Key Stage 1 - KS1






 
 
 
By KS1 our staff will have an excellent understanding of the needs and priorities for each individual pupil moving through EYFS to KS1. We know many pupils at The Brook School will have personal priority needs that are central to their learning and quality of life. Some pupils have therapeutic needs or require paramedical care. Provision for these needs is a legitimate and essential element of the curriculum and needs to be planned for. This provision enhances individual pupils’ readiness to learn in many ways, for example by: -
 
  • Positioning pupils so that they learn effectively
  • Helping pupils to maintain good posture, appropriate muscle tone and ease of movement, and encouraging the development, refinement or maintenance of skills in independent mobility
  • Helping pupils to manage eating and drinking, or allowing time for pupils to be tube fed so they are physically well and ready to learn.
  • Promoting relaxation and support to help pupils manage stress and anxiety
  • Providing soothing treatments for painful conditions to ensure pupils’ health and well-being
  • Promoting pupils’ autonomy and independence through the use of specialist aids and equipment
  • Developing pupils’ self esteem
  • Providing individual support programmes to help pupils manage difficult behaviours and emotions
  • Providing structured communication programmes
  • Allowing pupils’ behaviour and alternative ways of communicating to be acknowledged and understood


 
  
 
 

          Key Stage 2 - KS2










 
Progression
As pupils progress through the school there is an emphasis on the development of independence, wherever possible. We work in close collaboration with our colleagues at Riverside School in ensuring a planned and successful transition from KS2 to KS3 for all of our pupils.
 
Opportunities to practice, transfer and generalise skills are provided. This is an important area for all pupils.
 
Our pupils with ASD may benefit from other teaching methods such as TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) where appropriate.
 
Teaching staff liaise closely with the multidisciplinary team of staff (see section on MDT) to allow access for all pupils to the curriculum.
Curriculum Depth and Richness
We aim to provide a stimulating, secure and structured environment, building on the students’ innate abilities.  Pupil voice will be a real priority for the school. There are many visiting artists, musicians and sports specialists, plus links with Creative Partnerships since 2005, who contribute hugely to the expertise of The Brook School.
 
Working with The Willow Primary School – the benefits for all pupils
Inclusive learning, we suspect, will begin with those subjects in which we are most experienced in this work such as music, dance, drama, art, gardening and cookery – we also suspect that we will learn very quickly, as we begin life together on the campus, to integrate and include staff and pupils in areas we have not dreamed of!
 
The Core Curriculum
Communication and Personal, Social and Health Education will form the
core of the curriculum for the many of our pupils especially those with profound and multiple learning difficulties and autism.  These two areas are crucial to every child’s development, relationships and their links with the community. 
 
Communication
Communication permeates all curriculum subjects, especially English and will emphasise the importance of our pupils being able to use language within a total communication framework that includes non-verbal and verbal communication, intensive interaction, objects of reference, gestures, signing, symbols, additional communication aids, ICT and speech.  One of the aims is for each pupil to leave the school with a system of communication.  The wide range of need means that some of our pupils will also be using The Oxford Reading Tree and a phonics approach supporting the teaching of reading at the earlier stages.
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