Curriculum Overview

An Individual needs led Curriculum approach to learning and progress

For the children and staff at Newfield the curriculum covers every minute of their time with us in school. It is of course also extended through our work with them, to every minute of their time at home.

In its truest sense we operate a team around the child and family approach.

The children and young adults at Newfield School have a vast range of physical, sensory, learning, emotional, social and medical needs. Their cognitive abilities and capacity cover a huge range, from those who may be learning consistent eye gaze, in a very sensory context, to those who are learning to tell stories, tell the time and manage their own money, through more functional, skills based learning.

All children and young people with learning difficulties can have unique ways of learning. We see our pupil’s strengths first, and work with these to develop other areas.

Different learning needs require different teaching approaches, which often change over time. As a school we actively research new methods to impact on learning and progress for all our pupils absorbing these into current practice in order to enhance provision.

At all times we strive to ensure that teaching fits to the needs of the current groups of students, and is therefore responsive and adaptable. In simple terms we focus on teaching the way students learn best.

There is no one curriculum model which could possibly fit all our pupils. Each needs a unique curriculum which extends beyond the school day into their lives beyond.

We achieve this by investing in staff training at all levels to equip the team with the knowledge, skills and resources needed to work with such complex students. We provide them with the box of tools and they select the best ones for each student!

We pride ourselves on providing a set of learning experiences across a child’s time with us which places the needs and the abilities of the learners at the heart of provision and planning. It is based on outcomes we want the pupils to achieve at each key stage of their learning journey. For every pupil regardless of age or ability we seek to support them to become as independent as possible in all aspects of life and learning.

Above all, we believe everything we do, and everything each learner experiences, must be useful and relevant for their life outside school in their home and wider community.

To achieve this we have developed our very own integrated approach.

This is based around a thorough, integrated and ongoing assessment of need in the areas we consider fundamental to developing the whole child. We can then find the best teaching methods, interventions and environment for each learner.

This journey is planned in consultation with the people best placed to make decisions supported by the knowledge of expert professionals.

We firmly believe this allows our children to make the progress they are capable of – an approach which focuses therefore on what they can and will do, rather than what they can’t. To us there is no such phrase as ‘I can’t’ we just say ‘You can’t yet’

We acknowledge the need for a cognitively appropriate, ‘broad and balanced curriculum’ and have developed a set of learning experiences that encompass all required areas of learning across the ages in school.

We are therefore flexible in using ideas and methodologies and advices from various sources including the early year’s curriculum, national curriculum, and study programmes. From these we empower our expert staff to take what we feel is relevant and appropriate to the developmental needs of each pupil.

As such there is no rigid timetabling or predetermined balance of focus. Each piece of planned learning and progress forms part of a functional and meaningful path for that child taking whatever direction the learner needs. This means we have no pre-conceptions of any learner’s path of progress and do not limit our expectations, to allow the learner to lead us in their journey.

Seeing is believing and we invite you all to come and see how it works and how the amazing students we have reward us every day with their successes.

Learners embark on learning pathways during which are designed to be tailored to their individual needs. Via an on-going cycle of assessment and planning learners access lessons that are motivating and challenging and build the skills and knowledge they need to equip them for successful futures in their adult life.

As a Rights Respecting School this underpins the intent of our curriculum and permeates the learning experiences offered to each individual.

More details of our Curriculum Philosophy can be found here.

We are committed to providing activities which actively support the development of the cultural, social and mental well- being of all our pupils. We are a Rights Respecting School and this ethos encompasses all of what we do.

At Newfield we recognise the importance of a curriculum that promotes education, development and care whilst providing exciting and motivating learning opportunities for all our learners.

As such, our curriculum incorporates a broad, rich and meaningful approach with highly personalised holistic teaching and learning.

