The Curriculum at St Andrew’s School

 

Curriculum Intent

What do we want to achieve through our curriculum?

At St Andrew’s School we aim to deliver a highly personalised, inclusive curriculum that balances academic learning with social communication, independence and wellbeing. The focus is on enabling our students to access education meaningfully, develop essential life skills and prepare for adulthood.

Our school vision is “Encouraging every student through learning, creativity and adventure to become a kind, respectful and independent young adult prepared for the future.”

At St Andrew’s School we believe that students need to be safe and that every member of our school community is accepted as a unique individual, feels important and is valued as such.  In accordance with Quaker principles, all members are valued as equals for the important contribution they make to the school and wider community. 

We are committed to providing students with a wide experience of opportunities, interests and options so they are prepared for life beyond St Andrew’s and leave being the best they can be and ready for further education and adulthood. Careers education is embedded across the curriculum and aligned with the Gatsby Benchmarks.

 

Curriculum Implementation

How will we deliver the curriculum?

At St Andrew’s School we follow the national curriculum, as appropriate, but with flexibility of delivery and approach to ensure we meet the needs of all our students. The curriculum is adapted to ensure teaching and learning is bespoke to our individual students and has a positive impact on their progress. The use of published schemes of work such as SCARF, White Rose, Kerboodle, Read Write Inc. and EC Publishing ensure the curriculum is carefully planned and sequenced to ensure that all students can access knowledge and essential skills. Through chunking content, adaptive teaching and embedded opportunities for over-learning, students will build confidence, consolidate understanding and make meaningful progress over time. Teaching is guided by Rosenshine’s evidence-based principles of instruction.

Students often join St Andrew's School with varied levels of prior attainment and often with inconsistencies in their cognitive profiles. We aim to identify the correct starting point for them and their 'missing building blocks' enabling them to study the curriculum programme at a point that is suited and relevant to them. Students may learn about topics at an age-appropriate level but may still be developing skills that appear earlier in the National Curriculum. The curriculum is designed to provide flexible, inclusive and aspirational pathways. We recognise students’ progress at different rates and require tailored routes to achieve success. We offer AQA Unit Awards, functional skills, entry level certificates and GCSEs and vocational training at alternative provisions to ensure every learner can access a pathway that reflects their starting point, strengths and ambitions.

Our specifically designed, holistic curriculum blends national curriculum expectations alongside communication and interaction needs and the provision outlined in their individual Education, Health and Care Plans (EHCPs). There is a high priority on staff CPD, ensuring that teachers have the knowledge, skills and confidence to deliver high-quality learning that meets evolving student needs and national expectations. The bespoke curriculum prepares them for post-16 education, both academically and socially.

Throughout the curriculum delivery, students will have:

  • Teaching that engages all students, builds their self-confidence and enables them to ‘have a voice’ in their own learning.
  • Tasks broken down into manageable chunks with additional processing time, supporting visuals and resources as needed.
  • The use of visual timetables, work schedules and other visual supports to structure the school day.
  • Individual workstations and a low stimulus environment.
  • The use of strategies to support students to understand and recognise their emotions and help them to ‘self-regulate’.
  • Access to individual laptops.
  • Access to sensory equipment and sensory breaks as required.
  • Small classes with key familiar adults that students can build positive relationships with.
  • A focus on raising aspiration so that students make excellent progress academically and socially.
  • An individualised exam pathway that allows students to achieve the qualifications that are appropriate for their needs.

We develop students’ communication and interaction skills and their understanding of the world around them by providing a wide range of learning experiences beyond the classroom.  We strive to include a diverse range of enrichment opportunities that develop students’ confidence and communication and interaction skills. The opportunity to take part in enrichment activities throughout the academic year allows students to develop cultural capital, a deeper understanding and meaningful experiences.

These opportunities include:

  • SMSC cross-curricular days each term
  • Weekly social skills and ‘therapy’ lessons following an appropriate targeted intervention scheme
  • Weekly TITAN (Travel Independence Training across Norfolk) lessons
  • Weekly trips, visits and outings within the local and wider community
  • Half-termly Student Voice
  • A fully embedded careers programme and work experience
  • Visiting speakers
  • Learning outside the classroom, including Forest School, swimming and RDA (Riding Disabled Association)
  • Inter-school sports competitions
  • Bikeability

 

Impact

What is the expected impact of our curriculum?

Students will be supported to achieve personal goals and outcomes in all aspects of the curriculum we offer. Lessons will be planned with clear learning outcomes based on our knowledge of each individual student. Day-to-day ongoing assessment and responsive teaching will allow teachers to identify strengths and plan for next steps. Progress will be assessed regularly to ensure the curriculum can be adapted to meet the needs of our students and rapid interventions can be put in place to address gaps in learning. Through a carefully designed curriculum, it is hoped that students will be offered multiple learning opportunities that build on their skills, preparing them for their next step in education. Students will build positive relationships and have a safe, respectful and inclusive learning environment that supports rapid progress in learning to ensure that every student reaches their full potential.

Students will leave St Andrew’s School having had numerous learning experiences with the world in which we live, have an emotional toolkit and the communication and interaction skills needed to be prepared for life beyond St Andrew’s. Students will transition from Year 11 to post-16 as a kind, respectful and independent young person prepared for their future.