At Springside our curriculum is designed to meet the needs of all our pupils, offering a broad, balanced, differentiated and relevant education which maximises the progress of all pupils. Our curriculum ensures that our pupils are developing the skills and knowledge required to enable them to prepare them for an appreciation of life in modern Britain.
On entering school each individual pupil is assessed with reference to their Statement of Special Educational Needs and/or Education and Health Care plan, this enables us to ensure they receive and individualised and prioritised education at Springside. Each pupil has a Pupil Learning Plan that is regularly reviewed and updated to monitor their progress.
We have recently redesigned our curriculum to ensure it is as pertinent, purposeful and engaging as possible. As part of this redesign we now have four cohorts of learners, these are:
Early Years Foundation Stage - This cohort is for learners with varying needs on entry into school at Nursery, Reception and occasionally Year 1 stages. Further information can be found by clicking here.
Experiential Learners - Within this cohort the learners develop through experiencing the world, these learners generally have Profound and Multiple learning difficulties and are working at P4 or below of the P levels. Further information can be found by clicking here.
Exploratory Learners - Within this cohort the learners develop through exploring the world are them, these learners generally have a diagnosis of Autism Spectrum Condition and are working at P4 or below of the P levels. Further information can be found by clicking here.
Investigative Learners - Within this cohort the learners develop through investigating the world around them. The curriculum and learning environments for these learners are increasingly more formal. The pupils in this cohort are generally working at P5 or above of the P levels. Further information can be found by clicking here.
Our experienced and dedicated staff strive to make the National Curriculum accessible to all pupils through the use of a wide range of teaching styles, resources and learning environments. They also regularly assess our pupils using a range of approaches to consistently maximise the potential of each individual. The key areas for assessment are:
Speaking and Listening (Including early communication);
Literacy skills (including reading, writing and phonics);
Mathematics (including early cognition);
Personal and Social Development;
Educational visits form an integral part of our curriculum; these enable our experienced professionals to plan opportunities for our pupils to develop their experiences and skills in a range of environments and situations.
We are also in consultation to further expand our offer to help to develop the Life-Long learning of our pupils.
Reading is recognised as a key skill for all pupils. Each pupil has daily opportunities to develop their reading skills or the pre-requisite skills for reading which include the development of early communication.
The approach we have adopted to the delivery of systematic synthetic phonics is to use a combination of Jolly Phonics alongside Letters and Sounds.
We have a range of age and developmentally appropriate reading materials and share many of these with our parents through our resource library. Further information on this can be found on our Parents/ Carers page.
Integral to our school, curriculum and development of our pupils is Inclusion. We are devoted to providing all our children with the communication and social skills required to successfully promote their inclusion in society.
We have wonderful links with our co-located Primary School – Hamer Community Primary School. This link provides us with the flexibility, support and opportunity to further personalise our offer to all pupils.
We also have strong and supportive links with our local Secondary Special School Redwood, this is particularly important during the transition stage for our pupils, further information on our inclusion partners can be found using the links below: