Curriculum Statement for Inscape House School 2016

At Inscape House School we teach children and young people from 4-19 in three phases; Primary, Secondary and 16-19 age groups. Within each phase we provide both an inclusive, accessible curriculum and a model of curriculum delivery specific to each group of learners in relation to their Autism needs, to achieve the best possible outcomes for individuals’ social and academic progress .Throughout the school all curriculum delivery will be characterised by differentiation to meet the learning needs of all pupils.

Equal Opportunities are implicit throughout this statement andis an expectation of equality of opportunity for all pupils. This includes promoting access for historically excluded groups such as pupils from ethnic minorities, females and those in more socio-economically deprived groups by ensuring that we celebrate the identity of every person in school- see our Equal Opportunities and Racial Equality policies. In particular we strive to meet the needs of pupils with “disabilities” This means that each pupil will be provided with access to a curriculum that has the flexibility and sensitivity to be able to meet highly individualised and specialised needs.

Whilst recognising the importance of our pupil’s inclusion in the National Curriculum and the benefits to our pupils that the breadth of educational experience within the National Curriculum provides, the highly specialised individual educational needs of our pupils must always be given priority consideration. Therefore the curriculum framework is designed to be sufficiently flexible to give equal weight to individual skills work and National Curriculum subjects for most pupils. For pupils working at early development levels, those at the later stages of their school career, and those with severe challenging behaviour, we are able to give increased emphasis to individual skills work.

Nearly all our pupils require a very intensive pastoral support system. It is one of the fundamental reasons that our school is an appropriate placement for a pupil. However, it is vital that we always keep to the fore the fact that we provide this level of support in order to allow pupils to maximise their independence. Some pupils may need even further support such as counselling style sessions, social stories, additional emotional awareness or 1:1 intensive interaction. The school will organise around these requirements as essential pre-requisites for learning.

Each student has their own individual therapy strategies and communication and sensory profiles. Teachers and therapists work together to ensure these are embedded and any strategies and resources/ equipment are an intrinsic part of every lesson, this may include; writing slopes, Picture Exchange communication system (PECS) books, reduction of verbal language, symbols, sensory diet, pen grips, communication devices. This will ensure every student has optimum access to the curriculum. (See Therapy Policy for further information).

The educational curriculum at Inscape House School is designed to meet the needs of pupils/students with autistic spectrum conditions. We have differentiated pathways:

  • Supported Learning
  • Independent Learning
  • Personalised Programmes

We have three learning phases:

  • Primary
  • Secondary
  • Post-16.

Each curriculum is designed to meet the current needs of students, maximise their potential and prepare them for a future that is both aspirational and relevant.

Because of the nature of our intake processes, and our student numbers, it is not feasible for students to be classed specifically by year group, or necessarily to stay with the same group of youngsters throughout their time at Inscape. To avoid either repetition or gaps in the curriculum, schemes of work usually follow a three year rolling programme of units.

This curriculum approach consists of four key areasbased on the needs of learners with ASC:

  • the core and foundation curriculum
  • community based learning & enrichment curriculum
  • specialist curriculum
  • social and living skills/RESPECT curriculum (including RE & PSHE)

Within each phase, students are grouped within a particular learning pathway based on their ASC specific needs and cognitive development:

The Supported Learning Pathway

Students in this pathway are those who experience the most visibly significant impact of autism in terms of communication, social understanding and cognition. Students in this cohort are working within the P levels up to approximately NC Level 1 with a ‘spiky’ profile across learning areas. Many students in this pathway are non-verbal and use augmented communication approaches. Timetabled ‘subjects’ are learning contexts in which the identified IEP, ISP and social development targets are addressed through a breadth of areas. It is not the subjects themselves which are a priority. Key priorities for students in this pathway are the development of

  • communication skills
  • social relationship skills
  • flexibility in thinking (accepting and managing change, working with others etc.)
  • core numeracy and literacy skills
  • being healthy and developing independence

Assessment, development and progression in these areas are the priority outcomes and the PSHE curriculum will be embedded throughout all aspects of learning to facilitate this. Specialist input is provided for Art and Computing(a key area given the importance of technology in communication).

Accreditation is linked to the Supported Pathway curriculum to celebrate progress, attainment and achievement:

  • AQA Unit Awards P Levels onwards
  • ASDAN Transition Challenge mid p levels onwards
  • Entry Level as appropriate (NC Levels 1, 2 and 3)

It is vital that in order to have a good quality of life in the longer term (which would include being able be a continuing part of family and community life) students in our supported learning pathway develop abilities that prevent them from becoming increasingly socially marginalised and excluded in adulthood, and particular areas of development focus round the ability to tolerate the sorts of changes that are a factual part of life, express and communicate choices (preferences and non-preferences) in a non-violent way, and be able to tolerate and establish positive relationships with other people. Here it is vital to balance academic progress with social development, and for these learners curriculum subjects are a balance of teaching discrete skills and creating a breadth of contexts in which to practice and develop them.

