Curriculum intent

The Avenue School values and context

At The Avenue School, we:

  • believe that every pupil should access a curriculum that meets their unique profile of strengths and needs
  • live by our Trust’s vision ‘Love, learn, laugh’; this underpins our approach to everything we do
  • know that, within the context of SEN, personalisation of the curriculum is key so that each individual’s priorities can be considered in order to prepare them adequately for adulthood with the best possible quality of life
  • adhere to the SEND Code of Practice, offering a broad and balanced curriculum, maintaining high expectations through appropriate assessment, ambitious target setting, and the removal of barriers to learning

Our aims

The Avenue School want our curriculum to:

  • focus on the core skills of Communication, PSHE, Literacy and Numeracy
  • develop pupils’ pre-requisite skills for learning in all areas at a level that is appropriate to their individual profile of strengths and needs
  • ensure each pupil is enriched by their time at school and challenged to fulfil their unique potential
  • enable each pupil to develop a functional mode of communication, which generalised to home and community as well as in use at school
  • support young people to be as independent as possible in their self-care, including dressing, food preparation and eating, shopping, hygiene, etc., respecting their dignity at all times
  • allow pupils to develop skills they need to actively contribute to their community, and safely access a range of indoor and outdoor environments/settings
  • explore and develop pupils’ skills and interests across a diverse subject base (e.g. Music, Art / Craft / Design, Food Technology, Sports / Exercise, Information Technology / Media, Science….)
  • offer qualifications awarded by nationally recognised bodies where this is appropriate for the pupils’ levels, for example OCR Life and Living Skills Entry Levels 1-3
  • promote British Values throughout, supporting all pupils to experience these abstract concepts at a level that is meaningful for them, e.g.
    • Democracy – teaching functional requesting and appropriate refusal/rejection, respecting choices and using our understanding of pupils’ individual differences to personalise their offer
    • The rule of law – class rules, clear boundaries and expectations, supporting pupils to self-regulate and maintain positive behaviour
    • Individual liberty – personalised reinforcement schedules and constant assessment of motivation, teaching functional communication (e.g. no, stop)
    • Mutual respect – modelling empathy and compassion; teaching functional communication, including requesting for attention politely and accepting no, and honouring communicative attempts
    • Tolerance of those of different faiths and beliefs – celebrating special events relating to the diverse backgrounds of our pupils, families and staff, through assemblies, parades, stories, arts and craft, music, costume, bring and share buffets, etc, making these accessible and meaningful for all levels

The Avenue School plan for implementation

To achieve our aims, we:

  • use Themes (mapped across the Key Stages) to enrich activities and resources offered in teaching sessions, the creative curriculum subjects, community visits
  • take into account the pupils’ chronological and developmental age when progressing through the themes
  • ensure that teaching always builds on previous learning and is informed by the sequence of child development where appropriate
  • refer to the Verbal Behaviour – Milestones Assessment and Placement Program (VB-MAPP) and Essentials for Living to ensure that themes are delivered at an appropriate level and allow pupils opportunities to develop relevant skills and knowledge
  • train all staff to ensure they are equipped to take ownership of curriculum delivery for individual pupils; SLT and teachers lead and oversee this in collaboration with support staff whose contributions are valued and equally integral to the process
  • implement effective and relevant systems for target setting (Personal Intervention Plans) and assessment (VB-MAPP, Essentials for Living, Brent Assessment Route I Can System)
  • place strong emphasis on multi-disciplinary working, in particular with Speech and Language Therapists, Occupational Therapists and Behaviour Analysts

Curriculum file area