The Curriculum
The school has developed a curriculum adapting the National Curriculum for our students. This is used to produce our own long term plans and progression documents, or in selecting the examination units to be followed by our older students.
All pupils at Slated Row School have Education, Health and Care Plans. These are used to ensure the pupils are kept at the centre of their learning.
To ensure we meet the learning needs of all our students our curriculum is designed into learning routes.
The Early Years Foundation Stage (EYFS) has a one year programme for pupils in Reception. The curriculum from Year 1 on has been constructed with routes to ensure that the curriculum is relevant to students and the level at which they are working at. The routes are:
Key Route: The Semi-Formal Route is followed by students in classes that have a lower starting point on the SRS Curriculum. These are usually following a highly structured approach to learning. Generally these are our students in our Sensory, Structured or Personal classes.
Accelerated Route: The Formal Route is for those with higher starting points within the SRS Curriculum and are usually following a more traditional approach to learning. Generally these are our students in Scaffold or Employability classes.
Please use the contents to the right of the page to go each subject for more information. For further information please contact me via the school office on 01908 316 017 or administration@slatedrow.com
Mr J. Austin, Curriculum Lead
"You and your staff team are determined to provide opportunities for all pupils to develop both academically and personally in order to prepare them for their next destinations." Ofsted 2018
Provision
Pathways to learning
Our pathways identify environmental & approaches to learning to match the needs of our students.
Structured Pathway: Structured environment including workstations and designated curriculum areas within the classroom to minimise transitions. Priority on requesting and responding to emotional regulating activities to increase engagement. High ratios of staff and limited number of peers maximum 6.
Sensory Pathway: Sensory approach to support communication, motivation and engagement. Using colourful semantics to promote communication and extend their range of word combinations. High ratios of staff with maximum class size of 8.
Scaffold Pathway: Whole class approach to teaching within a more traditional classroom environment. Focus on communication and conversation skills to develop and encourage collaboration with others. Priority focus on their social understanding, self-awareness and self-esteem. Maximum class sizes of 11.
Curriculum interventions
We offer a range of 1:1 or small group work that focus on:
Phonics
Reading
Mathematics
Wellbeing
PE
Specialist
The school has a number of staff trained with specialisms in areas of the curriculum or SEND. These staff support the development of individualised approaches identified young people.
We also access the Educational Psychology Team at Milton Keynes Council. Some elements are picked up through statutory work on Education, Health & Care Plans and we have some school commissioned time, which we direct, through our provision meetings.
The Arts
English
Pupils should work through the Essential Letters and Sounds Programme. The main teaching input for phonics should be tailored to the children, therefore if a child is not on the same phase as the others, or there are groups at different phases, it is important that they have the key teaching input at the correct level. This is achieved through grouping across departments or through the Teaching Assistants in class groups. The teacher is expected to work with each group/individual through the week.
Humanities
Maths
Physical Education
The PE Curriculum
Physical education is experienced in a safe and supportive environment at Slated Row. It is vital and unique in its contribution to our students' physical and emotional development and health.
The physical education curriculum aims to increase students' fundamental skills. This contributes to increasing their self-confidence through an ability to manage themselves successfully in a variety of situations.
We offer leadership, examination and community leisure experiences as students move through the school.
Swimming
Swimming is an important skill and through a DfE funded swim project our staff developed a School Inclusion CPD with Swim England, which is currently being accredited. The staff at Slated Row and our federated school, The Walnuts, benefitted from the pilot of this training. For more information & to get involved, see the links below
At Slated Row we see physical development and participation in sports an essential element of our curriculum, and pupils futures. As a Lead Inclusion School for the Youth Sports Trust we are able to ensure a rich curriculum for our own pupils, through expert staff, accessing further opportunities and being on the forefront of PE developments for pupils with SEND.
We look to support other schools through our work with the Youth Sports Trust and taking part in national projects.
L. Byrne, Youth Sports Trust Lead
Merson Leadership journey.wmv