Curriculum Intent

We want our learners at Newfield School to be:

• Effective communicators
• Empowered & challenged to realise their individual potential
• As independent as possible
• Healthy in body & mind
• Happy, engaged & included members of their community
• Confident & committed to lifelong learning

Curriculum Implementation

All learners at Newfield School require a flexible curriculum that takes into account their specific skills and needs, including therapy needs. The school ensures that there are effective learning opportunities for the inclusion of all learners across all age phases and areas of school. Our curriculum pathways have been developed to prioritise the individual needs of our learners and to ensure that those needs identified in their Education, Health and Care Plan are central to each learner’s personalised curriculum.

Our curriculum pathways allow us to create personalised journeys to meet the needs for each individual. Our developmental skills based and creative curricular aim to encourage all of our learners to participate in opportunities that enhance their learning and independence – on whichever pathway is best for them.

Through a multi disciplinary and integrated approach learners learning styles and needs are identified. Each learner is unique and therefore can take an individualised learning pathway. Teaching and learning opportunities for our learners span the whole day, including lunch and break times, time spent on personal care and therapy routines, and indeed time at home or in short break services.

The amount of time allocated to the various subject areas will vary over time and across the different pathways.

In planning for breadth and balance across the different pathways in school we take account of:

• the statutory requirements
• the changing needs of learners
• the views of parents
• the views of a range of professionals
• the levels of support required

• The school provides a range of activities differentiated according to the age and needs of the pupils. All classes have a daily act of Collective Worship.

More information can be found in our Teaching and Learning Policy

The Pathways followed by each learner are carefully structured around the needs and abilities of each individual.

More information can be found about each pathway in the links below:

Explorers

Pre-Formal and Pathfinders

Semi-Formal and Formal

Post 16

The content of each pathway is based around the 4 areas of need: Cognition and Learning, Communication and Interaction, Physical and Sensory, Social, Emotional and Mental Health. Each pathway builds upon the next and allows learners to embed and deepen their knowledge and understanding and they progress through school. The content of each pathway reflects areas of learning and is shown below:

Religious Education is delivered discretely in weekly sessions - see RE long term coverage

Due to the needs of our learners Modern Foreign Languages is not included in the weekly taught curriculum. Learners who attend Newfield School all have complex needs and learning disabilities which mean that the fundamentals of communication are the priority for teaching. Cultural value and diversity is celebrated through an annual Languages Day.

We are committed to providing activities which actively support the development of the cultural, social and mental well- being of all our pupils. We are a Rights Respecting School and this ethos encompasses all of what we do.

We have a termly calendar of events to enrich our curriculum which promotes children’s participation in and understanding of cultural capital.

‘Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know’.

The National Curriculum in England, 2013.

Intent

Our priority is both the teaching of reading skills and the enjoyment of Literature, enabling children to become lifelong readers, in line with their individual needs. We know that for all out children to become readers and writers, phonics must be taught through a systematic and structured phonics programme.

At Newfield we use the DfE approved Twinkl Phonics programme to plan and deliver daily phonics lessons, ensuring a cohesive, whole school approach to phonics. The Twinkl Phonics Programme offers a coherently planned sequence of lessons that supports the effective teaching of phonics across school. Level 1 Twinkl Phonics provides themed teaching packs to deliver each of the DfE’s Phase 1 phonics aspects. Throughout Level 1, learners develop the knowledge, skills and understanding to discriminate between and use auditory, environmental and instrumental sounds. Level 1 is taught first and then embedded throughout the teaching of phonics Levels 2-6. In Levels 2-4 learners are introduced to phonemes/sounds and graphemes/letters systematically. They also learn to develop and apply blending and segmenting skills for reading and writing.

Learners ready to progress will access Levels 5 and 6. The coherently planned sequence of lessons within Level 5 allows opportunities for children to apply their phonics knowledge and skills as the prime approach to reading and spelling. It focuses on phonetically decodable two-syllable and three-syllable words and the alternative ways of pronouncing and representing the long vowel phonemes. Furthermore, children will develop their ability to attempt to read and spell increasingly complex words. By Level 6, children explore spelling patterns and grammar while also developing a breadth of knowledge, skills and understanding in the recognition and spelling of common exception words.

