Curriculum and Assessment at Sybil Elgar School

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1 Curriculum and Assessment at Sybil Elgar School Sybil Elgar School Curriculum At the Sybil Elgar School we are committed to ensuring that every pupil and student has equal rights and opportunities to access their entitled education and to reach their full potential, whilst having their specific needs met. We want to ensure that all our young people have purposeful and enjoyable experiences at Sybil Elgar, whilst preparing them for meaningful adult living. This is achieved by ensuring that all students have access to a broad, balanced, motivating, relevant curriculum. We base our curriculum on the National Curriculum so that our students can access adapted, structured and planned programmes of study in the same curriculum subjects and topics as other students in the UK. We ensure that our curriculum is current with DfE and OFSTED requirements and best practice, such as the Assessment for Learning Strategy. Personal Social Health Citizenship Communication Physical and Multi-sensory In addition to the modified National Curriculum our curriculum is enhanced and enriched to offer a range of experiences and activities across 24 hours with the emphasis on an Autism Specific Curriculum, which actively promotes experiences to develop both the strengths that young people with autism have as well as teaching strategies to counteract the difficulties presented by the Triad of Impairment. Underpinning the planning and the delivery of the curriculum is the SPELL approach of Structure Positive Empathy Low Arousal Links where students have access to a highly structured curriculum that is informed by best practice of approaches, such as TEACCH, PEC s, ABA, SCERTS, VBA, etc, informed by Speech and Language Therapists, Psychologists, Occupational Therapists, etc, tailored to the needs of each student. ICT and the development of augmentative communication systems underpin the learning and teaching throughout School. The curriculum and it s delivery is relevant and progressive at the different ages that the child is at. The curriculum for our youngest children is based on the Early Years Framework, with a high emphasis on social and communication skills, play and self help skills in a nurturing and stimulating setting. Our primary children are taught within the two key stages. The curriculum is based on the National Curriculum and informed by the International Primary Curriculum. The curriculum is topic based and rotational giving a wide range of learning experiences. Each child has a highly differentiated skills based timetable with a strong focus on literacy and numeracy. The children are encouraged to Autism Specific Curriculum

2 develop their readiness for learning skills, there are high expectations of personal behaviour and the children are introduced to emotional literacy. In the Secondary School the children are supported in tutor groups accessing curriculum subjects taught by subject specific teachers in dedicated classrooms. The curriculum is based on the National Curriculum. There is a strong emphasis on learning transition skills and managing change. Children are empowered to problem solve and to develop self control and a range of relaxation techniques. At Year 12 our students transition to our Sixth Form site on the Acton campus of the Hammersmith, Ealing and West London College. The curriculum is highly personalised to individual students, to help prepare them for adult living. There is a strong emphasis on key life skills, such as food preparation and learning in the community. Students can follow courses such as Performing Arts, ICT, Catering, Physical Skills as well as developing work experience skills in partnership with local businesses. Throughout the Secondary and Sixth Form departments there is a strong emphasis on using age appropriate resources and approaches whilst meeting the developmental needs of students. The curriculum timetable has planned, weighted opportunities for the teaching of PSHCE, Personal, Social, Health and Citizenship Education, Communication Skills, Physical Skills and Sensory Activities. Each activity is taught as part of a planned Programme of Study, with clear outcomes for the student. There is a clear progression of skills and knowledge, based on assessment. Curriculum Assessment There is formative and summative assessment in all subjects across the 24 hour extended curriculum. We use NC/ P/ M levels to indicate and track progress and attainment. The following systems are used to collate, manage and monitor this data. It then informs assessment of learning and informs future teaching, assessment for learning. B-Squared Assessment for learning tool. This is an ongoing assessment system used to measure and to identify the next step in learning, informing teaching and planning. It is the initial portal for inputting all teaching and learning assessment information at Sybil Elgar electronically. CASPA Comparison Analysis of Special Pupil Attainment This enables a more detailed tracking of progress and learning over time It is also used as a benchmarking tool to measure progress and attainment across similar settings in other classes, special schools, colleges, etc. Assessment data from B-Squared is migrated into CASPA at the end of the annual review cycle. PIVATS Performance Indicators for Value Added Target Setting Assessment system gradually being phased out as information is being migrated into B-Squared and CASPA Self Assessment All students are encouraged to evaluate their own learning and progress at all times, through a range of strategies, such as visual and electronic support aids. All learning targets are similarly modified to

