Curriculum Intent

Curriculum Intent

Green Fold School is a maintained primary special school that provides the highest quality of education for children aged 4-11 with a wide variety of highly complex significant special educational needs and disabilities including PMLD, SLD and Autism with a range of associated communication, interaction, social, sensory and learning differences.

Pupils at Green Fold have significant communication difficulties in both receptive and expressive language and many are identified as non-verbal. Our pupils are working significantly below age related expectations (ARE) and many are working below the standard of national curriculum assessments and not engaged in subject-specific study and are assessed using the Engagement Model (the assessment replacing P scales 1 to 4).

All pupils at Green Fold School have an Education Health and Care Plan which forms the basis of their personalised learning. Through a broad, balanced and sequential program of studies the curriculum at Green Fold School is designed to give all learners the knowledge and cultural capital they need to develop and maximise their independence and lead a successful and joyful life. 

Our ambitious context and skill based curriculum extends beyond the academic and provides for learners’ broader development, we place equal emphasis on all areas of our Core Curriculum:

1. Communication
2. Development of Life Skills
3. Academic (Cognition and Learning)
4. Therapeutic Support

Each area of our curriculum is personalised to meet the needs of each student providing rich opportunities for linked learning and prepare them for the next stage of their education and life beyond school and enable them to flourish and thrive.

Communication

Communication is at the heart of learning at Green Fold School. We believe that giving children the skills needed to communicate effectively underpins all other areas of learning.

On joining us, many of our learners have yet to develop the skills needed to communicate effectively. We support learners who are non-verbal or who are significantly below age related expectations in verbal communication. We deliver a consistent ‘Total Communication Approach’ to develop each child’s ability to communicate effectively. Our classroom environments are fully accessible and equipped with consistent clear visual and tactile symbol communication systems and our teams are trained to identify even the smallest gestural cues of communication and intent.

Through careful observation and co-production with our highly specialised Speech and Language Therapy team (SALT) we identify the right communication methods for each child and develop personalised individual sequential Augmentative and Alternative Communication (AAC) programmes to, over time, provide learners with the knowledge that they need to maximise their ability to communicate both expressively and receptively.

Some examples of formal and non-formal types of communication that are supported at Green Fold School are:

• Symbol based systems including Picture Exchange Communication Systems (PECS), Objects of Reference, Pragmatic Organisation Dynamic Display (PODD), E-Tran Frames and Aided Language Displays (ALD)
• Language based systems including speech, print and sign language including both independent and on body sign.
• Hi-tech systems including Eye Gaze and assisted technologies such as Tobii Dynavox Snap Core

This list is not finite – once a learner joins us we never say no to their ever-changing needs and work closely with other professionals to develop our offer to provide the personalised curriculum needed for every child.

Development of Life Skills

We strive for all of our students to develop functional skills for living to so that each is able to lead a fulfilling and substantially more independent life after completing their time at Green Fold School and in readiness for the next stage in their education.

Input from our families, therapists and other professionals support the delivery of life skills through personalised programmes of study – these are evidenced on each child’s Individual learning Plan (ILP).

We recognise that every experience throughout the day, is a learning experience. Our school day is organised to embed the development of life skills through both planned activities and incidental learning opportunities with our highly skilled team.

All opportunities to develop social communication and independence are utilised from spontaneous interactions to planned discreet lessons. Self care and safety for example is supported through extended snack and transition times as well as through a discreet sequential life skills curriculum based on the PHSE Association SEND framework. This sequential framework incorporates both PHSE and statutory guidance for Relationships and Sex Education (RSE) within the context of meeting the needs of young learners with SEND and is grouped in the following areas;

• Self-awareness
• Self-care support and safety
• Managing Feelings
• Growing and Changing
• Healthy Lifestyles
• The World I Live In

 

Participation in schemes such as NHS SEND Supervised Brushing also add to the robust Life Skills offer at Green Fold School. 

