key Principles: Flexibility Success Challenge Meaningful Ownership Real-life Enjoyment

Aims:

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A learning environment that motivates, challenges and that: Responds flexibly to each child’s needs and developing interests Promotes and supports independent learning Reflects the real world Stimulates research, exploration and investigation Gives emphasis to the key skills of literacy, numeracy and ICT within

meaningful contexts Gives priority to each child’s IEP targets Celebrates achievement and values failure as a learning opportunity Is developmental and progressive Is cross-curricular and holistic, providing first-hand practical

experiences that promote learning and development across the subject disciplines.

Strategies:5 dedicated ‘workshop’ environments:1. Communication Centre: spoken and written language (English; MFL;

EAL). Access to computer.Indicative resources:

Graphics area with office aids (e.g. hole punch, stapler, paper clips, post-its, rulers, selotape) and writing tools (e.g. pencils, ball-pens, crayons, felt pens, chalks, charcoals )

Stamps, ink pads and letter/number stencils Computer and printer Typewriter Calculators Magnetic boards with letters and numbers Badges Clip-boards Alphabet letters – assorted sizes and alphabet strings Assorted papers – tracing paper, wax paper, cards, envelopes, labels,

lists, story-starters, poem frames, memo pads, letter-heads Books and library area – assorted ‘home-made’ and commercial books,

dictionaries, music books, cookery books, mathematics books, picture books, information posters, labels and captions, name cards, address frames, puppets and story-boards, different scripts, fiction, non-fiction, rhymes and poetry

Sound centre – tape recorders and headphones - messages, instructions, stories, descriptions, spellings and phonics

2. Solutions Bay: numeric/computation skills, shape, space, measures and problem solving (Mathematics) Indicative resources:

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Measures – tapes, rulers, scales and weights, money, clocks and time-tockers, heat and pressure thermometers. Quantity and number – number lines, numerals (large and small), matching, sorting and grouping objects, number games (commercial and home made)

Skittles, velcro darts, Shape – regular and irregular 2D and 3D construction resources, shape

stencils and stamps Computer and calculators Problem solving – chess, draughts, computer games, challenge centre

(problem solving ‘starters’) Practical resources to support ‘real life’ mathematical challenges (e.g.

planting seeds 6 cm apart; shopping to compare value for money)

3. Discovery Den: exploration, investigation, research and testing (Science; History; Geography; Design Technology; Religious Education; ICT) Indicative resources:

Magnifying glasses, telescopes, microscopes, periscopes and kaleidoscopes

Sand – dry materials tray Water – wet materials tray Assorted containers and resources to research and investigate Magnetism Electricity Mirrors – reflection and colour Opposites – transparent and opaque, soluble and insoluble, My body – posters, skeletons, information books, cookery and healthy

eating, health and hygiene, life-cycles Writing materials and ‘test frames’ Timelines and maps/plans Artefacts and information from distant times and places Construction apparatus and assorted fixings (junk materials and

commercial) Wheels, pulleys and levers Computer and programmable equipment Stories and artefacts about different life-styles and religious beliefs

4. Creative Corner: imaginative and creative activities (Art; Design; Drama; Music)Indicative resources:

Mark making resources – paints, crayons, papers, printing materials Imaginative scenarios and resources – hats, dressing up clothes,

symbolic play equipment Malleable materials – including clay – and tools Scissors and cutters Collage materials Glues, sticky tapes, strings, staples

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Musical instruments – tuned and untuned Sound recorders, CD player Examples of (professional) 2D and 3D artwork

5. 3Rs Room: Retreat, Reflect and Repair (self-management, Personal, Social and Emotional Development, time-out space (retreat) where children may choose to go when the workshop environment becomes too demanding or where they may choose to take their activities to work in peace and quiet away from the distractions of other children. This is also the space where individual pupils can meet confidentially with members of staff or visiting support services (reflect and repair) to discuss concerns and issues in privacy)Indicative resources:

Comfy seating, calming music and relaxing colours.

