The School Vision
To support the development of a truly outstanding, creative and inclusive community at Manor Green Primary School we will:
Learn, enjoy and achieve together
Our moral purpose:
Every child is unique and will have the opportunity to succeed in their community and take a lead in their own life
Our core values:
- Respect and value
- Unlock potential
- Inspire a love of learning
- Equality and inclusion for all
The National context:
2.1 ‘Every state-funded school must offer a curriculum which is balanced and broadly based and which:
Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and
Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
2.2. The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum.
2.3 All state schools are also required to make provision for a daily act of collective worship and must teach RE to pupils at every key stage
2.4 Maintained schools in England are legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. All schools must publish their school curriculum by subject and academic year online.
2.5 All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are free to include other subjects or topics of their choice in planning and designing their own programme of education.
“Education’s starting point should not be about us. It should be about them, their needs, their aspirations and goals.”
(Dr Maggie Atkinson, Children’s Commissioner For England September 2013)
Manor Green is a special need primary school with 198 pupils that caters for children aged 2 to 11. Our children are organised in to 14 classes that range from generic year groups to specialist provisions for ASC, SLD or PMLD.
In all of our classes we recognise the importance and value of providing a curriculum which is:
- Broad, balanced and develops the knowledge and skills of pupils as appropriate to their age and stage of development
- Prepares pupils for future life
- Promotes spiritual, moral, cultural, mental and physical development of pupils
The National Curriculum forms part of the whole school curriculum. The National Curriculum Programmes of study for each subject are followed where they are relevant and accessible. However, the suggested Programs of studies may be implemented to different Key stages due the needs of our pupils. Some sections of the National Curriculum are not accessible to the pupils attending Manor Green Primary School.
The whole curriculum at Manor Green includes a much broader offer for pupils in terms of supporting and developing our pupils in areas of attention and communication, physical development, self- care and independence and specific therapy the pupils may need.
At Manor Green we have three curricular
- Informal curriculum
- Semi-formal curriculum
- Formal curriculum.
These levels take into account pupils’ learning needs and stages of development; pupils may therefore move from one level to the next at any point in their school career. Our curriculum is based on two factors: communication and cognition. These are the fundamental structure underpinning the informal, semi-formal and formal curricula.
Social, Moral, Spiritual and Cultural Curriculum and British Values
At Manor Green Primary, we recognise that social, moral, spiritual and cultural development is central to the education of all pupils and permeates the whole curriculum and ethos of the school. It is reflected in the behaviours of individuals and in their interactions and also in the provision of teaching, resources and learning environments.
We promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the ‘whole child’.
We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.
See SMSC and SMEH Policy for further information
Early Years Foundation Stage (EYFS)
The curriculum for the youngest children in the school is based on the Early Years Foundation Stage statutory framework.
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
Children transitioning from the EYFS to a year 1 class will follow a play based approach to learning around the core areas of the curriculum (English, Maths, Science, Computing and PSHE) within the Autumn Term, to aid streamline transitions. Structured teaching and learning opportunities will be built in to the day as appropriate. By the Spring and Summer term, children in a year 1 class will be expected to access the curriculum via a more structured model.
Our preformal curriculum is for children with profound, multiple or complex special educational needs and disabilities. All activities and interactions throughout the school day are structured around a highly individual and personalised timetable which is child led and tailored to the child’s needs and interests.
The preformal curriculum focuses on three key areas as outlined below:
- Communication, Cognition and Interaction
- Social, Emotional and Building Relationships
- Sensory and Physical including therapies
These key areas are taught as part of a thematic three-year cycle approach to the curriculum. This is structured around repeated routines which help develop understanding, engagement and anticipation.
Our Semi-formal curriculum is for children with ASC, Complex needs and SLD. Our semi- formal curriculum also follows a Thematic Long Term Planner very similar to our Formal Curriculum. However, our focus is very child led and leans heavily on the need for personalised learning. Our Semi – formal long term planners have been divided into essential learning and desirable learning.
At our Semi- formal stage our pupils are supported to learn and generalise key skills. Personalised Learning and PSHE targets allow pupils to work on the skills they need to become as independent as possible. Pupils at Manor Green are supported in all areas of personal development and are given sufficient time to learn to become as independent as possible.
Our Formal Curriculum is for children working in our generic classes. The Formal Curriculum follows a three plan, which includes 6 terms of thematic, inspiring and creative learning journeys. The National Curriculum Statutory Programmes of study for each subject are highly adapted and carefully differentiated to enable full access and positive learning outcomes.
The formal curriculum stage is broader than the requirements of the National Curriculum as teaching also focuses on pupils’ personalised needs and targets. We prioritise the need to challenge pupils to become independent learners and use structured multi-sensory teaching to deliver this vision. Our Formal Curriculum therefor also covers the development of attention and communication, physical development, self- care and independence and any targeted therapy that the pupil may need.
