“We provide a wide ranging and creative curriculum with an emphasis on communication and life skills, so that our pupils grow up to take a full part in their family and local community.” (Riverside School vision statement)
Riverside School aims to provide an outstanding learning environment that supports pupils to become more active, engaged and successful learners.
The school has a broad & balanced curriculum covering National Curriculum/ Early Years Foundation subject areas. Lesson planning includes learning objectives that are differentiated and appropriately challenging. These are delivered via a range of teaching styles.
This policy needs to be read in conjunction with the following:
The school has a range of in-
The Riverside Curriculum is made up of the following components:
The Foundation Stage pupils follow the Early Years Foundation Curriculum. The Riverside school curriculum for KS1 and KS2 includes the National Curriculum programmes of study with some adjustments and alterations to meet the needs of our individual pupils. Programmes of study for Topic include National Curriculum subjects in History, Geography and Science. Key skills for developing Topic skills are also incorporated from Chris Quigley (“Key Skills in National Curriculum Subjects” 2010). In English & Communication and Mathematics, pupils progress through through the class Mid-
There are regular reviews of the curriculum to ensure outstanding practice is embedded throughout the school, pupil progress is monitored closely and changes in national and county advice taken into account.
The Riverside School Curriculum aims to support pupils in working towards independent learning and the development of life skills in all subject areas. Much use is made of outdoor learning (including educational visits) and creative activities to enhance the curriculum. English and Communication is given a high profile and specialist approaches are used in communication (eg. Makaton) and across the curriculum (see Appendix 1). There is a rolling programme of themes in each curriculum area (see Appendix 2) and teachers work within their age group cluster of three classes to plan mid term learning outcomes. Teachers plan for lessons following the agreed school formats and include opportunities for cross-
Specific groups and/or individual programmes are run where assessed as necessary and particularly for the Pupil Premium children.
Opportunities are given for structured and purposeful play throughout the school and specific play targets identified for pupils where relevant.
Links to other schools are established where appropriate for specific pupils either to enhance their learning or as a bridge to moving schools.
The curriculum includes weekly access to dedicated Outdoor Learning lessons in addition to the times that teachers use the environment to support all curriculum areas. This aims to:
The Computing curriculum offers children the opportunity to develop skills in three main areas:
The National Curriculum aims are used to plan Topic based Computing lessons where children are able to learn a new skill and apply it in a familiar context. There are also opportunities for children to use these skills in other curriculum areas. Children are taught fundamental e-
Pupils may have support from a wide variety of outside agencies and therapists. The individual programmes are incorporated into the pupil’s daily learning activities. In particular many pupils have specific speech & language programmes that are incorporated into their IEPs and weekly English & Communication lessons. The speech & language therapists also work closely with staff to assist delivery of social use of language skills and articulation programmes where necessary.
Assessment & Recording
(See Assessment & Target Setting Policy)
There is an assessment cycle for the school year which explains when and how the pupils are assessed in order to inform future planning and check pupil progress. This also provides opportunities for targeting pupils’ difficulties through IEP (Individual Education Plan) targets plus individual or group programmes where necessary. Assessment results are shared with parents informally if requested or via Annual Reviews/EHCP Reviews and the Annual School Report. Individual records are kept for each pupil following the school’s agreed format and teachers ensure that they are sent to the next class or school.
Focused areas of learning are assessed each term and Reading & Spelling data in particular is assessed and moderated as a whole school.
Pupils are given appropriate feedback on their work and progress towards their targets. When marking work staff ensure that the feedback is specific and given in a form that the pupil understands. All staff follow the Marking & Annotation Policy.
Individual Education Plan targets are displayed in visual form in each classroom and pupils are encouraged to assess their own progress, as appropriate. Every pupil has a Reading IEP, (possibly an additional Communication IEP), one in Mathematics and one or two in PSD.
Progress for Mathematics and English & Communication is recorded in individual pupil evidence books with appropriate annotation. Evidence may include annotated photos, specifically in Learning Journals for the Foundation Stage pupils and for other pupils throughout the school where relevant. Staff also record mastery of an IEP target or skill in Progress books.
Progress books and IEP targets are monitored and moderated by the Leadership and Management teams.
The Riverside Curriculum is reviewed regularly and supported through the School Curriculum Groups which are part of the School Development Plan.
Appendix 2: Curriculum Programme (Click to view)
Assessment and Recording (See Assessment and Target Setting Policy)
There is an assessment cycle for the year which explains when and how the pupils are assessed to order to inform future planning. This also provides opportunities for targeting pupils’ difficulties through IEP (Individual Education Plan) targets plus individual or group programmes where necessary. Assessment results are presented to parents informally if requested or via Annual Reviews and the annual School Report. Individual records are kept for each pupil following the school’s agreed format and teachers ensure that they are sent to the next class or school.
Pupils are given appropriate feedback on their work and progress towards their targets. When marking work staff ensure that the feedback is specific and given in a form that the pupil understands. Annotation on photographs and pieces of work form part of the overall assessment of a pupil and help staff to monitor small steps of progress.
Individual Education Plan targets are displayed in visual form in each classroom and pupils are encouraged to assess their own progress.
Reviewed Autumn 2012
Next Review Date: Autumn 2014
Makaton language programme
Picture Exchange Communication System
Sensory Integration Programmes
Emotional Literacy programmes
“Mindreading” computer programme
“Handwriting without Tears” & “Write/ Dance”
SPECIALISTS VISITING SCHOOL:
Speech & Language therapists (SALT)
Occupational Therapists (OT)
Sensory integration Occupational Therapist
Educational Psychologists (EP)
Specialist teachers eg. Visual impairment
Appendix 2: Curriculum Programme (Click to view)