Personal development is further enhanced by;

• planned curriculum enrichment activities including regular and purposeful off-site inclusive trips and activities in our community and beyond to develop independence, social skills and cultural capital for all learners
• a wide range of during and after school activities to help learners discover their interests and knowledge of the wider world
• annual residential trips to specialist outward bounds facilities and the children’s adventure farm providing a contrast to our local urban area
• an array of curriculum enrichment activities linked to key topics such as visits to site from specialist providers.
• active membership of Bolton Primary Sports and Panathalon providing opportunities for sporting activities with children across Bolton and beyond
• close links across our Federation Schools with shared inclusive learning links with The Orchards Nursery and Cherry Tree Primary School including where appropriate Federation assemblies, shared playtimes, buddy schemes and events.
• Developing the skills needed to be included in modern Britain is key.

Academic (Cognition and Learning)

The EYFS Framework and National Curriculum England form the basis of our Academic studies with a personalised and differentiated approach as relevant and purposeful to our learners. As an inclusive school all learners regardless of their start point have opportunity to engage in and be exposed to differentiated exciting learning linked to the national frameworks.

Children in EYFS phase

Rich in wonder and memorable experiences our EYFS curriculum is delivered through a fun and engaging thematic approach. A different topic each half term provides learners with a medium for learning and encourages children to branch off and follow their own interests as their confidence grows. Play based and multi-sensory activities are carefully planned to provide sequential learning opportunities in the 7 areas of learning;

• Communication and language (which is further supported by our Communication Curriculum)
• Personal, Social and Emotional Development (which is further supported by our Life Skills Curriculum)
• Physical Development
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

 

A mix of child initiated and adult led experiences provide an opportunity for both individual and group based learning and a weekly learning challenge question gives focus and guidance.

We understand that play is essential for children’s development and our indoor, outdoor and offsite provision is rich in resources to enable children to build their confidence as they learn to explore, relate to others, set their own goals and solve problems.

For those learners who are ready, phonics is taught discreetly each day – and for those whose skills are still emerging Phase 1 phonics is embedded in activities throughout the day.  We use the Twinkl Systematic Synthetic Phonics sequential scheme of work as a framework for our phonics curriculum and make it purposeful and accessible to all by adapting using other methods such as for example, on body sign phonics.

An example of topic themes for EYFS is noted below:

Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
All About Me/ Superheroes	Let’s celebrate	Bears and friends	New life	On the farm	Under the sea

Key Stage 1 and Key Stage 2

The National Curriculum England forms the basis of academic study in Key Stages 1 and 2. The National Curriculum is differentiated to make it accessible, relevant, meaningful and purposeful for our learners with key skills relevant to each child taught within topics based upon the frameworks in particular geography and history. A strong focus remains on play-based activities to strengthen and develop learning across all areas.

Subjects where appropriate are taught through a skill based thematic approach each afternoon with topics closely linked to National Curriculum England statutory and non-statutory requirements building upon learning in the previous Key Stage to ensure a breadth of learning. In Key Stage One this is based upon on a two year cycle and in Key Stage Two a four year cycle of topics (see Appendix 2).

 

An example of topics covered in one year in Key Stage One:

Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Amazing Me/House & Homes	Call the Fire Brigade!	Wonderful Weather	Sea & Space	Let’s Explore	Rumble in The Jungle

 

An example of topics covered in one year in Key Stage Two:

Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
We are all different/ Rock & Roll	A Watery Adventure	Tomb Raiders	Tree Top Explorers	Legs, Wings and Creepy Crawly Things!	Extreme Earth

 

For those children who are cognitively ready to engage in subject specific study, Maths and English are taught in discreet lessons each morning. RE (see Appendix 3) and Science are taught weekly. We use a personalised adaptation of the pre-key stage standards ‘EQUALS’ schemes of work to ensure that work is sequenced at an appropriate level so that new knowledge and skills build upon what has been taught before.

Religious Education (RE) benefits pupils by fostering Spiritual, Moral, Social, and Cultural (SMSC) development, enhancing self-awareness and confidence, and providing a safe space to explore emotions and beliefs. The subject can offer sensory experiences and opportunities for peaceful reflection. However parent’s and carers can withdraw pupils from any/all RE Lessons, parents are encouraged to contact their class teacher for initial discussions and or contact the Deputy Headteacher Terrill Longworth via Class DoJo for further information.