The Independent Learning Pathway

Students in this pathway still have significant difficulties relating to their Autism but are working cognitively beyond National Curriculum year 1. There is equity of balance in priority of:

 developing the skills to help overcome the difficulties students have in relation to their autism, particularly round social understanding, social communication, flexibility in thinking and behaviour towards others (since without this, they may achieve good academic qualifications but be unable to use them towards college placement , developing a career or developing successful friendships and relationships)

building the subject specific skills and knowledge that will help them achieve the academic qualifications that will allow them to meet entry criteria for college, apprenticeships, etc.

The Personalised Programmes Pathway

Though potentially working at a high cognitive level, some of our students are so severely impacted by their autism that they are not currently able to work successfully in a classroom setting. These students follow a highly individualised timetable and curriculum with individual staff support. Our aspiration for students in this pathway in addition to academic success is to enable them to make sufficient progress socially to be able to work successfully within a group and each young person has a destination class in terms of working towards this goal.

The Primary Curriculum The Primary pathway follow a topic based approach incorporating Foundation and core subjects within 18 units based on the National Curriculum. Specialist input in the primary department for Art , Science, and computing. The learning objectives for each individual are linked to curriculum targets to secure progress and each individual’s Individual Education Plan.

Autumn 1 / Autumn 2 / Spring 1 / Spring 2 / Summer 1 / Summer 2
Y1 (2015 – 2016) / Famous People / Hot and Cold / Incredibles / Circle of Life / A River runs through it / Rumble in the Jungle
Y2 (2016 – 2017) / Once upon a time / Frozen Plant / Vicious Vikings / Magical Monsters / Commotion in the Ocean / Happily Ever After
Y3 (2017 – 2018) / Britain / Celebrations / Marvellous Machines / Dangerous Dinosaurs / Down at the bottom of the garden / Eco Warriors

Secondary Phase (KS 3 and 4)Subjects are taught discretely. Key stage 3 curriculum schemes of work follow a three year rolling programme of half-termly units and Key Stage 4 schemes of work follow a two year programme. If students have the potential, they can achieve 5 GCSE qualifications in English, Maths, Art, Science and Computing/IT.

16 – 19 Phase Students will work towards Entry Level 1, 2 and 3 qualifications, Functional skills, ASDAN qualifications and/or level 1 and 2 English and Maths qualifications.They can also work towards the Art, Science and Computing/IT GCSEs. Meaningful work experience and enterprise education, work place visits are an important part of the post 16 curriculum. Travel training and independent living are also an essential part of the curriculum. If appropriate, Inscape House School will coordinate college placements to widen the curriculum experiences on offer to students. Our purpose is for students, when they leave, to be prepared for college, an apprenticeship or the world of work and able to live as independently as possible.

We regard our involvement in the community as an important element of the curricular experience open to our students. Our curriculum will help all students develop skills as independent learners to;

  • take responsibility for and manage their own behaviour
  • understand their place in the community with an emphasis on rights and responsibility
  • achieve economic well being
  • enjoy and value learning

The RESPECT Curriculum is a combination of Religious Education, Social and Personal Education and Citizenship. The name was selected to reflect, not only the content of the subject, but also the main aim - Teaching respect for myself, for my friends, for my community and my world. Although each of the curriculum areas within RESPECT has its own distinct aims, objectives and subject content, it is our belief that these areas can and do complement each other and provide a well balanced education for all our pupils.

The subject of Religious Education attracts strong feelings, commitment and sometimes controversy. School life provides a secure environment in which students can develop their knowledge and understanding of the observable and deeper aspects of religion. They are challenged to think about and share their own beliefs and values as well as to appreciate the insights of others whom they will meet and work with. This links closely to the new PREVENT Strategy (2015) and the expectations of schools to safeguard its pupils against radicalisation through education and monitoring.

Personal, Social, Health Education and Citizenship are acknowledged as being an essential part of the school curriculum. The RESPECT curriculum interprets personal and social development as

  • Developing their confidence and responsibility and making the most of their abilities
  • Preparing to play an active role as citizens
  • Developing a healthy safer lifestyle
  • Developing good relationships and respecting the differences between people Citizenship helps pupils to understand and practise:
  • Social and moral responsibility
  • Community involvement
  • Political literacy

Values, which have more recently been described as British Values.The Department for Education (DfE) have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” The government set out its definition of British values in the 2011 Prevent Strategy and these values have been reiterated by the Prime Minister.