3 be accessible to all students so that they are empowered to self assess. All students participate formally in this process at the beginning and ends of each curriculum topic taught and of each lesson. All students are encouraged to evaluate their progress overall termly, through their Student Reports and annually through the Student Comments and DVDs at Annual Review. IEP Targets Individual Education Plan Targets IEP targets are set together at each student s Annual Review by the student, parent, teacher, key worker, etc. The targets are reviewed at least termly in partnership at Parents Evening and adjusted as needed. The targets are cross-curricula and accessible over 24 hours, across all settings. There are five targets in the following Autism Specific areas: Flexibility of Thought Problem Solving Communication Independence Social interaction These targets are cross referenced in curriculum Medium Term Plans. Good practice of ensuring continuity of targets from other settings, such as previous schools and LAC (Looked After Children) PEPs (Personal Education Plans) is endorsed. Each student has their own modified copy of their own IEP targets, so that they can be aware of what they should be working towards and be involved in assessing their own progress. Individual Pupil Tracking of IEP Targets Ongoing assessment in all subjects across the 24 hour extended curriculum. Assessment information is recorded as appropriate in each student s individual Communication File and is then inputted into spreadsheets by the tutor teacher / key worker. This information helps track the progress that the student makes towards meeting their IEP target and helps to identify the next core targets to work on. Whole School Targets (WST) These are set annually by the whole school team as part of the School Development Plan (SDP) and part of School s annual cycle. There are five broad outcomes for every student to work towards over the academic year, regardless of their age, gender or ability. These outcomes are based on the five Every Child Matters (ECM) outcomes: Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution, and Achieve Economic Wellbeing. There is half termly assessment for every student, recorded in their Student Communication File then inputted into Excel Spreadsheets termly by their tutor teacher. This information is collated, evaluated and shared annually as part of the School year cycle in July.

4 KS3 Strategy Sybil Elgar School continues to embrace the best practice of this National Strategy throughout School: The three part lesson structure: Introduction, Main Body and Plenary Focus on the Key Skills: Communication, Application of Number, Information Technology, Working with Others, Problem Solving and Improving own Learning and Performance The teaching of phonics Literacy and Numeracy cross-curricular subjects taught in every subject ASDAN Award Scheme Development and Accreditation Network ASDAN is a national, externally moderated body, accessible to all students. Qualifications are nationally recognised and can lead to other qualifications, such as diplomas. There are a range of educational and vocational courses offered by ASAN. Students at Key Stage 4 and Year 12 complete Transition Challenge, which is cross-curricular and has a strong focus on student empowerment and responsibility for own learning. OCR Oxford Cambridge and RSA Examinations OCR is UK awarding body which has a range of externally moderated courses. All students at Sixth Form have the opportunity to complete courses. SMSC Spiritual, Moral, Social and Cultural development. This is now a requirement following the revised OFSTED framework, January 2012 where schools are required to provide positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers, other adults and the local community. There is section in Sybil Elgar curriculum Medium Term Plans to ensure that the students spiritual, moral, social and cultural development are additionally addressed. Each teaching activity should have impact on promoting SMSC development for all our students. This practice is already embedded in our very positive culture at Sybil Elgar, through the SPELL framework. Careers Careers is taught as part of PSHCE and through ASDAN and OCR. Work Experience is part of Key Stage 4 and Sixth Form curriculum and there is a section in curriculum Medium Term Plans to ensure that this is part of the breadth of experience of activities that all students should have. Community Links activities at Key stage 4 and Sixth Form have modules that focus on vocational skills and work experience. Connexions and transition link workers social care