Phonics continues to be taught discreetly for those learners who are ready, building on the skills developed in the Early Years Foundation Stage. For those whose early skills are still emerging, phonics is embedded in activities throughout the day.  We continue to use the Twinkl Systematic Synthetic Phonics sequential scheme of work as a framework for our phonics curriculum in Key Stages 1 and 2  and make it purposeful and accessible to all by adapting using other methods when needed such as, for example, on body sign phonics, the use of desktop manipulatives, alternative writing strategies, the use of low tech and high tech eye gaze strategies and the use of alternative communication strategies to teach children how  letters correspond to sounds.

Within Key Stages 1 and Key Stage 2 other methods to support reading – such as gestalt precision teaching approach – may additionally be used if identified as appropriate for an individual learner.

Reading comprehension is a key part of each day with fiction, non-fiction and poetry texts carefully selected to build on skills and improve language and read aloud daily. Book corners are also present in every classroom with a rich variety of accessible texts.

 

Therapeutic and Specialised Learning

We work closely with our school based highly skilled paediatric multi-disciplinary team (MDT) of NHS and private practitioners including Speech and Language Therapy (SALT), Occupational Therapy, Physiotherapy, Hearing and Visual Impairment teachers, School Nursing and Education to develop and implement a pupil specific therapy plan  to support the specialist education provision and health care provision  initially identified in the EHCP or at a later point.

Our therapists work closely with the children to support them in each specialised area and additionally provide guidance, training and quality assurance to our class-based education teams in specific areas to enable learning to be embedded within the school day. Classrooms are well equipped to support therapy work and we additionally have a suite of specialist spaces including several multi-sensory rooms, a hydrotherapy pool, ball pool and rebound clinic.

Speech and Language Therapy (SALT)

The Green Fold School Speech and Language Therapists (SALT) work with children to enable them to communicate to the best of their ability and support them to develop their understanding and use of language. Additionally, the SALT team also work with children who have eating, drinking and swallowing difficulties to help them be safe whilst eating and drinking.

This highly specialised team in close liaison with families, the class based team and other professionals, identify the most effective medium for each learner and develop personalised progressive programmes of learning to support this. The team also advise on whole school approaches to communication which are embedded in all that we do at Green Fold School – we call this communication friendly way of working a “Total Communication” approach. In this way as appropriate to each child, some learning will be delivered in bespoke 1:1 sessions with a member of the SALT team, others in 1:1 sessions delivered by the class team under the direction of SALT, some in small group work sessions or others  as a whole school approach integrated into the school day.

Examples of some of the Speech and Language specific therapy programmes supported at Green Fold School are:

• Sign-a-long
• PODD
• PECS
• E-Tran
• Eye Gaze
• Intensive Interaction
• Attention Autism
• Colourful Semantics
• Fun With Food ©

 

Occupational Therapy (OT)

Our Paediatric Occupational Therapists assess and support children who have difficulties that affect their ability to do every day functional activities. The team help our learners to achieve or maintain their maximum level of independence so they can access the school curriculum and live an active life outside of school to their full potential.

Working closely with families and school staff, the OT team develop holistic programmes designed for both home and school as well as class-based programmes to ensure consolidation of skills and carryover into the child's daily life.

Programmes may be whole class or whole school approaches where the therapists advise on programmes that will benefit many learners. Examples of this include sensory integration and self regulation programmes such as The Zones of Regulation© and physical movement programmes such as MOVE©.  Therapy outside the classroom is occasionally needed for specific assessments and interventions e.g. splinting.

The key areas of support provided by the Occupational Therapy team at Green Fold School include:

1. Seating- assessment of posture and recommendations of suitable seating systems to enable access to the educational curriculum.
2. Assistive Technology - to increase independence using of switches to access toys, computer software and communication aids working collaboratively with SALT.
3. Self-care skills including advice and equipment recommendations to promote skills in feeding, dressing and toileting.
4. Sensory Processing - advice and programmes to address sensory difficulties that affect a child's ability to learn.
5. Upper Limb Splinting - to maintain movement of hand and wrist joints and promote function.
6. Fine Motor skills- with advice and strategies to support development of hand skills.