Also: The Garden Room: dining room and cookery lessons The garden: gross motor skills. Access to swimming baths and local

gym (PE) Personal, social, health and emotional development integrated across

the curriculum (PSHE) Fine motor skills development and coordination skills integrated across

the curriculum.

All workshop rooms link – the only room that is entirely self-contained is the 3Rs room. Pupils will be encouraged to move freely between rooms. Whilst rooms are ‘dedicated’ and will give priority to certain subject disciplines, individual activities within them will frequently be cross-curricular, multi-sensory learning experiences.

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A therapeutic school – what does this mean for teaching, learning and relationships?

Learning Teachers adopt a facilitator’s role – they ‘encourage’ and ‘enable’ learning but do not always ‘direct’ it. They ensure that the pupil has choice and is able to make their own decisions about what they do and how they learn. Teachers make available support, resources and time so that the pupil can approach new challenges in their own way and with flexible support. In these circumstances, teachers need to plan carefully so that activities promote the learning that is most beneficial to the pupil – without the teacher having to ‘show’ the pupil what to do or give detailed directions and instructions. Whilst in these circumstances ‘off-task’ (activities not directly linked to the teacher’s learning intentions) may need to be tolerated, teachers need to be skilled in bringing the pupil’s attention back around to the learning that is planned for them – without taking-over the activity.

A therapeutic experience is one which helps to repair damage and over-come pre-conditioning. The experience should be reflective and liberating.

Therapeutic relationships are built upon unconditional, positive regard – teachers will need to let the pupils know that they are cross with the inappropriate behaviour and not the child! The pupil will need to feel that the teacher is ‘on his side’ at all times, irrespective of his behaviour, and that the teacher will only ever do what is in that child’s best interests. This is the only way that a child can build trust in others – and without trust a child cannot learn.

In order to assist teachers in this role, we will: Put two workshop activities on every pupil’s daily timetable – so that

pupils engage more purposefully in the full range of activities available Provide more flexibility in the nature of workshop activities available –

some being (1) reliant on teacher support and guidance(2) provide opportunities for teacher and pupil to work together helping each other(3) free choice – no preconceived expectations imposed by the teacher

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Provide more workshop activities with a built in ‘working together’ or ‘alongside each other’ element

Undertake social skills training programmes as part of SHRE weekly lessons

Offer half-termly carousel lessons that provide activities that are ‘situational’ – they put the pupil in a situation that encourages them to problem-solve, investigate, explore and find their own solutions to pressing challenges – eg. murder mysteries; construction tasks; sensory experiences… This will be planned as a ‘using and applying’ carousel and will encourage pupils to apply their learning strategies, knowledge and skills in a range of novel and challenging situations

Consideration of whether we might tap into work experience situational challenges.

Carousel lessons will be identified in the following ways, with tables and curriculum plans carrying the following labels:

- adult directed tasks – teacher as instructor and guide – the end product is predetermined

- structured tasks – a task is structured by the teacher but the pupil can choose how they engage in their work and the end product is flexible

- experiential tasks – pupils can choose what they do and how they do it – there may be no end product and if there is it is entirely of the pupil’s making and choice

Relationships Staff need to ensure that pupils feel secure and safe, before they can

begin to focus upon the academic Teachers need to make sure that pupils have supported times when

they can reflect upon their learning and their behaviours – in a safe and caring environment with opportunities to ‘own up’ to uncomfortable thoughts and activities without fear of retribution.

Staff who deal with the reasons for inappropriate behaviour and not just the consequences.