  • Tolerance
  • Equality / individual liberty
  • Respect for others’ faiths
  • Democracy
  • The rule of law.

Example of the Respect Curriculum overview

Year A (2015/16) / Year B (2016/17) / Year C (2017/18)
Autumn / 1 / RE / The teachings of Jesus
How do Christians apply scriptural teachings to the world today? / The teachings of Mohammad
How and why do Muslims practice the 5 pillars of Islam / Key Jewish figures in the Torah
Citizenship / Democracy and fairness (school council) / Honesty and trust (school council) / Rights and responsibilities (school council)
2 / RE / Islam and the media / The importance of food in religion / On balance, has religion made the world a better place? How has it changed in the UK in the 21st century
PSHE / Keeping yourself safe (inc e-safety, road safety, water & fire safety, safe relationships) / Keeping yourself safe (inc e-safety, road safety, water & fire safety, safe relationships) / Keeping yourself safe (inc e-safety, road safety, water & fire safety, safe relationships)
Spring / 1 / RE / Journeys (pilgrimage) / Places of worship
What is the place of prayer in the world today? / What is the relationship between belief and art?
Citizenship / Justice, rules and laws (government) / Diversity and identity / Equality and liberty
2 / RE / Judaism –special celebrations (what connects Passover to freedom?) / Significance of the resurrection (do all Christians agree about it? / What does it mean for a buddhist to follow the teaching of ahimsa (non-violence)?
PSHE / Alcohol and drugs education / Alcohol and drugs education / Alcohol and drugs education
Summer / 1 / RE / What is the relationship between science and religion / Religious law/beliefs versus criminal law (should there be limits of freedoms of expression?) / Is Christianity one religion?
Citizenship / Tolerance and respect for others (addressing issues from the Prevent strategy) / Tolerance and respect for others (addressing issues from the Prevent strategy) / Tolerance and respect for others (addressing issues from the Prevent strategy)
2 / RE / What are the challenges of being a Christian/Jewish/Muslim/Sikh (etc.) teenager in Britain today? / What are the challenges of being a Christian/Jewish/Muslim/Sikh (etc.) teenager in Britain today? / What are the challenges of being a Christian/Jewish/Muslim/Sikh (etc.) teenager in Britain today?
PSHE / Growing up and SRE / Growing up and SRE / Growing up and SRE

The Sport, Leisure and Health is available to all students at Inscape House, regardless of their learning pathway and includes: swimming, visiting the local gym, walking,football and team games played on the school pitch, badminton and table tennis, horseriding, bowling & trampolining.

Associated policies:

  • Assessment reporting and Recording
  • Planning Policy
  • Marking and Feedback Policy
  • Teaching and Learning Policy

Curriculum Access

It is our aim to provide the highest quality of learning experiences, Curriculum access is facilitated in a number of ways:

  • provision of moderated baseline assessment arrangements - the ‘p-levels’, B Squared and the National Curriculum stage related expectations (see Assessment Recording and Reporting Policy for details)
  • provision of common assessment, recording and reporting arrangements, including regularly updated baseline assessments, individual short and long term target setting, end of programme reviews and records of achievement
  • a commitment to interdisciplinary working, particularly with parents, but also involving fellow professionals and the community in general
  • a commitment to provide a ‘total communication’ environment through the use of alternative and augmentative forms of communication (AAC). These approaches include visual signing, gesture, expression, the use of pictures and objects of reference, symbols, as well as ordinary speech
  • provision of a wide range of general and customised information and communication technology resources designed to promote capability and facilitate communication and curriculum access
  • provision of a range of therapies
  • speech and language therapy to enhance and inform our communication approach
  • occupational therapy to reduce their need for sensory seeking behaviour and optimise their participation
  • play therapy

How we ensure our policy is implemented

The Governing Body, Head of Pupil Learningand Staff Development, (Deputy Head Teacher) and the Headteacher have overall responsibility for the determination of this policy. The policy requirements will be delivered in a number of straightforward ways:

The Headteacher will be responsible to the Governing Body for ensuring that the agreed curriculum provision is clearly communicated to teaching staff;

Head of Pupil Learning and Staff Development , who is accountable to the Headteacher, will manage the implementation of whole school, key stage and subject requirements, acting in an advisory role by providing support, guidance and direction as needed:

Subject Co-ordinators, who will be accountable in the first instance to the Head of Pupil Learning and Staff Development, will be responsible for the determination and dissemination of the policy, programme of study and scheme of work in their designated curriculum area(s):

Class teachers will be responsible for delivering the programmes of study through the termly or half-termly schemes of work/modular units. In a number of curriculum areas the subject is taught by the subject co-ordinator exclusively.

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