The Twinkl Phonics Programme intends to not only provide children with opportunities to develop the knowledge, skills and understanding essential for reading and writing, but also, to develop each child’s confidence, resilience and engagement in phonics lessons and a love for reading and writing.

Implementation

The Twinkl Phonics Progression Map sets clear expectations for pupil’s progress within the Twinkl Phonics Programme. Due to the nature of learners at Newfield School, age related expectations have not been set, allowing pupils to develop their phonics knowledge in line with their individual needs and at their own pace. Teachers complete Twinkl Phonics tracking documents, allowing headteachers, senior leaders, teachers and practitioners to track pupil’s progress. It provides opportunities for data analysis and encourages discussions around pupil progress, group progress, future learning and misconceptions, enabling schools to respond and adapt teaching within the programme to provide additional support and challenge to pupils. The dynamic and engaging materials delivered in the daily planning packs within Levels 2-6 ensure a clearly defined structure to the teaching of phonics. The direct teacher-led lessons enable all learners to develop and apply new skills while also providing opportunities to further apply these skills within fun and engaging activities and through continuous provision. The teaching PowerPoints, stories, games, additional texts and toolkits are meticulously planned to allow children to apply and practise phonics skills. They also offer opportunities to challenge learners and provide support to teachers and parents. Teacher guides for each stage are provided to allow teachers and adults working with children to feel confident in their own subject knowledge, knowing they are fulfilling the national phonics criteria and enabling each child to achieve their potential

Impact

The impact of using the complete Twinkl Phonics Programme (including lesson packs, display photos, weekly planning and parents notes) as the basis of our phonics teaching, will be for children to develop their phonics skills and knowledge through a systematic, synthetic approach, while covering the statutory requirements outlined in the 2014 National Curriculum. The programme will prepare children who are ready and able to access the year 1 phonics screening check and can complement the DfE’s Letters and Sounds document, for other learners it is used as a stand-alone programme. Following the programme gives Newfield School a consistent approach to phonics, which are clear to teaching staff and learners. Parental engagement can also be improved through the use of the parent guidance sheets.

What does reading look like at Newfield?

The teaching of reading in EYFS

• Twinkl phonics- daily. Initially phase 1. The focus is initially on sounds in the environment
• Sharing high quality stories and rhymes
• Reading continuous provision in class
• Teachers and EHCAs to read with pupils regularly- at least once per week
• Regular trips to the school library
• Working towards the Early Learning Goals for English
• Use of Rhino Readers texts from school library to apply and practice phonics learning
• Reading skills and knowledge to be accessed in context of age appropriate themes and texts as identified on the theme map (see separate document).

The teaching of reading in KS1

• Twinkl phonics- daily. Taught in phonics groups in line with pupil phonics trackers. Pupils needing additional support to be identified and interventions put in place.
• Sharing high quality stories and rhymes
• Reading continuous provision in class
• Teachers and EHCAs to read with pupils regularly- at least once per week
• Regular trips to the school library
• Working towards the National Curriculum through reading scheme of work
• Use of Rhino Readers texts from school library to apply and practice phonics learning
• Reading skills and knowledge to be accessed in context of age appropriate themes and texts as identified on the theme map (see separate document).

The teaching of reading in KS2

• Twinkl phonics- daily. Taught in phonics groups in line with pupil phonics trackers. Pupils needing additional support to be identified and interventions put in place.
• Sharing high quality stories and rhymes
• The children take a reading book home to share with the family and enjoy with adult support.
• Reading corner in class
• Teachers and EHCAs to continue to monitor children’s reading progress through a combination of individual and group reading.
• Regular trips to the school library
• Working towards the National Curriculum through reading scheme of work
• Use of Rhino Readers texts from school library to apply and practice phonics learning
• Reading skills and knowledge to be accessed in context of age appropriate themes and texts as identified on the theme map.
• Opportunities to develop reading through play

