About the curriculum
Universal Provision for teaching & learning is our Curriculum.
The school follows The Aspire Federation Curriculum. This is used to produce our own long term plans and schemes of work, or in selecting the examination units to be followed by our older students.
There are two routes to the curriculum (see the Curriculum document), these are not to be confused with our three pathways, that are the vehicles which we use to access the curriculum.
Note: Parent/Carers can find the current plans for their child's class on the Families Website (log on required).
Targeted Curriculum Provision
We offer a range of 1:1 or small group work that focus on:
SEMH, via Wellbeing Provision
Pathways to learning
Our pathways are linked to SCERTS, as this is the programme that supports to select the best approaches and strategies for the class to access the Curriculum. All classes use a structured approach including aspects of TEACCH, and SCERTS.
Social Pathway: Very highly structured environment including workstations and designated curriculum areas within the classroom to minimise transitions. Sensory approach to support communication, motivation and engagement. Priority focus on prompting shared attention and functional use of real objects. High ratios of staff and limited number of peers maximum 5.
Language Pathway: Structured environment including workstations and access to designated curriculum areas. Using colourful semantics to promote communication and extend their range of word combinations. Priority on requesting and responding to emotional regulating activities to increase engagement. High ratios of staff with maximum class size of 8.
Conversation Pathway: Whole class approach to teaching within a more 'mainstream' classroom environment. Uses conversation skills including balancing turns to collaborate with peers. Priority focus on their social understanding, self-awareness and self-esteem. Maximum class sizes of 10.
Specialist Curriculum Provision
The school has a number of staff trained with specialisms in areas of the curriculum or SEND. These staff support the development of individualised approaches identified young people.
We also access the Educational Psychology Team at Milton Keynes Council. Some elements are picked up through statutory work on Education, Health & Care Plans and we have some school commissioned time, which we direct, through our provision meetings.
We are passionate about our young people having the opportunities to develop skills for the world of work and to have real life experiences.
Sara Tunnicliffe, Careers Lead
Key People & Contacts
Skills we wish to develop