Beaumont Hill provides a broad and balanced curriculum for all children.
Beaumont Hill Academy: Curriculum
Many of our students have individual learning requirements. Staff take account of these requirements and make additional provision to enable students to participate in the curriculum and achieve expected progress.
This policy ensures that curriculum planning and assessment matches the very specific needs of different cohorts of children with special educational needs.
The School Curriculum is designed to:
The curriculum of Beaumont Hill Academy covers all the planned activities and lessons that are organised in order to promote the learning and development of all children.
The curriculum for Beaumont Hill Academy is differentiated to meet the needs of all students:
|EYFS||Primary KS1 – KS2||Secondary KS3 – KS4||Post 16 KS5|
|EYFS + PMLD||PMLD||PMLD||PMLD|
|EYFS + ASC||ASC||ASC||ASC|
Early Years pupils between the ages of 3 and 5 years work within the six subject areas set out in the Foundation Curriculum:
PMLD students need a sensory-motor programme based on three main areas:
SLD Curriculum Model
Students with SLD may need to access the curriculum with differentiated targets broken down into small steps. They may need additional help to access the curriculum through the supported use of technological aids and/or communication aids.
Students with an autistic spectrum condition (ASC) will have their access to the curriculum modified through autism specific teaching arrangements which will influence the balance of the curriculum:
SEMH Curriculum Model
Students with SEMH access the National Curriculum, but will need to work in small groups in which there are clear and overt strategies for classroom management including sanctions and rewards.
Post 16 Curriculum
The Post 16 curriculum covers the following areas with the very particular focus on developing independence skills:
Through this range of curriculum models we recognise that children with SEN:
The new National Curriculum will be taught in all schools from September 2014. It will cover Key Stages 1, 2 and 3
The programmes of study for English, mathematics and science are set out in yearly, or two yearly blocks. Key Stage 2 is divided into Lower (Years 3 and 4) and Upper (Years 5 and 6) in these subjects
ICT will be replaced with computing, which will put more emphasis on practical programming skills.
Foreign language will be compulsory at Key Stage 2
The new National Curriculum is more content based than the previous programmes of study and will have no levels to describe attainment targets
The Department for Education are still advocating the use of P Level attainment targets for these pupils.
All students have access to the National Curriculum as it is described in the table below, however it is modified to make it accessible for all pupils and to ensure that additional strands relevant to the provision for children with Special Educational Needs are included.
National Curriculum 2014
|Key Stage 1||Key Stage 2||Key Stage 3||Key Stage 4|
|Art & Design||Y||Y||Y|
|Design & Technology||Y||Y||Y||Y|
|Sex & Relationships||Y||Y|
Key Stage 4
Students in Key Stage 4 have access to four entitlement option areas:
Beaumont Hill uses the four stage model as described in the new Code of Practice (2014): Assess, Plan, Do and Review.
Early identification of SEN is critical and assessment is based on partnership between the school, parents, the LA and other agencies to enable a coherent and rounded profile of the child to be developed.
Progress in all curriculum areas is assessed using PIVATS, P Scales, B squared and NC levels.
This system reflects the small steps to learning approach adopted in our schemes of work. Teachers record on going progress and there are three points in the year where whole school data is collected and analysed to identify pupil progress, trends in their subject outcomes and enable the effective us of resources.
Lessons are planned to give full access to the curriculum and to overcome barriers to learning. Many of the children in Beaumont Hill Academy will need access to specialist equipment and different approaches. This is taken into account when lessons are planned ensuring that specific teaching styles and relevant strategies are incorporated. Although a mixture of whole class, group and individual teaching is usually appropriate, the exact balance between these depends upon the needs of the class and the individual. Interactive learning is highly valued.
Parents and other agencies are involved in planning, and where the child is able to contribute their views are also taken into account.
The Child’s tutor is the key person in ensuring that all programmes are implemented effectively and that the curriculum provision is coherent and relevant to each child.
Reviewing the effectiveness of the curriculum and teaching is determined by the assessment and teaching and learning policies which structure systematic points of review and evaluation to determine progression levels for all children.
Monitoring & Evaluating the quality and effectiveness of the curriculum is achieved through:
The following policies are also linked to the Curriculum Policy
Dealing with complaints about curriculum matters
We hope that concerns or complaints can be resolved early at an informal level. This may be in discussion with the member(s) of staff, Principal or school Governors.
A record of any complaint will be kept and wherever possible it is resolved quickly and fairly. If the person making the complaint is not satisfied and wishes to formally complain, the Governing Body will ask for this complaint to be made in writing to reduce any misunderstandings.
Principle of Beaumont Hill Academy