Most Able Pupils
We acknowledge the talents and strengths in all our pupils and in order to challenge all our children at Manor Green Primary. We use our robust and rigorous data system Onwards and Upwards to identify our Most Able Pupils and ensure that our teacher specifically challenge those pupils with activities that broaden and embed skills for our gifted and talented pupils.
In Key Stage 2 we have an Enrichment Group that includes some of our Most Able pupils to ensure we continue to cultivate our atmosphere of challenge. These learners work on special projects that generalize and extend their knowledge and understanding. The work with our Special Projects HLTA to give their learning practical meaning and support their development beyond the school environment, preparing them for their independent lives.
Complex Learning Difficulties and Disabilities
“Children with CLDD need to be taught in ways that match their individual learning styles by educators who recognise their abilities and potential for engagement and learning. Our work must be to transform children with CLDD into active learners by releasing their motivation, unlocking their curiosity and increasing their participation; key to this are relationship processes – warmth, sensitivity and responsiveness. From there the child becomes engaged, and their personalised learning journey begins.”
‘Engaging Learners with Complex Learning Difficulties and Disabilities – Barry Carpenter (2015)
At Manor Green we have identified three categories to define CLDD
Group 1 – Pre-intentional learners with a category of need as PMLD:
“Pre-intentional learners may exhibit responses and potentially communicate behaviours, but do so without any intent to convey meaning to a communication partner. Any meaning is interpreted by an adult.”
“Intentional learners are beginning to learn that they are agents, and about their ability to influence people and objects. Somebody who knows them well can interpret their like/dislike responses and explain them to another adult. Their responses are increasingly reliable and consistent and they are beginning to learn about the reciprocity of communication.”
Rosewood Free School (2017)
At Manor Green Primary key defining features of this group may look like a child with:
- Complex health needs which may include difficulty feeding, breathing or active uncontrolled epilepsy
- Profound physical disabilities or children with limiting/ limited physical mobility often requiring 24 hour postural support
- Children with significant communication challenges presenting with limited non-verbal expressive and receptive communication skills
- Children with a profound and multiple learning difficulties diagnosis from a paediatrician or psychologist
Group 2 – Learners with significant cognitive impairment and other co-existing conditions
Pupils with Complex Learning Difficulties and Disabilities (CLDD) have conditions that ‘co-exist’ Visser, 2009), ‘overlap’ (Dittrich and Tutt 2008) or ‘co-occur’ (Rose et al,. 2009). These conditions overlap and interlock creating a complex profile.
“The co-occurring and compounding nature of complex learning difficulties requires a personalised learning pathway that recognises children and young people’s unique and changing learning patterns. Pupils with CLDD present a range of issues and combination of layered needs e.g. mental health, relationships, behavioural, physical, medical, sensory, communication and cognitive. They need informed specific support and strategies which may require input from different disciplines to engage effectively in the learning process and to participate actively in classroom activities and the wider community.” (Specialist Schools and Academies Trust 2011).
At Manor Green Primary key defining features of this group in practice, may look like a child that has three or more co-existing conditions that may include the following:
- Mental health needs
- Multi-sensory impairments (Visual/ hearing impairments)
- Significant communication challenges presenting with limited non-verbal expressive and receptive communication difficulties
- Severe behavioural challenges that impact on their ability to self-regulate with or without support
- Severe sensory processing difficulties
- Downs syndrome and Autism
- Complex health needs such as epilepsy or other diagnosed medical condition that severely impacts on their health (including parental substance abuse, premature birth)
- Severe learning disability
- Complex autism
- Physical disabilities such as cerebral palsy
Group 3 – Learners experiencing complex difficulties linked to specific circumstances that are likely to be short term but requires a greater adjustment of more personalised learning
“This is on a range of levels – caring for their social and mental health needs and their educational needs. Sometimes this means we need to decide what is of overriding importance at any given time (i.e. deciding what their most important need is, and wrapping the curriculum around that need).” Cartwright 2010
At Manor Green Primary key defining features of this group may include the following:
- Mental Health issues (Including severe anxiety)
- Significant injury or illness
- Severe behavioural challenges that impact on their ability to self-regulate with or without support
- Changes in educational placement for example moving from a mainstream setting
- Significant changes in home and social environments for example parental divorce
Sharing the curriculum with families
At Manor Green we recognise that children’s learning is holistic with the input of every important person in that learner’s life. We value the input of our families and understand the importance of sharing what we are teaching with parents. It is also of vital importance to acknowledge that the curriculum offered to every child will be personalised and vary depending on their needs and abilities rather than just their year group.
Teachers provide parents a detailed class weekly overview, outlining what will be taught accompanied with a memorable comment for each day. Parents also receive a thematic topic web each term and their child’s learning timetable.
Homework is differentiated by year groups with information sent out to parents from each department lead. Please see our homework policy for details of how parents can support their child’s learning.