 

Some of the wider occupational therapy programmes supported at Green Fold School are:

• Sensory Circuits
• TAC PAC
• Hand Programme ©
• Sensory Integration
• The Zones of Regulation
• Rebound Therapy
• Hydrotherapy
• Oral Motor Programme

 

Physiotherapy

The physiotherapy team help children to develop and maintain their mobility skills, joint range of movement, muscle strength and motor skills through postural management. Advice and programmes of activities are developed to help children improve their access to all areas of learning and life outside of Green Fold School.

The key areas of support provided by the Physiotherapy team at Green Fold School include:

1. Gross motor development and postural management programmes.
2. Providing advice to families on the best way to position and handle each child to promote a 24-hour postural management programme.    
3. Providing recommendations and advice on specialist equipment for both home and school.
4. Working in partnership with the orthotist team who fit appropriate equipment such as splints and braces for our learners.

 

Some of the wider physiotherapy programmes supported at Green Fold School are:

• MOVE ©
• Rebound Therapy

 

Hearing and Visual Impairment (HVI) Sensory Support

We work closely with specialist Hearing Impairment (HI) and Visual Impairment (VI) specially qualified teachers (QTVI) as part of the local authority’s SEN Support to schools. On a weekly basis Sensory Support specialist work on site with the children at Green Fold School who have been medically referred due to significant sight or hearing impairment. The practitioners develop sequential programmes of learning which are then delivered by the visiting specialist and ongoing by our class teams.

The key areas of support provided by the Hearing and Visual Sensory Support team at Green Fold School include:

1. Initial and ongoing assessment of vision and hearing needs
2. Bespoke advice, guidance, support and training
3. Direct teaching support
4. Provision of reports
5. Assessment for suitable IT solutions for children and young people with vision and hearing  impairments.
6. Signposting to and close links with other services and agencies.
7. Mobility and independence training

 

Health

We are supported by on site school nursing throughout the school day and have regular visits from the community paediatricians. The health team’s aim is to enable children with disabilities to attend school and have their healthcare needs attended to with minimal interruption to their education.

The team works closely with families to prepare individualised care plans for children with a wide range of healthcare needs such as gastrostomy feeding, tracheostomy care, asthma, skin care, epilepsy care and continence issues. These plans are regularly evaluated and adapted as the student’s needs grow and change.

Additionally, the health team liaise closely with parents and carers about medications to be given in school and train class based staff to administer some clinical procedures and emergency medication.

The school nurse works closely with the class based staff if they have concerns about a child’s health during the school day and liaise closely with the hospital and community teams, dieticians and social services should the need arise. The school nurse is responsible for reassessing the children for their continence products and providing advice on products.

As a key part of the school team, school nursing facilitates progress for the children by ensuring their basic needs are met.

 

Curriculum Implementation

All learners access the 4 areas of our core curriculum;

1. Communication
2. Development of Life Skills
3. Academic (Cognition and Learning)
4. Therapeutic Support

The implementation of the core curriculum is made accessible and appropriate to all by clearly identifying a child’s learner style and stage of development and ensuring our quality first teaching strategies and learning environments are closely matched to student need.

Whilst all children are unique and require a personalised approach to their learning, there are some commonalities in learning styles which allow children to be grouped effectively.

During the EYFS stage and beyond we identify these learning styles and ensure children are in class bases appropriate to their level of need.

At Green Fold School we identify three groups of differentiated Core Curriculum access:

1. Roots Learner (pre formal/informal curriculum)
2. Branches Learners (semi formal curriculum)
3. Leaves Learners (formal curriculum)

 

Roots Learners (pre formal / informal curriculum)

This group of learners operate at the very early stages of cognitive, physical, social and emotional development and may have complex medical, physical and sensory needs. Attainment for this group may previously have been described as being between P1 and P3 on the P Scales

Pupils within this group benefit from a greater amount of time dedicated to Communication, Therapeutic support and development of Life Skills.

These learners are not engaged in subject specific academic study but are immersed in the topics of the relevant key stage throughout their daily activities.

Assessment is via the Engagement Model.

Branch Learners (semi formal curriculum)

Learners who are identified as Branch Learners will predominately be demonstrating the skills, knowledge and understanding to engage in some subject specific study.