Provide more opportunities for pupils to talk and work together – when conversations are appropriate but of a social nature

The focus for all learning and behaviour is on independence, including learning independence and self-discipline

Planning for workshop areas: making sure that there are good quality practical learning opportunities available to promote the pupil’s learning independence: Setting up the learning environment in workshop areas to be a

standing item on staff meetings agenda - to discuss as a team what will be put on which tables in the different workshop areas and what the level of teacher/staff intervention there will be. See planning proforma - which will be completed at these meetings and the Lead Teacher will collate and store these proformas in the ‘Environmental Log Sheets

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File’. Planning to be done a fortnight in advance so that staff can collect necessary resources and prepare the practical activities. First Monday staff meeting after each holiday to cover planning for the coming 2 weeks – this rota to be maintained throughout the term. First week of each new half-term to focus upon fun activities /eco schools / and transitional issues. The Lead Teacher will review the Environmental Log Sheets File each half-term and identify where there may be subject gaps – there will then be addressed in carousel lessons.

To secure coverage of the whole curriculum and to give appropriate emphasis to all National Curriculum subjects, Carousel lessons on Monday and Wednesday will be linked to a half-termly subject focus…. So, for example, geography may be a subject focus for all Carousel lessons during a 6 week half-term block, this will then change to another subject the following half-term, allowing pupils to cover breadth and depth of those subjects that are harder to cover through practical workshop activities.

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Formative Assessment

“It is one thing to provide a rich array of materials, resources and experiences, but the degree to which they will support children to gain independence skills will be highly dependent on the nature of the adult/child interaction. As practitioners, we need to ask ourselves….how well do we observe children’s (learning) and feed back what we are seeing by sharing photographs and noting down observations?”

Ros Bayley, “Encouraging Independence” in Early Years Education, Volume 4, Dec. 2002.

Key principles: Child-centred: monitors the whole child in all areas of learning and

development Integrated: Part of the on-going learning and teaching programme. Inclusive: involves everyone (staff, parents/carers and the children

themselves) in the plan-do-review cycle.

Aims:An assessment programme that is: Formative: informs curriculum plans and provision Ipsative: helps children to develop as effective and independent

learners, able to set for themselves realistic, achievable and appropriately challenging improvement targets.

On-going: is part of the day-day learning environment Shared (and discussed): informs dialogue between teacher and learner,

home and school and helps the child to more effectively communicate and celebrate their achievements and learning targets with others.

Strategies: Observation at the centre of the assessment process. Monitoring well-being levels – to inform the PSED curriculum. Monitoring involvement levels and using these to help in the

identification of children’s learning interests. Identifying and tracking learning styles and preferences to inform the

selection and design of learning opportunities. Maintenance of a home-school diary – to promote the sharing of

learning targets between home and school.

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End of week reviews between each child and their key worker to discuss, negotiate and identify learning achievements, future learning experiences and targets for improvement.

Weekly curriculum planning staff meetings to help staff to identify ‘gaps’ in the children’s learning experiences and to match future learning intentions to curriculum schemes to secure continuity and progression.

Observation at the centre of the assessment process: ‘Post-it’ comments that briefly record ‘significant’ experiences and

achievements – collated under subject headings. Parents/carers and children can also write ‘post-it’ comments.

Detailed narrative observations to identify children’s learning behaviours, needs and interests (see attached)

Development of pupil portfolios that record and celebrate children’s achievements and to promote dialogue about ‘best practice’ – containing examples of work (including photographs/video footage), observation notes, commentary by staff, child, parents/carers and significant ‘others’. Portfolios used as a basis for the weekly review and negotiated planning sessions between children and their key workers. By the end of these sessions, some of the activities and learning targets will have been agreed, that will then be used to inform the following weeks’ curriculum plans. Portfolios will also be discussed with parents/carers during the monthly sharing workshops and with child and family support services, as and when appropriate.

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On-going, day-to-day data collection by key workers:

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Post-it notes: brief summative comments about significant achievements, 3 colours so that comments by staff, parents/carers and children can be differentiated.

Detailed narrative observations by staff

Examples of children’s work, photographs, video, descriptive commentary.

Cross-referenced as appropriate to: Foundation Stage Curriculum Stepping Stones and Early Learning Goals National Curriculum levels Well-being scales Involvement levels Different learning styles and preferences

Shared and discussed between children and their key workers at the end of each week/fortnight.

