Curriculum Frameworks

Each framework is divided into MPs (Mabel Prichard) -tiers of skills and understanding, and within each, there are targets recognising learner achievement.

 In each curriculum there are between 4 and 7 MPs. Each MP statement is then assessed using 5 progressive statements to ensure all progress learners make  is recognised, whether it be from early discovery to exploration, or right through to full generalisation. 

The MP tiers are broad to ensure all opportunities are available to all learners. We often see learners working across MP tiers which reflects their highly individualised skill sets and areas of challenge.

The pedagogy underpinning our curriculum is influenced by the work of The Equals Curriculum, Dr Sarah Mosely and the inclusive reading framework, Teach us Too by the Jonathan Bryant Foundation, and hinges on practices such as intensive interaction and play, as discussed in the curriculum rationale chapter.

The frameworks are a combination of Equals,  the Engagement Model, Routes for Learning, the Developmental Journal, the early reaches of the National Curriculum, and Functional Skills. 

Personal Learning Goals

All learners have Personal Learning Goals (PLGs) which are their EHCP outcomes. These will in some cases overlap with areas of  the inclusive frameworks. In these cases the inclusive frameworks are used to inform the smaller steps of progress towards the broader PLGs.

Assessment Processes

Evidence for assessment is collected in a range of ways, according to what is most appropriate for the learners. Generally, evidence for learners working within the MP1 and MP2 tiers is collected through the Engagement Model on our assessment platform, Evidence For Learning (EFL). Learning that is assessed within MP3 tier onwards  may also be in books as well as on EFL.  All learning is evaluated three times a year through the pupil progress reports, which bring together progress against PLGs and the wider curriculum through the inclusive frameworks.

Reporting processes

As many of our learners are pre or non-verbal, or have limited means of sharing their day with parents and carers, class teachers report the learning from the day on Class Dojo, which can also be translated for anyone with English as an additional language. This also enables teachers to share photos and videos with individual parents and carers on a secure platform, if there have been individual ‘wow’ moments, or if there is any key learning to share. Parents and Carers take part in the annual reviews, where their son or daughter’s progress across the curriculum and against their EHCP outcomes is discussed and parents and carers also receive an annual report detailing progress against their son or daughter’s PLGs and the wider curriculum. In addition to this, two further meetings are held on line or face to face with parents and carers in the Autumn and Spring terms to discuss progress against the personal learning goals and to discuss any necessary amendments.