Our aim is to plan a curriculum which ensures progression and continuity in learning for both groups and individuals. Children come to Gloucester House with varying levels of knowledge, skills and understanding, children are grouped according to their emotional, social and academic needs, and move through Gloucester House at varying time scales.
Children receive full time education in small class groups with a staffing level to support independence and maximise learning opportunities to their individual levels. There are a maximum of 7 children in each class with a teacher and a progress support worker; there is access to nursing support in and out of the classroom.
Our curriculum is designed to engage children who have significant barriers to learning due to social, emotional and mental health difficulties as well as special educational needs. All children follow the national curriculum but the style of teaching and the emphasis of the curriculum take account of the range of Special Educational Needs.
We recognise the importance of raising a child’s self-esteem, improving their attitude to learning and developing their view of themselves as a competent learner. All children have integrated care plans that include targets for behaviour and social skills as well as literacy and maths targets. These are reviewed and assessed termly with children and parents/carers. We also have weekly input from a speech and language therapist and an occupational therapist.
Maths and English take place each day. We do a lot of our work through topics that last between one and three weeks. The topics are in line with our own framework and the requirements of the national curriculum, so all our children receive a broad and balanced education.
Our cross curricular approach takes account of the special educational needs of our children. This way of working provides opportunities to revisit and embed knowledge over a period of time and incorporates a range of teaching and learning styles to engage and develop children’s learning.
There is a strong emphasis on personal health, social and citizenship education (PHSCE). In addition to PHSCE based topic weeks, playtimes and lunch times are adult-led and focus on children's social skills. The review and reflection time at the end of lessons and during playtime for some children is also part of this.
We also have circle times, school council and a community meeting to explore issues within the Gloucester House. There is a strong emphasis on children’s voice and responsibility within those meetings. Children co-chair and take minutes and children are encouraged to bring agenda items for discussion.
PE, French and well-being are taught as separate lessons.
Provision for children for whom English is an Additional Language
The deputy headteacher is responsible for coordinating provision for pupils with English as an Additional Language (EAL). This may involve linking with referrers to coordinate assessment and provision.
The aim of the homework policy is to help develop an effective partnership between Gloucester House and parents/carers to promote learning at home as an essential part of good education. Homework is provided twice a week and links into current topic and/or or the children’s individual learning targets.
Assessment and monitoring of progress
We have a range of formal and informal assessments. All children have integrated care plans, based on behaviour and social skills as well as Literacy and Maths targets. These are reviewed and assessed termly with children, parents/carers. Teaching and clinical staff keep a close eye on how the children are progressing, and assess them regularly.
Children set target daily with support of staff. The targets are also part of our partnership work with parents and go home daily to parents. They are returned the following day and filed by the class teacher as part of our monitoring.
Educational Provision for children with Special Educational Needs (SEN)
Currently all our pupils have an EHCP or SEN statement and have a complex range of needs. Our task at Gloucester House is to work together in this multi-disciplinary setting to address some of these complex needs.
The educational provision has to be of a quality that recognises and considers SEND at the heart of it. The deputy headteacher is currently the Special Educational Needs Co-ordinator (SENDCo).