Identification of learning targets and activities to be accommodated in the next week’s (or fortnight’s) curriculum plans.

Keyworker curriculum plans: (supported and monitored by qualified teachers)Detailed plans cross-referenced to schemes of learning and children’s individual IEPs. Additional learning targets and activities introduced to bridge gaps and to broaden horizons.

Summary sheet sent home with child at beginning of each new planning cycle ensure that parents/carers are fully informed about what their child is doing/learning.

Daily ‘menu’ of activities provided for each child by their key worker at the beginning of each day to promote an appropriately balanced curriculum that secures coverage of essential activities before the end of the planning cycle.

The learning community“There is no more valuable way to widen everyone’s horizons than by strengthening the link between home and school.”

Joanne Hendrick, “The Whole Child”, 1996

Key Principles: Safety and Security Relationships of trust and respect Sense of Community Collective Responsibilities

Aims:A learning community that: Establishes positive relations between children and the adults with

whom they work Promotes strong home-school partnerships Promotes a sense of belonging and a sense of community Facilitates collective responsibilities

Strategies:To promote a learning community in which each child feels significant and has a sense of belonging through: Dedicated key workers for individual children Comprehensive induction programmes for children and their

parents/carers/families. Teaching, learning and assessment programmes that are routinely

(weekly) discussed with the child and used to empower children to take responsibility for their own learning

Negotiated action planning between children and their key workers to promote dialogue and collective responsibilities

Opportunities for children to work independently but also structured and supported group activities to encourage shared experiences and co-operative working

Clear rules and expectations that are discussed with the child and regularly reinforced

Celebration and reward for good effort and behaviours Regular sharing and celebration of learning experiences and success

within the school and with children’s parents/carers

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Quality information for parents about their children’s learning, how they can help at home and an open-door policy for parents/carers, who are encouraged to be actively involved in their children’s learning experiences both at home and in school

3Rs Room (Retreat, Reflect and Repair) promotes a safe learning environment in which children can take ‘time out’ to deal with their emotions, to manage stress and to consider the cause and consequences of their actions without fear of rejection or reprisal. A physical and emotional ‘safe place’ where children may choose to go to ‘escape’ from the busy workshop environment or to work alone.

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Working and learning alongside and with supportive adults, who scaffold thinking and facilitate learning.

The child at the centre of the curriculum.

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Statement of Intent: A Personalised Curriculum

Statement of Intent:

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Reaching for the stars .. ..………

Children’s interests and curriculum needs used to inform selection of next month’s ‘special events’ and weekly educational visits. Weekly whole school planning meetings for sharing ideas and suggestions - promoting a sense of community and collective responsibilities.

Weekly key worker support, review and planning meetings with qualified teachers.Weekly support and review meetings: lead teacher and qualified teachers. Annual Curriculum Coordinator monitoring of the N.C. subjects with specialist teacher/s + external A weekly celebration of success with

reference to: Key worker observations and assessments Achievement stickers – small achievements Achievement certificates – big achievements Regular whole school sharing and

celebration event built into the weekly

Key worker assessments promote the pupils’ self-assessment and celebration of achievement through the development of a Record of Achievement Profile (‘can do record’), shared and discussed with each child at the weekly review meetings. Tracking achievement: learning styles, learning behaviours, well-being scales, involvement levels, attainment levels.

Setting and completing their own tasks, challenges and learning aspirations, learning to make informed decisions and to self-manage; having hope for a successful future.

Developing their own interests and talents – a sense of self and a pride in who they are and who they can become

Developing learning independence – learning styles and preferences, a sense of achievement and well-being, high levels of involvement and enjoyment.

Each child receives a daily ‘menu’ that provides supported access to a selection of the planned activities, designed with reference to weekly plans. (This daily menu is complemented by many opportunities for children to access other enrichment activities and resources freely and independently.)

Daily Curriculum Plans: closely linking pupil learning targets to activities identified and agreed with each child at weekly reviews, structured to secure progression in learning.

Weekly shared reviews and negotiated planning meetings with own key workers:

What have you been doing? What have you learned? What would you like to do next? What do you need to learn now?

Resulting in a list of suggested activities for inclusion in next week’s curriculum plans.

Weekly Curriculum Plans: make reference to pupil/key worker review and curriculum planning meetings. This information is further developed as the key worker makes links with curriculum schemes of learning (next steps), builds in each child’s individual learning targets (IEPs) and bridges and curriculum ‘gaps’. All key workers supported by qualified teacher mentors.

Half-termly special events: visits, visitors and ‘fun days’. Available to all children – designed to generate shared experiences and opportunities for collaborative working/learning.

Half-termly Curriculum Plans: to secure a broad and appropriately balanced curriculum designed to extend the children’s experiences and choices. Based on Annual IECP personalised targets, linked to all subjects of the N.C.

The Child’s Perspectives… The Planned Curriculum…

A Personalised Curriculum

The Linnet offers pupils: A nurturing environment that recognises the needs,

interests and preferences of the individual learner. A holistic, rich curriculum that is appropriately adaptive

and responsive, that offers challenge within a supportive, caring context.

Relationships that facilitate ownership and independence, promoting the individual’s confidence to achieve their full potential

Weekly Routines: all timetabled events Example Daily home-school diaries and/or telephone calls to discuss significant

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End of week letters home for all parents/carers to share learning experiences and achievements and to encourage learning at home

Half-termly reports provided for parents/carers by keyworkers – by end of first week back after each half-term holiday – sharing pupil achievement, attainment and targets for improvement

Parents/carers invited to attend topic ‘fun days’/visits… about 3 times a year

School newsletters to parents/ carers twice a year to share and celebrate school developments and timetables

Statutory annual multi-agency reviews of pupil SEN Statements and school provision

End of year report for parents/carers and Local Authorities: an evaluation of school changes and improvements over the year.

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8.00-9.00 8.30-8.40 9.00-9.20 9.20-9.40 9.40-12.30 12.30-1.00

1.00-4.45 1.00-4.45

Mon

day Setting up

learning environment

Staff prepare their curriculum workshop areas.

Keyworkers

Issues/ messages for the day

Pupils welcomed into school

Keyworkers

Over breakfast pupils and their keyworkers look at their ‘menu’ of tasks for the day ahead and read and discuss together the daily news from assorted newspapers.

Newstime: Introduction to the day

PSHE lesson links with humanities curric - and collective act of worship

Headteacher/staff rota

To promote a group identity and a sense of belonging:

-thoughts and feelings are shared

- development of personal identity

- development of social skills

- development of emotional intelligence

- citizenship

Carousel

Each activity Approx. 25 mins

c. 7 taught activities - pupils access in rota: linked to topic and themes

(1) Creative/Art

(2) History/Geog.

(3) Science

(4) PSHE/Music

(6) English

(7) Maths

(8) ICT/DT

English, maths, history, art and science are sometimes taught linked to qualifications rather than topics for KS4 pupils.

SHRE is taught with links to individual needs/interests.

Lunch

Pupils leave at 1.00.

Staff meeting

Annual reviews

Staff preparation of learning environment to be fitted in anytime during afternoon

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8.00-9.00 8.30-8.40 9.00-9.20 9.20-9.40 9.40-12.30 12.30-1.00

1.00-3.00 3.00 0nwards

Tues

day Setting up

learning environment


Keyworkers



Keyworkers










- citizenship

Independent Learning Workshops

English Lessons

10.20-12.05

English Teacher 1-1

-speaking and listening; sharing news, celebrating achievement

-literacy: sharing words and text together

Lunch PE and Sport lessons

Keyworkers

Swimming

Gymnastics

Dance

Ball skills

Sports

3.00-4.45

Staff prepare for tomorrow and tidy each of the different workshop areas

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8.00-9.00 8.30-8.40 9.00-9.20 9.20-9.40 9.40-12.30 12.30-1.00

1.00-4.45 1.00-4.45

Wed

nesd

ay

Setting up learning environment


Keyworkers



Keyworkers










- citizenship

Carousel

Each activity Approx. 25 mins

c. 7 taught activities - pupils access in rota: linked to topic and themes

(1) Creative/Art

(2) History/Geog.

