SENSE Learning - Curriculum Policy

This Curriculum Policy is made accessible to all Parents, Students, Local Authorities, Schools and SENse Learning associates.

Person responsible for ensuring that these policies are implemented and reviewed in line with the review dates: Sophie Amos, Operational Director

Introduction & Purpose

This policy is the Curriculum Policy for SENse Learning which will be followed by all members of the Organisation and promoted by those in the position of leadership within the Organisation. This policy will be applied to all students and SENse Learning associates.

Policy Principles & Values

• The Organisation aims to provide a bespoke and individualised learning programme to all students who access SENse Learning provision as part of their education.

• The Organisation sets targets based on our WILL (wellbeing, interaction, learning and life skills) Curriculum, and these areas are closely linked to the four areas of the EHCP. The WILL Curriculum covers non-academic learning such as: social skills, anxiety management, social communication and independent living skills.

• The Organisation considers student learning needs, interests and aspirations when planning and incorporates these where possible into the student’s targets and planning for their learning.

• The Organisation offers a Functional Skills Curriculum for all students above Secondary School age; this curriculum also includes in-house made Pre-Functional Levels for those students who are not yet ready to access the first levels of the Functional Skills Curriculum.

• The Organisation offers an in-house made Primary Functional Curriculum for students at the primary school age. This takes a pared-down version of the Primary National Curriculum and focuses on the most functional and essential learning objectives, as well as some key skills from the Early Years Framework.

• The Organisation offers NCFE Functional Skills Qualifications in English, Maths and Digital Skills. As well as a menu of options for other qualifications and certifications, as outlined in the Assessment and Accreditation Policy.

• Post-16 students' provision will have greater emphasis on career research and guidance, independent living and life skills.

Procedures

• By the end of the first term, the Case Coordinator and Associates will baseline the student’s learning against the Functional Skills Curriculum or the Primary Functional Curriculum.

• Parent/Carers will be asked to complete a baseline with their observations of the student’s skills using our WILL Curriculum when the student is in their first week of provision. This gives us an initial indication of areas of need and helps with initial session planning.

• Case Coordinators and Associates will then also do a Baseline against our own WILL Curriculum by the end of the first term, with their observations of the student’s skills from sessions so far.

• The Case Coordinator will then write individual targets for each of the areas in the WILL Curriculum, including appropriate academic targets from either of the above academic curriculums, whilst considering the student’s EHCP outcomes, their interest and aspirations.

• The Case Coordinator and associates working with the student will plan creatively for learning activities linked to their targets.

• Targets are reviewed half-termly and a report is sent home to parents/carers and the commissioner (LA Caseworker or On-Roll School).

• If students are on a pathway to achieve a Functional Skills qualification, decisions around when this will take place during the year will be made between the student, parent/carer, Case Coordinator and the associate.

• Some sessions are visited throughout the year by the Pathways Team or members of the Leadership Team through the 360 process, where they will also review all aspects of the student’s provision for quality assurance. They will write their findings in a report and suggest next steps, all of which will be fed back to the associates.

• Each student will be allocated to one of our four Pathways, and this will form the basis of their programme. Their sessions, learning focus and targets will be informed by the Pathway and next steps.

SENse Learning wants every student to reach their full potential on a pathway that suits their social, emotional and learning needs.