These learners will predominantly be working significantly below Key Stage standards and are demonstrating semi-formal learning behaviours including showing intentional communication through some formal methods.

Attainment for this group may previously have been described as being between P4 and P7 on the P Scales.

Some subject specific academic study will take place together with continued emphasis on Communication, Therapeutic Support and Lifeskills curriculums.

Leaves Learners (formal curriculum)

The Leaves learners are a group of learners who are able to access subject specific study and are generally performing below Key Stage standards but are beginning to reach some of the early milestones.

Attainment for this group may previously have been described as predominantly achieving P8 and beyond on The P Scales and NC Levels.

Formal communication for these learners takes place frequently and they are becoming independent in some aspects of their learning.

Subject specific academic study takes place for these learners with continued emphasis on Communication, Therapeutic Support and Life skills. Therapeutic support may be less discreet for this group of learners.

Learning Environments for All

Our learning environments reflect the above student needs in terms of specific classroom resources, space and timetabling. We use evidence-based approaches to inform our decisions on our classroom facilities including seeking advice from our MDT and wider professional bodies including the NAS and PMLD Frameworks. Adaptions include for example consistent use of visual communications in every class following our Total Communication Approach, increased sensory equipment as appropriate and the use of workstations for learners who benefit from 1:1 focused space as well as access to smaller group or individual work spaces and access to continuous provision and outdoor learning spaces. Our facilities also include several multi-sensory spaces, a rebound suite, multiple sports halls and a well-equipped hydrotherapy pool.

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

• More able pupils
• Pupils with low prior attainment
• Pupils from disadvantaged backgrounds
• Pupils with SEN
• Pupils with English as an additional language (EAL)

Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and they will make sure that there are no barriers to every pupil achieving.

Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.

Further information can be found in our statement of equality information and objectives, and in our SEN policy and information report located on our website.

Curriculum Impact

We ensure pupils are making progress in that they know more, remember more and are able to do more by the effective delivery of our well-constructed, well taught, ambitious and personalised curriculum.

We ensure that this curriculum and the teaching of it is regularly quality assured by our education and specialist support teams through:

• learning walks
• lesson observations
• interaction with pupils
• book looks (using artifacts of learning and visual images)
• planning scrutiny
• peer observations
• collaboration with families
• Governor meetings and classroom visits

We also welcome external quality assurance including but not limited to that of:

• The National Autistic Society
• Elklan Communication Friendly Setting Group
• Greater Manchester Special Schools Moderation Group
• Ofsted

Assessment is ongoing through practitioner feedback and recorded on either the students ILP or an appropriate assessment tool in readiness to inform next steps.

The Engagement Model is the assessment model used for pupils working below the standard of national curriculum assessments and not engaged in subject specific study.

Progress in communication is assessed for all learners using appropriate sequential frameworks including AAC, PECS, PODD and Sign frameworks.

Core learning in maths, English and PSED is assessed using the PIVATS 5 frameworks and the Cherry Garden. Foundation subjects are assessed again Green Fold Foundation Framework. EYFS for SEND is incorporated into our EYFS assessment.

Therapeutic support and progress is reviewed with our multi-disciplinary team.

This blend of personalised student specific assessment - such as that developed by our therapy team for individual ILPS - and frameworks developed by wider professional bodies such as PIVATS allows us to moderate and standardise our judgements ensuring our aspirations for our learners are always ambitious and high.

We use the Platform Evidence for Learning to support our assessment for pupils.

A regular and purposeful CPD programme closely linked to our learners needs and curriculum intent additionally ensures quality first teaching.

 

Further information

Further information regarding Green Fold’s Curriculum can be found in the following documents 

• Green Fold Curriculum Policy
• Green Fold Communication Policy
• Green Fold Behaviour Policy and Statement of Behaviour Intent
• Green Fold Remote Learning Policy
• Green Fold RSE Policy
• Green Fold Intimate Care Policies
• Green Fold Hydrotherapy Policy
• The Orchards Federation Equality information and objectives

 

Or by contacting our Deputy Headteacher Terrill Longworth office@theorchards.bolton.sch.uk