At Springside our curriculum is designed to meet the needs of all our learners, offering a broad, balanced, differentiated and relevant education which maximises the progress of all learners. Our curriculum ensures that our learners 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 learner is assessed with reference to their Education and Health Care plan, this enables us to ensure they receive a personalised plan at Springside. Each learner has a Personal Learning Plan that is regularly reviewed and updated to monitor their progress. Classes also send home Topic Webs each half term to share with families how topics/themes are being taught to their child and how they can add to this learning at home - an example of these can be downloaded below.
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 three cohorts of learners, these are:
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 S4 or below of the Springside Steps assessment system. Further information on this phase and their curriculum offer 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 generally working within S4 to S7 Springside Steps assessment system. Further information on this phase and their curriculum offer 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 S5 or above of the Springside Steps assessment system. Further information on this phase and their curriculum offer can be found by clicking here.
Our experienced and dedicated staff strive to make the National Curriculum accessible to all learners through the use of a wide range of teaching styles, resources and learning environments. We use the EYFS headings when delivering the curriculum as the learners do not typically achieve the goals expected of a child in a mainstream Reception setting. The staff also regularly assess our learners using a range of approaches to consistently maximise the potential of each individual. The key areas for assessment are:
English (Communication, Spelling, Vocabulary, Grammar and Punctuation; Reading and Writing);
Mathematics (Using, Applying, Statistics; Number and Measurement and Geometry);
Physical and Wellbeing
Educational visits form an integral part of our curriculum; these enable our experienced professionals to plan opportunities for our learners 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 learners.
Reading is recognised as a key skill for all learners. Each learner 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 sending various books home. Further information on this can be found on our Parents/ Carers page. We promote reading through pleasure and have recently introduced DEAR-Drop everything and Read in each of the classrooms for 10 minutes per day, whether this is a time for the learners to explore the books as an individual or listen to a story book with a staff member.
Our learners in the Investigative Phase like to read to our learners in the Experiential Phase, this promotes confidence and reading for a purpose. Our Reading leads is Louise Binns (Experiential and Investigative Phase lead).
Integral to our school, curriculum and development of our learners is Inclusion. We are devoted to providing all our learners 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 learners.
We also have strong and supportive links with our local Secondary Special School Redwood, this is particularly important during the transition stage for our learners, further information on our inclusion partners can be found using the links below: