At Holly Grove School we believe in the importance of developing a challenging curriculum that meets the needs of the individual child. All children have an individualised curriculum that is based around their Education Health Care Plan (EHCP) outcomes, which will follow one of our ‘Curriculum Pathways’. Children currently follow:
Formal Curriculum- This is based around the National Curriculum where children access subject specific learning.
Sensory Curriculum- This is an individualised, sensory based approach to learning for pupils with profound and multiple learning difficulties or complex needs.
We are currently developing our ‘Semi-Formal Curriculum’ for our pupils with severe learning difficulties who require experiences and opportunities which promote the development of functional skills, communication, emotional well-being, confidence and independence. It is important for these pupils that achievable aspirations for transitioning to their adult lives remain at the heart of our curriculum and time is dedicated to ensuring a progression of skills throughout school.
Holly Grove School teaches daily systematic synthetic phonic lessons, where appropriate. Pupils access this through a multi-sensory approach, using the DfE approved ‘Bug Club Phonics’ and ‘Jolly Phonics’. Bug Club Phonics provides phonically decodable books and an online learning resource. These are accessed both in school and at home.
We are also very excited, this year, to be taking part in the Headsprout Early Reading in Special Schools Project (HERiSS). The HERiSS project will evaluate the effects of a computer-based early reading programme on reading skills for children with special educational needs and disabilities in special schools. The project is funded by the Educational Endowment Foundation (EEF), in their first round of funding specific to children with Special Educational Needs and Disabilities. This is the first special school project funded by EEF, and quite possibly the first large-scale RCT conducted in special schools in the UK.
Pupils in Year 1 and 2, who are demonstrating blending and segmenting skills, may be put forward for the Phonics Screening Test in June each year. These children, along with other children who may require extra support with reading will access regular, additional intervention sessions led by our Intervention Lead, Michelle.
Pupils at the end of Key Stage 1 and Key Stage 2 may also be supported through additional interventions to access National Curriculum Tests, where appropriate.
Pupils have access to a range of additional interventions and support including speech and language, MOVE, Sensory Processing, Physiotherapy, Rebound Therapy, Hydrotherapy and ICT, and where appropriate have access to specialist teachers for Visual Impairment and Hearing Impairment.
If you require more information on the curriculum we follow at Holly Grove please speak to your child’s class teacher.
To find out what each class is learning about this term, click on the class.