Curriculum

Curriculum

Our intent at Beaumont Hill is to implement a high impact, broad and balanced curriculum for all learners.

Beaumont Hill Academy: Curriculum

Staff take account of all learners’ individual learning requirements. BHA implements a bespoke curriculum to enable learners to participate and achieve their full potential.

This policy ensures that curriculum planning and assessment matches the very specific needs of children and young people with special educational needs and disabilities.

BHA Pathway Overview.pdf

The School Curriculum is designed to:      

It includes:

The curriculum for Beaumont Hill Academy is differentiated to meet the needs of all students:

EYFS Curriculum Pathway BHA.pdf

Informal Curriculum Pathway BHA.pdf

Pre Formal Curriculum Pathway BHA.pdf

Semi Formal Curriculum Pathway - BHA.pdf

Formal Immersive Curriculum Pathway - Primary.pdf

Formal Immersive Curriculum Pathway - Secondary.pdf

Formal Subject Specific Curriculum Pathway BHA.pdf

14-19 Curriculum Pathway 14-19.pdf

Through this range of curriculum models we recognise that children with SEN:

Beaumont Hill uses the four stage model as described in the new Code of Practice (2014): Assess, Plan, Do and Review.

Assessment

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.

Our 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.

Planning

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.

Do

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.

Review

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

If after visiting our website you require any further information or wish to arrange an appointment to discuss the curriculum please contact

 Adrian Lynch on 01325 248136


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.

Caroline Green

Principal of Beaumont Hill Academy