Curriculum
At Springside, we believe that our curriculum should adapt to our learners, rather than our learners adapt to the curriculum.
Our learners deserve to be as independent as they can be in their lives; to have a way of communicating that others can interpret; to recognise their emotions and know how to cope with these; to have a wide range of interests and experiences; and to use their bodies to the best of their ability.
We have a universal offer and a targeted offer. There are three phases in which learners are grouped according to their needs. Within these phases, learners are placed into classes with others who learn in a similar way and are at a similar stage of development. Taking these needs into account, staff are allocated based on their experience, skill sets and interests in order to best support learners.
As learners increase in independence, staff ratios reduce to support a gradual reduction in reliance on adult support. To further ensure that the curriculum and lessons are tailored to learners’ needs, we have eight curriculum pathways for classes, with subtle differences in content, approach and the way lessons are delivered.
As learners progress and build on their prior learning, they move through our curriculum from more concrete, experiential learning to exploring and investigating concepts and building on the knowledge they have gained. Learning is planned to meet needs identified within learners’ EHC Plans and is broken down into small, achievable steps through Personal Learning Plans (PLPs). The impact of the curriculum is evidenced through learners’ progress towards their EHC Plan outcomes and PLP targets, as detailed within the Progress section of the website, alongside wider indicators such as increased independence, engagement and participation in school, family and community life.
As learners develop, they may move between phases to reflect their needs and stage of development.
OUR PHASES
EXPERIENTIAL LEARNERS
Learners experience the world around them. Skills are delivered in a sensory and physical way. Lessons are multi-sensory, progress is made in small steps, and learning often focuses on increasing experiences and applying skills in different contexts. As learning may focus on working towards outcomes over extended periods of time, themed learning and learning-for-life elements ensure the curriculum remains varied and enriched.
Further information on this phase and its curriculum offer can be found by clicking here.
EXPLORATORY LEARNERS
Learners explore the world around them. Skills, concepts and essential knowledge are delivered in a highly structured, sensory and physical way. Lessons are tailored to learners’ interests to increase engagement, with themes and learning-for-life elements embedded to ensure a varied and enriched curriculum.
Areas such as Mathematics, English and PSHE are delivered throughout lessons, as learners at this stage of development require learning to be taught in a concrete, in-the-moment way.
Further information on this phase and its curriculum offer can be found by clicking here.
INVESTIGATIVE LEARNERS
Learners investigate the world around them. Skills, concepts and essential knowledge are delivered in a more formal learning environment and manner. Themes often provide the focus for learning, with lessons planned around these.
Learners in this phase are developing the ability to learn and apply mathematical concepts; to use English for different purposes; and to explore PSHE concepts such as beliefs, similarities and differences. For some learners in this phase, elements of the National Curriculum are included where appropriate, alongside opportunities for inclusion with mainstream peers.
Further information on this phase and their curriculum offer can be found by clicking here.
CURRICULUM OVERVIEW
Learners at Springside School have a diverse range of learning difficulties and associated special educational needs. The curriculum supports the holistic development of all learners in a manner appropriate to their individual needs and abilities, providing a sensitive response to the challenges they face.
At its core, the curriculum is designed to ensure all learners are happy, healthy and safe, while enabling them to reach their full potential through access to a broad and balanced curriculum that promotes independence throughout.
Springside School is a non-denominational school and celebrates festivals and religious events from a wide range of cultures. Whole-school and phase celebrations (such as birthdays, achievements, Eid and Christmas) reflect this. Learners are supported to embrace and respect all cultures, beliefs and differences. These are detailed within our curriculum theme mapping.
British Values and SMSC are embedded throughout our curriculum and daily practice rather than taught through discrete lessons. This reflects the needs and developmental stages of our learners. Core principles such as respect, tolerance, individual liberty, participation and mutual understanding are developed through routines, relationships, communication approaches, curriculum themes and lived experiences. This ensures that learners access these values in meaningful, accessible and developmentally appropriate ways, rather than through abstract concepts.
Embedding British Values and SMSC in this way directly supports our safeguarding culture, in line with Keeping Children Safe in Education. Learners are supported to recognise safe and unsafe situations, develop trusted relationships with adults, and communicate their needs and concerns in ways that are accessible to them.
This approach also aligns with the United Nations Convention on the Rights of the Child (UNCRC) and our commitment as a UNICEF Rights Respecting School, ensuring learners experience dignity, equality, safety and inclusion through everyday practice.
CURRICULUM APPROACH
Our curriculum is set within the context of the Equals multi-tiered curriculum approach, recognising that differentiation from England’s National Curriculum (including the EYFS framework) is not sufficient to meet the needs of learners with profound, complex, severe or global learning difficulties.
For learners who are working consistently and over time below, or very close to, the starting points of the National Curriculum, curricula must be different rather than differentiated, as the way these learners learn can be significantly different from neurotypical learners for whom the National Curriculum was designed.
For a small number of learners, accessing elements of the National Curriculum and/or inclusion with mainstream peers is appropriate. This is determined on an individual basis and delivered through one of our hub provisions:
-
Springside @ Littleborough Hub
TEACHING READING
Fostering a love of reading and mark making is a key aim across Springside. Enjoyment of reading experiences at an appropriate level and the development of skills for life are fundamental to our ethos and provision.
For some learners, this involves experiencing objects linked to texts, stories and poems. Others develop the skills needed to become confident and independent readers.
English and phonics are taught as discrete, timetabled lessons within the Investigative phase. Learners who demonstrate an understanding of phonemes can access phonics sessions across all phases. In addition, all learners experience stories and books throughout the day, including participation in DEER (Drop Everything Except Reading) sessions, where books and stories are explored for pleasure.
We follow the Rocket Phonics scheme of work for phonics and reading materials and supplement this with a wide range of additional texts linked to phonetic awareness. We also use Boost Online (formerly Rocket Phonics) to support interactive phonics learning.
INCLUSION
Meaningful inclusion is integral to our school, curriculum and the development of our learners. While learners are grouped to best meet their needs and stage of development, opportunities for inclusion are actively sought.
Supporting learners to overcome barriers to learning and develop across all curriculum areas enhances their opportunities for meaningful inclusion within their community and the wider world. Interventions are designed to facilitate, support and develop inclusion opportunities.
We are committed to ensuring all learners develop the communication and social skills needed to promote inclusion in society.
We have strong links with Hamer Community Primary School, which is co-located with Springside on the same site, and with Littleborough School, where some Investigative learners are based within a hub provision. These partnerships provide flexibility, support and opportunities to further personalise our curriculum offer.
We also maintain supportive links with Redwood Secondary Special School, which are particularly important during transition. Further information about our inclusion partners can be found via the links below.