Our pupils have severe, complex and/or profound needs, including autism, and as such have a range of different starting points. Their complex needs have a significant impact on their development, especially the way that they are able to develop their long-term memory, understand knowledge and generalise skills. Our curriculum takes account of our pupil’s individual needs, best supports them to reach their individual potential, and prepares them for adult life.
Manor Mead school is committed to
- providing every pupil regardless of their disability, with the opportunity to succeed and thrive
- maximising opportunities for communication, developing independence and life skills
- fostering a love of learning and curiosity in the world around them
- embedding fundamental British values and social, moral, spiritual and cultural purpose
- promoting enjoyment, fun and engagement in school and in the community
- equipping pupils with:
o communication skills to promote self-advocacy and self-expression
o personal and social skills which enable them to develop, maintain and manage relationships
o independence and self-help skills
o the ability to apply knowledge and skills in real life situations
o the ability to transfer the range of physical, social, emotional and cognitive skills they have developed during their school life, to other areas of their life
At Manor Mead we provide a curriculum which is
Each of our pupils has an Education Health and Care Plan (ECHP) and we recognise the importance and value of providing a curriculum that emphasises the Key Areas of:
- Communication and Interaction
- Cognition and Learning
- Physical and Sensory Health
- Social, Emotional and/or Mental Health.
Working with students, parents and carers we identify the most important individual next steps in these areas for our students, and our curriculum provides the context for progression, generalisation and independence in these areas
Our curriculum is implemented with a focus on the 4 Key Areas of an EHCP and is underpinned by our vision and values.
We place each pupils EHCP and Individual Learning Plan (ILP) at the centre of their learning. This is supported by a focus on one of our school wide values every half term (on a 2 year cycle) and implementation of a set of ‘non-negotiables’ focussed on learning, professionalism, our learning environment, life-skills and independence and that we expect to be upheld and implemented by all in the school community
The learning experience is supported by a focus on one of our school wide values every half term (on a 2-year cycle) and implementation of a set of ‘non-negotiables’ focussed on learning, professionalism, our learning environment, life-skills and independence and that we expect to be upheld and implemented by all in the school community.
Manor Mead School is structured into:
EYFS (nursery and YR)
Lower School (Years 1 - 2)
Upper School (Years 3-6)
Classes are grouped depending on individual learning need so are not restricted to year groups. There may be some movement for pupils between classes and their time in each key stage. Any movement is always carefully considered based on individual needs to help each student reach their full potential.
Early Years Foundation Stage (EYFS)
The curriculum for the youngest pupils in the school is based on the Early Years Foundation Stage statutory framework. The ‘prime’ and ‘specific’ areas broadly align with the four Key Areas delivered in the primary phase; pupils in EYFS will follow the same termly theme as the rest of the school. Long and Medium Term plans have been drawn up for the areas of learning:
There are three prime areas of learning:
- communication and language
- physical development
- personal, social and emotional development
and four ‘specific areas of learning’:
- understanding the world
- expressive arts and design
The Learning Outcomes link to the EYFS Profile and Development Matters. Children are also assessed against their own Individualised Learning Plan targets (ILP)
Primary Curriculum - Lower School and Upper School
Long and Medium Term Plans have been drawn up for the following subjects based Years 1-2 of the programmes of study in the National Curriculum.
- Personal, Social, Health and Economic education (PSHE) - following Programmes of Study from PSHE Association (updated 2020)
- Physical Education
- Topic: Art and Design; Design and Technology; Geography and History are grouped under the heading of 'Topic'.
- Religious Education - following the Revised Surrey Agreed Syllabus
Relationship and Sex Education - The Governors, in consultation with the Head of School and the staff have decided that there should not be a separate Sex Education curriculum at Manor Mead. This decision has been made, taking into account the age, maturity and complex needs ability of the pupils. Relationships Education is taught as part of the PSHE curriculum.
As a school we do not offer Modern Foreign Language as a systematically taught, discrete subject at Key Stage 2. This is due to the challenge our pupils have with the acquisition, understanding and processing of language. Pupils at Manor Mead School have a significant degree of difficulty with language and communication, including their expressive and receptive communication. In their spoken language, this ranges from difficulties with speech, to using new vocabulary and sentence and verb grammar. Pupils may also have difficulties with understanding verbal requests, answering more complex questions, and understanding and retaining vocabulary. The time is allocated to the development of pupils broader and more general communication skills to support them to prepare for the next stages in their education and life.
The Learning Outcomes are taken from Years 1 and 2 of the National Curriculum. Children are also assessed against their own Individualised Learning Plan targets (ILP)
A flexible and child centred approach
At Manor Mead School, we place the pupil’s individual needs at the centre of their individualised curriculum and as such:
- Class teachers are responsible for designing the class timetable each term but have the flexibility to implement more individualised schedules for pupils as appropriate. Individual timetables take account of a wide range of specific therapy needs, speech, physio and occupational therapy. Some pupils may not be able to tolerate working in a larger group for extended periods and may have a timetable, which includes sessions where they work on their targets in different resource areas e.g. the Sensory Room, Soft Play
- The timetables for different classes in the school reflect the needs of the pupils in that class group and there are significant differences in the content e.g. classes for pupils with PMLD have a significant part of each day timetabled for Physiotherapy/ Physical activity.