5 Extended Learning We are committed to ensuring that all learning is meaningful and purposeful to all students. As such skills need to be taught and generalised across a range of social settings and environments. To this end School, Home and Residential work closely together with the multidisciplinary teams to ensure an extended learning curriculum and breadth of experiences. Bespoke learning programmes and homework are an intrinsic part of this and are set on an individual basis in partnership with families. Key principals of the curriculum at Sybil Elgar We are committed to Equal Opportunities for all of our students and upholding their right to an inclusive education with appropriate access, enhancements and adaptations. Learning targets respond to student s diverse learning needs and overcome potential barriers to learning. We provide pupils with relevant and appropriately challenging work Autism specific Ethos and Philosophy of the Sybil Elgar School The Philosophy of the Sybil Elgar School is to put the needs of its pupils/students first and acknowledges that they have the right to be treated with dignity & respect. The culture and ethos of the School is open and non-judgemental School believes that compassion, tolerance and positive intervention can effect change School believes in a strong partnership with parents and carers The teaching approach for our children with autism is pupil/student centred and looks towards preparing them for meaningful adult living. The School provides access to the National Curriculum giving high precedence to the specific learning difficulties associated with Autism Priorities for learning are always influenced by the consideration for the relevant and functional skills needed by each individual within the context of their autism and their age. Emphasis is placed on Social Interaction, Communication, Personal and Social Education to maximise opportunities for self confidence, personal autonomy, self empowerment, self advocacy and to enhance life chances The School is committed to Equal Opportunities and all which that implies.

6 The National Curriculum and P Levels at Sybil Elgar School The National Curriculum sets out what all children should learn between the ages of 5 and 16. It is organised into 4 Key Stages across both primary and secondary education: Age of child Year Group Key Stage Levels most children should be working within Expected Attainment at end of Key Stage 4-5 Early Years Early Years N/A N/A Key Stage Key Stage Level Key Stage Key Stage Key Stage Key Stage Level Key Stage Key Stage Key Stage Levels 5/ Key Stage Key Stage Each curriculum subject is divided into attainment targets, which set out the knowledge, skills and understanding that children are expected to have at the end of each Key stage. For example Maths is divided into Programmes of Study Using and Applying Mathematics, Number, Shape, Space and Measures and in addition at Key Stage 4, Handling Data. Pupils at Havelock Road start in Early Years and leave for Sixth Form Woodlands at the end of Year 11. Our Early Years, or Reception children follow an Early Years Framework. Our Primary pupils work in Key Stages 1 and 2, and our Secondary pupils work in Key Stages 3 and 4. Most pupils, regardless of their age however are working at Levels 1 or 2, or they are working towards Level 1 in pre levels known as the P Levels. The P Levels describe the different levels of assessment in the Performance Scales, or P Scales. The use of P Scales is statutory when reporting attainment for pupils with special educational needs who are working below level 1 of the National Curriculum.The P Levels are not bound to age or Key Stage. They are developmental and start at Level 1 and end at Level 8, where the pupils then start working within the National Curriculum levels. P Level 1 is the lowest. P Levels 1 3 are about sensory experience and are across the curriculum. P Levels 4 8 are subject specific, i.e. there are different P Levels for PE, ICT, English, etc. PSHCE (Personal, Social, Health and Citizen Education) is assessed from P Levels Each P Level is broken down into 5 further grades which enable a fine assessment and ensure that even very small steps of progress are recorded. These grades are from a to e; e being the lowest grade.

7 This table shows the progression pupils might make through the P Levels up to the National Curriculum 1e, 1d, 1c, 1b, 1a 2e, 2d, 2c, 2b, 2a 3e, 3d, 3c, 3b, 3a 4e, 4d, 4c, 4 b, 4a 5e, 5d, 5c, 5b, 5a 6e, 6d, 6c, 6b, 6a 7e, 7d, 7c, 7b, 7a 8e, 8d, 8c, 8b, 8a NC (National Curriculum) Level 1 NC Level 2 NC Level 3 NC Level 4 When students start at Sixth Form the P Level information is renamed M Level, or Milestones, where the students are encouraged to follow a more adult and vocational curriculum till they leave at the end of Sixth Form, after their 19 th year. For more information about the P Levels see or Lucy Burholt

8 Curriculum Overview at Key Stages 3 and 4 Curriculum Policy 5 Year Plan Programme of Study Links to other subjects National Curriculum P Levels Topic / Activity Overview. Scheme of Work Every Child Matters Autism Specific The Key Skills Annual Review Targets Individual BSPs, RAs and group dynamics Customised Medium Term Plans For Groups and for Individuals IEP Targets Whole School Targets Calendar Moderation Assessment of Learning Assessment for Learning

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