The teaching of reading in KS3

• Twinkl phonics- daily. Taught in phonics groups in line with pupil phonics trackers. Pupils needing additional support to be identified and interventions put in place.
• The children take a reading book home to share with the family and enjoy with adult support
• Teachers and EHCAs to continue to monitor children’s reading progress through a combination of individual and group reading.
• Opportunities for independent reading to encourage children to develop reading stamina and reading for pleasure.
• Regular trips to the school and community library
• Working towards the National Curriculum through reading scheme of work
• Use of HiLo Catch Up texts from school library to apply and practice phonics learning
• Reading skills and knowledge to be accessed in context of age appropriate themes and texts as identified on the theme map

The teaching of reading in KS4

• Functional reading focus, phonics strategies continue to be referred to when reading and writing. Pupils needing additional support to be identified and interventions put in place.
• The children take a reading book home to share with the family and enjoy with adult support
• Teachers and EHCAs to continue to monitor children’s reading progress through a combination of individual and group reading.
• Opportunities for independent reading to encourage children to develop reading stamina and reading for pleasure.
• Regular trips to the school and community library
• Use of HiLo Catch Up texts from school library to apply and practice phonics learning
• Reading skills and knowledge to be accessed in context of age appropriate themes and texts as identified on the theme map.

Text in italics above shows differences in teaching from previous key stage - indicating how teaching progresses across school.

Newfield School delivers relationship/sex education for all pupils in a manner appropriate to their age and development with emphasis is placed upon relationships and relationship building. The PSHE curriculum is delivered through both discrete and integrated modules that are part of the ethos of the school. Individual pupils may receive specific information at the request of the parents and in order to assist a pupil in understanding a particular issue or behaviour.

Individual or small group ‘Body Awareness’ sessions may also be facilitated by the school counsellor working alongside our nursing team who have had specialist training in working with children with SEN on sex and relationship issues. Parents will be kept fully informed and invited to come and discuss any concerns before any sessions take place. There is a great deal of emphasis on protecting the child from harm and helping the child to keep themselves safe.

Parents can withdraw their child from taking part Relationships and Sex Education by informing the Head Teacher in writing.

All children who attend Newfield School take part in discrete Religious Education lessons, which enable them to learn about world religions, spirituality and morality.

We adapt the BwD Agreed Syllabus for RE 2017 2022 to meet our learners needs.

Parents/Carers have the right to withdraw their children from Religious Education lessons and should contact school if they wish to do so.

We believe that the arts provide an opportunity for all pupils to express and explore their emotions and feelings through providing vivid images/sounds aimed at promoting the development of expression.

Newfield is proud have become a nationally accredited Arts Award Centre in January 2015 - see Arts Award information.

There is also a dance element to the PE curriculum that also introduces the pupils to a variety of moods and themes for expression.

Newfield has an active school choir, which sings and signs and takes part in a wide variety of local choral events each year. and we also put on productions and concerts for the wider Newfield Family to enjoy, to celebrate our children’s talents.

For more infomration about Careers at Newfield, please visit our Careers Advice section in Preparing for Adulthood.

You must publish information about the school’s careers programme. This information must relate to the delivery of careers guidance to pupils from years 7 to 13, in accordance with section 42A of the Education Act 1997. For the current academic year, you must include:

• the name, email address and telephone number of the school’s careers leader
• a summary of the careers programme, including details of how pupils, parents, teachers and employers may access information about it
• how the school measures and assesses the careers programme’s impact on pupils
• the date of the school’s next review of the information published Read the statutory guidance for schools on careers guidance and access for education and training providers for more information. The statutory guidance also contains further information about a policy statement that you must publish to comply with section 42B of the Education Act 1997, known as the ‘provider access legislation’. The policy statement must set out the circumstances in which providers of technical education and apprenticeships will be given access to year 8 to 13 pupils.