An annual report is sent to parents at the end of the year provides a celebration of their child’s achievements across the curriculum.
At Manor Green classes are organised in to year groups to enable joint planning, interventions and inclusion opportunities; these are EYFS, Years 1 and 2, Years 3 and 4 and Years 5 and 6. Pupils are then based in class arranged by year group whilst also taking in to account both their needs and process of learning. As much as possible classes reflect the National Curriculum Year groups, where there is a mix therefore classes have pupils in a range on National Curriculum Year groups the class will follow the year group planning that sits with the majority of the children.
Teachers will plan to take in to account each pupils SEN, pupils may need to be offered a range of therapeutic, multi-sensory and kinaesthetic activities related to the area of work in order for it to be accessible.
Children may need personalised timetables to support their learning and achievement to school, these are devised by the class teacher in consultation with Lead Learners, Therapists and Senior Leadership.
Long Term Plans, Topic Webs and Short Term Plans
Long Term plan have been develop following the programmes of study in the National Curriculum 2014 and provide the distribution of the subject content. Lead Learners regularly review these to ensure the learning is relevant and the themes are appropriate.
Our Long terms plans are different for our Formal and Semi-formal Curriculums and reflect essential and desirable learning outcomes.
Topic Webs are developed in department team planning meetings and are further tailored by the class teachers to detail the terms subject coverage. These are taken from the Long term planner goals and at the end of each term teachers review if the plans have been accessible to pupils and make relevant changes for the future.
Subject Leaders are also asked to review Long term planning and topic webs as a part of their subject monitoring.
Our Short Term plans are drawn up by the Class Teacher, in order to implement the topic webs and long term planner. We ask our teachers to plan progressively to enable specific and targeted learning journeys for each child. It will be visible in both the children’s learning and planning the progression in their learning from a starting point.
We ensure that teachers identify the planned Learning Outcomes for core subjects and provide key questions to check learning throughout. Planning will detail differentiated learning activities, starters and plenaries as part of the 3 part lesson and each session may relate directly to the curriculum subject or may address an individual target. For foundation subjects it is teacher discretion to the planning content as we feel the topic web provides the necessary content for our teaching team and allows teachers the freedom to exercise their personal judgement and expertise to precisely support the children.
Please see our Assessment and Achievement Policy for further information on this.
In order to provide the best curriculum which will meet the needs of each pupil in the school, there is flexibility in terms of:
- Curriculum content
- School organisation/ provision
- Strategies to deliver the curriculum
- There is at least 1 planning meeting each term to look at the next term’s planning in each department, it is for the Lead Learner to decide how best to use this time.
- Teachers plan in groups for their classes to work together. Our Curriculum topics begin with a Stunning start, marvellous middle and fantastic finish. These engage the pupils with the learning and inspire imagination throughout the learning journey.
- We use special days and events as well as dedicated subject sessions to enrich learning. Teachers can decided how to spread these sessions to enable learning to be accessible for their class. This may look like a dedicated day to Art and Geography to create a ‘Seaside’ and ‘Jungle’ using different media to provide contrasting environments rather than 3 dedicated weekly art sessions.
- All classes provided a minimum of 3 Numeracy, 3 English (including literacy, communication and reading), 2 Science, 1 PSHE and 5 phonics sessions a week.
- Areas are included on some children’s timetables which would not be taught in mainstream schools e.g. Attention
- Purposeful Play and independent learning is timetabled throughout the school, not just in the EYFS as we recognise the vital importance this plays in pupils’ development and learning.
- Throughout the day we have also precisely planned for PSHE opportunities to develop independence skills.
Leading the Curriculum
Each teacher (apart from NQTs) is responsible for planning one or more subjects of the curriculum. We expect our Subject Leaders to be passionate, knowledgeable and aware of innovation and development in their subject. Subject leaders actively use data to support their subjects, identify trends and plan for the advancement of their subject. Each year Subject Leaders create conduct a self-review and action plan for the previous year which is then discussed with the Curriculum leader and Head Teacher for inclusion in the School Improvement Plan (SIP)
As Subject Leaders teachers take responsibility for:
- Drawing up a Policy and regularly reviewing that Policy with teachers
- Writing parts of the Long Term Plans and monitoring its implementation
- Supporting teams with Topic web ideas and monitoring these
- Monitoring delivery of their subject
- Ensuring appropriate recording systems are in place and used by teachers
- Collating evidence of work in their subject
- Providing support, coaching and mentoring for colleagues and arranging training as appropriate.
- Drawing up an action plan for the SDP and providing updates of progress
|Subject leadership –|
Monitoring impact through self-review
|Term||Year 1||Year 2|
|Through a robust and thorough monitoring and evaluation of the content and delivery of the curriculum and by examining achievement; leaders will determine areas for improvement which lead to outstanding teaching and learning||Aut||English Reading |
|Spring||Math Number |
|Maths Shape, space and measure
Science physical processes
|Science Materials |