(3) Science

(4) PSHE/Music

(6) English

(7) Maths

(8) ICT/DT

English, maths, history, art and science are sometimes taught linked to qualifications rather than topics for KS4 pupils.

SHRE is taught with links to individual needs/interests.

Lunch

Pupils leave at 1.00.

PPA time for staff

Curriculum planning teams meet each week to plan the coming week, led by the teachers

Monthly meetings between headteacher and teachers regarding lesson planning.

Headteacher to meet with each keyworker each half-term to discuss individual pupil learning targets and achievements (weekly rota of 1-1s)

Care/welfare manager to meet with each keyworker each half-term to discuss individual pupil care plans (weekly rota of 1-1s)

Annual reviews

Staff preparation of learning environment to be fitted in anytime during afternoon

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8.00-9.00 8.30-8.40 9.00-9.20 9.20-9.40 9.40-12.30 12.30-1.00

1.00-3.00 3.00 0nwards

Thur

sday

Setting up learning environment


Keyworkers



Keyworkers










- citizenship

Independent Learning Workshops

Numeracy Lessons

1.00 -3.15

Maths Teacher 1-1

Numeracy and “What Happens Next?”

-numeracy skills

-problem solving

-prediction

-logical thinking

Lunch Independent learning workshops

Work experience placements

Lifeskills programmes

Numeracy Lessons

1.00 -3.15

Maths Teacher 1-1

Numeracy and “What Happens Next?”

-numeracy skills

-problem solving

-prediction

-logical thinking

End of Day reviews

1-1 pupils with keyworkers

3.00-3.30

Staff prepare for tomorrow and tidy each of the different workshop areas

3.30 – 4.45

Staff training time

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8.00-8.50

8.30-8.40

9.00-9.30 9.30-9.50 9.50-1.00

1.00-1.30

1.30-4.00

4.00 0nwards

Frid

ay

Ed. V

isit

s/ V

isit

ors

day

Prep for ed. visits


Pupils welcomed into school.

Keyworkers.

Over breakfast pupils and their keyworkers look at their ‘menu’ of tasks for the day and read daily newspapers

Pupils go to workshops once breakfast is finished

9.00-4.00

Burton College for some KS4 pupils


PSHE lesson Celebrating our achievements over the week and collective act of worship

Keyworkers and pupils together

To promote the communication and sharing of what we have done and what we have learned over the week.

9.00-2.00

Some KS3/4 pupils engage in off-site work experience with their keyworkers

Educational visits

Keyworkers.

Lunch

or picnic

Educational visits continued

Keyworkers.

Staff tidy the learning environment and resources for end of week

Induction,Transitions and Re-integration Procedures

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Induction and first transition (refer to ‘Pupil and Parent/Carer Admissions Procedures’)

Any transition is likely to be an issue for children referred to The Linnet, since many of these children will experience relationship and attachment difficulties.

It is most likely that children referred to The Linnet will be transferring from home to school, since it is frequently the case that these children have been excluded from all other forms of educational provision. Where this is the case, designated keyworkers will liaise regularly with the child and his/her parents/carers at home, will facilitate visits to the child in their home/local community and extend invitations for the child (and where possible also their parents/carers) to come into school to share in the learning opportunities offered. These family learning opportunities will be a regular feature of The Linnet provision with ‘Family Learning Days’ timetabled throughout the year (see ‘Home and School Agreement’ and ‘The Learning Community’ policy). Where the initial transition is proving particularly difficult for a child, it may sometimes be the case that during this transition period a keyworker works with a child (and other family members?) in familiar local community settings e.g. a library, local museum, community centre etc. In consultation with child and parents/carers, a pattern of school attendance will be agreed and a trial period identified.

Occasionally, children will be attending other educational institutions, perhaps on a part-time basis. In these circumstances, The Linnet will make every effort to maintain contact with (including visits to) any setting/s attended by the child prior to admission and will invite child and significant staff to visit and to take part in The Linnet provision together. Family contact and involvement, as described above, will be offered alongside these opportunities. Where possible, this ‘triangular’ relationship will be sustained until the child is able to independently access The Linnet provision and has established a positive relationship with their keyworker. A pattern of attendance over the transitional period that reflects an appropriate balance between home, existing provision and attendance at The Linnet will be agreed with the child, their parents/carers and significant staff with whom the child already works.

Exit transitionsPost 16 years:Once a pupil has been accepted onto the school roll, they can attend The Linnet until the end of the academic year in which they become 16 years old. As pupils near this age, they will be introduced to other learning

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opportunities offered through the Learning and Skills Council, ideally within the local community of their home. With keyworker support, these pupils will be encouraged to become involved in Basic Skills and Vocational Learning opportunities as part of their timetabled curriculum at The Linnet, with flexible hours that can accommodate courses and classes of interest at local FE colleges. For all pupils, and across the curriculum, regular contact will be made with local industry and the local workforce as part of the school’s community links. These relationships will become more intensive and targeted for pupils nearing exit transition. Every effort will be made to try to secure appropriate work experience for pupils during their final year. This final year will also offer substantial careers guidance, life-skills, health and sex education opportunities and will encourage pupils (and their parents) to develop links with appropriate community support services. It is hoped that the learning experience for pupils during their final year will reflect an appropriate balance of attendance at The Linnet, community based Learning and Skills Council modules and work experience, discussed and agreed by the pupil with their parents/carers and keyworker. Throughout a pupil’s final year, close links will be developed with the Directorate’s other school (Lewis Charlton School and Lewis Lodge Post 16 Unit), as it may be possible for some pupils to extend the range of Y11 qualifications offered at The Linnet, to take advantage of selected lessons at Lewis Charlton School that can lead to additional accreditation opportunities. Please see the Y9+ transition plan.

Re-integration proceduresFor all pupils irrespective of ageFor some pupils at The Linnet, it may be possible to work towards re-integration back into mainstream education or alternative special education provision that is a step towards a more mainstream education approach to teaching and learning. This will be promoted at all times, for all pupils, although it is most likely that reintegration back into mainstream is a realistic aspiration only for our youngest pupils who may reintegrate back into a primary rather than secondary school environment. A number of strategies will be employed in order to encourage pupils to develop the confidence and skills necessary to access mainstream learning opportunities:

Regular links throughout the transition year with staff, pupils and the environment of the next destination school. This contact will be offered in a staged way, starting with ‘pen-pal’ contact via email or post and building to include visits to the next destination school (supported by a Linnet keyworker) and visitors from the next destination school coming to The Linnet to work alongside and with our pupils (staff swops?).

Opportunities for some higher achieving Linnet pupils to access some lessons at the next destination school. Selection of these lessons will be based on the Linnet pupil’s abilities and interests. This will be

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particularly relevant for those KS3/4 pupils able to take advantage of GCSE certificated courses.

Invitations for other local Primary and/or Secondary schools to send groups of pupils to The Linnet to share in our ‘celebration days’ E.g. a visiting musician, a local poet, an artist. This will help Linnet pupils to relate to mainstream pupils and to establish links with the mainstream curriculum, rules and routines. Opportunities to visit mainstream classes will be welcomed, especially for pupils who are already able to access some group lessons at The Linnet and where they are performing to broadly age-appropriate expectations in some subjects/aspects of the curriculum.

In all instances, where a pupil is ready to integrate back into mainstream education ( or similar) on a substantial basis, an individual programme for transition and induction will be designed and supported by the pupil’s keyworker in consultation with staff at the receiving school.

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