Intent

If a child can’t learn the way we teach, maybe we should teach the way they learn.

The ultimate aim of our curriculum at All Saints Enhanced Provision (ASEP) is for our pupils to develop and achieve skills that will enable them to have the greatest level of independence and experience enjoyable and fulfilling lives.  We endeavour to provide a motivating and engaging curriculum in which pupils can achieve and make progress based on their assessed levels and next steps in a personalised way.

Underpinning our curriculum, we seek to develop:

• communication and understanding
• attention
• personal and social development, including well-being and own emotional regulation and relationships with others.
• sensory integration
• independence, including life-skills
• engagement and enjoyment

Within this we aspire:

For pupils to access a broad and balanced curriculum at a differentiated level and accessing the mainstream if and when it is appropriate for individual children.

To promote pupils’ spiritual, physical and emotional wellbeing so that they are secure, confident and well- motivated.

For all pupils, successful transition within, into and out of the setting.

To provide the correct sensory diet, suitable for the needs of each child.

Implementation

All Saints Enhanced Provision provides high quality teaching. Teachers carefully assess each pupils’ abilities. Teachers work with parents/carers and any linked professionals to target the next key steps in priority areas that include communication/understanding, personal and social development and key skills. These are agreed through 12 month outcomes set as part of the EHCP process and are reviewed termly with parents/carers. Teachers also plan the next individual pupil steps in all curriculum areas. Teaching is informed by the planned and sequenced knowledge and skills in all areas.

Alongside this, teachers identify the strategies that each pupil needs to access the curriculum to achieve and make progress. This is individual to each pupil. Strategies include: Intensive Interaction, structured visual support, PECS, work/reward/ multi-sensory delivery, repetition etc. Teachers use a range of strategies to support pupils to learn and retain information. In partnership with parent/carers elements of a NHS health linked professional therapy programme may be implemented or integrated into the school day balanced with the educational access to the wider curriculum.

Throughout the whole curriculum communication and understanding, early literacy and maths skills and our foundation priorities are integrated into all learning as appropriate and children are supported with these according to their individual needs. The sequence of learning in all subjects is personal to pupil or groups of pupils based on their prior learning and engagement in learning is central to all. In the formal curriculum English and Maths are taught through daily functional skills sessions and timetabled lessons. They are based on careful assessment of pupils’ abilities and needs and their progressive sequenced next step of learning.

Our curriculum overview shows how skills and knowledge are built up through the pre and semi-formal and in to the formal curriculum. This is delivered through a four year rolling programme of topics. Please see links below for further information. This allows pupils to be grouped in classes based on a range of factors e.g. pupil needs, abilities and friendships.  The units enable key skills and knowledge to be worked on in each unit within an exciting and motivating context. Each subject has skill and knowledge progression mapped but each pupil will work on their next steps and teachers will break down into further small steps or widen due to the unique nature of each pupil and how they engage and access the curriculum.

Pre-Formal Level

Learning to Learn

Pupils at very early levels of development typically assessed via the Engagement Model access a

curriculum that enables them to develop a sense of security in the school environment,

which is comprehensible and meaningful to them. The focus is upon enabling them to

establish positive interactive relationships with others, to proactively explore the world

around them, gaining environmental control skills. All pupils will be given maximum

opportunities to achieve the highest level of independence possible and develop readiness for

learning.

Semi-Formal Level (P4-End of year 1 expectations)

A Life Skills Based Programme

Pupils following our semi-formal curriculum learn best when learning is related to their own

experience. Some may learn through play; others will learn more effectively through

functional activities, and yet others will respond well to a topic-based approach.

However, the teaching approach reflects the age and learning style of the pupils concerned.

Formal Level (End of year 1 expectations +)

An Adapted National Curriculum, Emphasising Life Need

Pupils experiencing our formal curriculum (those operating within the National Curriculum or EYFS)

access the range of National Curriculum subjects for their Key Stage, modified in the light of

their developmental level and special educational needs. Specialist areas (the ‘additional

curriculum’) are covered both within National Curriculum subjects and in discrete lessons

(e.g. a pupil may be withdrawn to work on visual perceptual skills or independent mobility).

Life skills and independence skills will also form a large part of the curriculum. As the term

‘formal’ implies, there is a high level of structure. We nevertheless avoid making the formal

curriculum too abstract; teachers ensure that learning is linked to practical activities and

consolidated and applied in practical sessions.

Enrichment

The curriculum provides many enriching, creative learning contexts. Other wider opportunities are also provided through:

Learning to Serve and our Lenten charities.

Links to events as they arise e.g. the Chinese New Year, national celebrations, SEND sports fun days.

Life skills days out – museum and ferry trips

Use of external coaches/ professionals or internal programmes e.g. Liverpool FC and Liverpool Philharmonic.

Planned trips to the swimming baths, Rebound City and equine therapy.

Phase or whole school days e.g. World Book Day, Arts or Science days.

Opportunities can be planned and offered regularly linked to a year group or staff may capitalise on opportunities as they arise.

Impact

The aspiration for all pupils who attend the ASEP is they achieve their potential in all aspects of their development. All pupils who attend the ASEP, have severe learning difficulties. Many pupils have additional needs such as complex autistic conditions, physical disabilities, sensory impairments, complex medical needs etc. We work in a determined way to ensure that all pupils can achieve the most they can.

The outcome of the curriculum is person centred. All achievement and progress is celebrated. Progress for our pupils can be demonstrated by:

• Pupils making progress towards/achieving their intended outcomes set with parents/carers within the EHCP annual meetings. These outcomes are informed by any relevant professionals working with the pupils.
• Pupils making progress towards outcomes when reviewed in 6-month review meetings with parents/carers.
• Pupils making progress/achieving in the curriculum planned by teachers. Progress and achievement in all subjects are within reports to parents in either EHCP (annual review) report or annual Curriculum report.
• Using existing skills in a wider range of contexts.
• Supported transition within, in and out of the setting.
• Life skills
• Holistic progress is monitored through B Squared and SLT monitor whole group progress.
• Internal moderation of judgements and moderations of judgements with local special schools.
• Identifying appropriate CPD to support the curriculum and staff needs.
• Regular reporting to stakeholders: Liverpool LA, governors, archdiocese and parents.

Trips and Visits

Throughout the school year, trips and visits are arranged for all children.

All trips and visits are risk assessed and linked to children’s learning and development.

Recent Visits include.

Pumpkin Picking in Hightown

Weekly swimming lessons.

Christmas Grotto and farm visit in Croxteth.

In May 2024, the Hive undertook their first residential at the Bunk Barn, Crosby Lake Side. Children from 2 of our classes stayed for two nights, we are returning in May 2025 and extending the visit to three nights.