Curriculum Pathways
We currently have 14 needs-based classes across Springside. Classes are organised into three phases, based on learners’ individual needs. Two classes are based at our hub provision, Springside @ Littleborough. Learners within this provision access elements of the National Curriculum and mainstream inclusion opportunities, where appropriate and in line with individual need.
In addition to our phase-specific approaches, we work closely with a wide range of professionals and offer a number of specialist interventions and programmes. These include Occupational Therapy, Therapeutic Interventions (Th.Inc.®), Speech and Language Therapy, Wilderness Therapy, outdoor learning and animal care, Hydrotherapy, and others, as appropriate to individual learners.
EARLY YEARS FOUNDATION STAGE (EYFS)
Children attending a special school require a highly differentiated and individualised curriculum. To meet the needs of all learners within EYFS, children are placed according to developmental need rather than chronological age. Learning is underpinned by the core principles of the EYFS framework and is child-led, highly differentiated and tailored to individual needs and interests.
Learners at Springside School, including those within EYFS, access the curriculum pathway most appropriate to their individual special educational needs. Placement is determined by the approach to learning that best supports engagement, development and progress, rather than age alone. This approach applies equally to learners within EYFS.
The EYFS framework supports learners at the earliest stages of development and is therefore appropriate and beneficial for learners across the school. As a result, its principles and core values inform practice across different pathways and phases.
Further information can be found in our EYFS Policy on the curriculum page.
EXPERIENTIAL
For our Experiential learners, an innovative and carefully designed curriculum is in place to meet the needs of learners within this phase. Learners develop through experiencing and interacting with the world around them, with a curriculum designed to be broad and balanced while supporting meaningful and measurable progress.
Learning within this cohort is not subject-specific. Half-termly themes are used to develop priority areas identified within each learner’s EHC Plan, alongside other areas of development identified through ongoing assessment and professional input.
Further information can be found in our Experiential brochure on the curriculum page.
EXPLORATORY
Within the Exploratory phase, we focus on teaching learners the essential knowledge required to support the development of skills and concepts needed to safely explore the world around them, while communicating appropriately and functionally with others.
Learners are supported to access a wide range of experiences to broaden their interests and increase tolerance of different environments and situations. Learners within this phase are generally dependent on staff for aspects of care and curriculum delivery; however, there is a strong emphasis on developing independence wherever possible, in line with individual needs and readiness.
TARGETED INTERVENTION
Learners in this class follow the Exploratory pathway while accessing a highly individualised curriculum, informed by elements of the TEACCH approach where appropriate. Teaching and learning approaches are tailored to meet learners’ specific needs and are reviewed regularly to ensure they remain responsive to individual progress and priorities.
Further information can be found in our Exploratory brochure on the curriculum page.
INVESTIGATIVE
Within the Investigative phase, we aim to teach learners the knowledge, skills and concepts needed to safely and increasingly independently access the world around them. Learners are supported to enjoy learning, participate actively in society and develop meaningful communication.
Learners in this phase are typically semi-dependent on staff for aspects of care and curriculum delivery, with independence promoted in line with individual ability and confidence.
Further information can be found in our Investigative brochure on the curriculum page.
COMMUNITY-BASED
Learners within this pathway remain in the Investigative phase but access a community-based curriculum. This pathway supports learners who are developing their understanding of skills and concepts through regular and purposeful community access. The curriculum focuses on increasing independence, including the use of public transport and the development of transition skills.
Further information can be found in our Investigative brochure on the curriculum page.
SPRINGSIDE @ LITTLEBOROUGH
Learners in this provision also remain within the Investigative phase and are based at Littleborough School. This hub supports learners who can understand concepts and are ready to begin applying their learning practically.
Skills, concepts and knowledge are delivered in a more formal, child-led learning environment, with elements of the National Curriculum included where appropriate and in line with individual needs.
Further information can be found in our Springside @ Littleborough brochure on the curriculum page.