Our ethos in this phase is to support each child’s communication, physical, social and emotional development so that they feel safe, secure and confident to engage with others and the world around them.
We understand that for many pupils this provision may be the first time they have accessed an educational setting, or they may have had a difficult start to their education, therefore, we aim to support the children and families to take their first step in separating from familiar adults by providing a caring and nurturing provision and applying trauma informed practice, where appropriate.
We recognise the importance of early education in preparing children for future learning and life experiences and in building on what children already know and can do. We offer a curriculum that is ambitious, broad and balanced, centred on their individual needs and interests. This ensures that no child is excluded or disadvantaged.
As our pupils start out on their educational journey and throughout their reception year and KS1, we aim to give them the opportunity to gain the skills, knowledge and understanding they need to progress from their individual starting points and onto the next most appropriate curriculum pathway in KS2.
Our curriculum has been inspired by the Early Years Foundation Stage (EYFS) framework and follows the principles of the Engagement Model. It is designed to support the EYFS principles and characteristics of effective learning.
The curriculum is driven by the child, as it is centred on what the child needs, knows and can do. Each child has an Individual Progress Plan (IPP) with targets derived from a variety of sources including their EHCP and professional recommendations. This ensures that learning and provision is relevant to each pupil. The IPP targets facilitate small steps of progress to be observed and built upon, based on each child’s starting points, motivators and engagement. It ensures reflective practice to provide support, stretch and challenge.
We take inspiration from birth to 5 matters (2021) focusing on the three key areas, to support the learning and development of every child. The Unique Child, Positive Relationships and Enabling Environments.
Donaldson and Potter Classes follow the EYFS/KS1 (Stepping Stones) planning. This is based on topics of interest and events that occur within the wider world.
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Provision Planning Focus
Planning will differ depending on the different needs children have within the two types of provision:
Sensory Class (Donaldson)
• Provide opportunities to develop sensory and physical tolerance to the environment.
• Provide a therapeutic approach based on professional recommendations e.g. CAMH’s, EP, OT, SALT.
• Provide intensive interaction and engagement such as Attention Autism, TAC PAC etc.
• Provide access to facilities that support regulation e.g. water therapy, outdoor exploring, rebound, sensory integration.
• Provide pupil led approaches to engagement in short bursts, with opportunities to communicate and request motivating choices.
Play-based Class (Potter)
• Provide opportunities to develop social tolerance and acceptance of others.
• Provide opportunities for direct 1:1 work that promotes readiness for learning e.g. TEACCH stations and small group work.
• Provide continuous provision for pupils to develop the characteristics of an effective learner e.g. Playing and Exploring, Active Learning, Creating and Thinking Critically.
• A blend of small chunks of focused 1:1 or small group learning alongside the continuous provision, ensuring all pupils access the focused activity throughout each session.
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