- All classes have timetabled topic sessions (History, Geography, Art and Design & Technology) allowing flexibility to focus on individual personal, social and emotional needs, independence and learning skills such as attention, as well as community visits.
- Sometimes pupils have needs met most effectively by spending time in more than one class during the week. This ‘internal integration’ provides an opportunity to meet a pupil’s specific needs, when these needs are not all catered for in their main class group. Where appropriate individual children may also have ‘external integration’, opportunities at a mainstream school e.g. St Nicholas Primary School, to focus on academic, social and emotional development.
- Teachers may plan for their classes to work on aspects together e.g. joint curriculum related outings, inviting other people in to support the work
- Some subjects are taught through special days/ events rather than sessions each week so they are more accessible e.g. creating a ‘Seaside’ and ‘Jungle’ to provide contrasting environments as part of the Geography planning
- Non-subject/theme activities and sessions are included on some pupil’s timetables and provide the opportunity to use a certain approach employed to support broader learning on engagement, communication, independence, physical development etc.(e.g. Intensive Interaction, Rebound therapy)
- Structured play is timetabled throughout the school, not just in the EYFS as this is considered essential to pupils’ development and learning
Enrichment and Extra-Curricular Opportunities
Examples of our wider curriculum offer include:
- ‘Kids Out’ Day
- Days out related to topic work e.g. visit to farm
- Trips into Shepperton to work on life skills e.g. road safety, how to behave in a shop
- Music Concerts
- Christmas Show
- PMLD Sport Day
- Panathlon sports event
- Charity Events – e.g. McMillan Coffee Morning, Red Nose Day, Children in Need
- Feeling Good Week (Children’s Mental Health Week)
- Boating on the Thames
- Off-site swimming
- Work with Sunbury Art Gallery
- Music Therapy
A Year 6 residential provides pupils with the chance to experience learning outside the classroom; to enhance social skills, friendships and practice life skills in a different context to gain confidence and take risks. For some pupils it is their first chance to be away from home in a secure environment with trusted and known adult.
Subject Specific Curriculum Guidance
Long Term plans
These plans provide the distribution of the subject content over a one or three year cycle, depending on the subject (National curriculum and EYFS). Pupils progress from EYFS to stages 1 (Lower School) to 2 (Upper School) as they move through the school.
A 3 year project cycle is used to support Long Term planning to ensure breadth of curriculum cover and to provide links between subjects. The whole school follows the same broad project heading, shown on the Long-term plan.
Subject policy samples:
Medium Term plans
Subject Leaders produce Medium Term plans for each of the areas in the Long Term planning and these plans are given to Class Teachers before the end of term so that teachers can have meetings to work on joint planning for the next term.
The Medium Term plans show the References to the National Curriculum Programmes of Study /EYFS which are being addressed through this work. They also provide a range of Learning Intentions and Key Vocabulary as pupils within a class group are working at different levels.
The Subject Leader identifies the Key Activities and it is their responsibility to ensure that resources are available in school for these activities or there is a sign post as to where they can be accessed. Teachers choose to work on the activities suitable for their class group.
The subject medium Term plans are evaluated by all teachers at the end of each term to review whether the planning has been accessible to pupils, appropriate resources in place etc. Subject Leaders review Medium Term plans following this evaluation.
Subject Medium Term Plan samples:
Sample class termly planning grids:
Short Term plans
Teachers, in order to implement the Medium Term plans/ Planning Grid on a daily basis, draw up Short Term plans, i.e. daily plans. Teachers identify the planned Learning Intentions and Key Vocabulary on their daily planning sheets or on recording sheets: these may relate directly to the curriculum subject or may address an individual target.
Sample class daily plans:
Role of Subject Leader
Working with other professionals
Class teacher will work with other professionals e.g. Speech and language therapists, Occupational therapist, physio therapists. Where appropriate ILP targets will be set together. Programmes devised by therapists will where possible be delivered through the curriculum e.g. work on rolling in PE or individually as appropriate.
Working with parents
Strategies and approaches we use are published on the website for parents to access. The parent network group also identify and organise training for parents on key approaches used in school e.g. Makaton signing, PODD communication, behaviour support.
We recognise the importance of sharing what we are teaching with parents but acknowledge that the curriculum offered to a child will vary depending on their needs and abilities rather than just their year group. Parents are given a detailed class Newsletter at the beginning of each term outlining what will be taught: this includes suggestions as to how parents can support their child’s learning at home.
The Annual Report sent to parents at the end of the year provides an overview of their child’s achievements across the curriculum.
Assessment and Achievement
Manor Mead assesses progress and celebrates achievement wherever possible.
Monitoring is thorough and integral to our process.
ILP targets are set with parents (and therapists as appropriate) in the Autumn and Spring terms and individual student progress assessed in the spring and summer terms.
The desired impact for our pupils is that they: