Our curriculum aims to ensure that each pupil has a meaningful and informed journey based on progression. Whether they are with us for 1 year or 12 years, we want to prepare them in the best possible way for the next chapter in their education and ultimately adulthood. Our curriculum provides a holistic approach that focusses on developing academic achievement alongside the areas required to make them as independent as possible.
At Southgate School we want our pupils to be:
· Given the opportunity to make progress in their learning and achieve their potential
· Effective communicators so that they can express themselves fully
· As independent as possible to keep themselves healthy and safe
· Able to form positive relationships so that they can be happy, reasonable and included members of their community
Of course, all pupils have specific, individual needs and therefore their allocation to a pathway is via a best fit approach. They may have specific difficulties with communication, but would still benefit most from being in a larger and more collaborative group setting. If a pupil has strong cognition skills but struggles to work with other pupils, they may be more suited to an even more personalised approach. Whichever pathway they are placed in, pupils receive a curriculum that is relevant and delivered in the manner which is most appropriate for them.
The pathways outlined below are not fixed and there is often overlap. Pupils’ needs change over time, and it may be in their interests to change pathway part way through their Southgate learning journey. Suitability for a class or pathway is considered throughout the year and decided through collaboration in the summer term, ready for class transitions in July. Very occasionally, pupils may transition part way through the year. Whenever this happens, transitions are always well planned, with family engagement, and with the best interests of all children at the forefront of any decisions.
Younger learners not placed in Woodland, and generally up to Year 5, are managed under the Forest Pathway with a high emphasis on their communication and interaction through play-based learning. This allows us longer to get to know these learners and make a more informed assessment of their needs.
Learners in this pathway require a greater focus on their communication and interaction and in most cases, this will be their primary need. These pupils tend to have a high level of complex needs and some will require specialist staff skills to support their sensory and physical needs. Pupils in this pathway will mostly follow our Semi Formal Curriculum.
This Pathway is designed for pupils who are comfortable working within a more formal classroom setting. Pupils are taught together, either in groups or with the whole class, and it is best suited to those with the social interaction and collaboration skills to manage in a larger group. Pupils in this pathway are likely to have a diverse range of complex needs, however the majority will have Cognition and Leaning as their primary special educational need and will mostly follow our Formal Curriculum.
Pupils in Woodland are likely to have highly complex special educational needs which often present through social, emotional and mental health needs. The approaches used are collaborative and require good working relationships with all the important people in pupils’ lives. These pupils require smaller group sizes, higher staffing ratios, and a flexible approach to learning and emotional regulation activities to enable them to thrive in a school environment. Transitions and changes for these pupils need to be even more carefully planned and often take an extended period to accomplish successfully. Pupils in this pathway can follow the Personalised Curriculum or follow a more structured class-based timetable with links to the Formal or Semi-Formal Curriculum within the Woodland provision.
With the complexity of need continuing to increase at Southgate, the curriculum offer has been adapted to allow greater flexibility to meet a diverse range of needs through 2 stages of curriculum. This can accommodate pupils from Reception age (although pupils coming to Southgate at this age is currently rare) through to around Year 5. The second stage of the Journey Curriculum (Journey 2) is adapted to provide provision that prepares pupils to move into the Semi-Formal Curriculum, if they require a continuation of a more play-based approach, or the Formal Curriculum.
There are 2 stages of the Semi-Formal Curriculum to support pupils from Year 6-11. Our Semi-Formal Curriculum is designed for our pupils who require a play-based approach moving on to further experiential learning as they move through school. It has been designed to maximise the opportunities for developing independence and preparation for adulthood. Our Semi-Formal Curriculum provides a combination of structured learning activities, life skills, hands-on practical discovery, intensive interaction, and learning through play. This reflects our understanding that pupils respond better where learning is set up to be more functional and related to their own experiences.
It is both skill and context based and encourages active engagement in a holistic and life skills focused curriculum which is then assessed predominantly thorough the ASDAN and some Entry Level accreditations.
There are 2 stages to the Formal Curriculum. Our Formal Curriculum is a more structured learning programme where the goals and objectives link more closely to the National Curriculum, but at the appropriate developmental stage.
Pupils following the Formal Curriculum will tend to complete Entry Level and Functional Skills accreditations. If a pupil would like to be entered for a GCSE in a particular subject, this can be explored on a case by case basis.
The Personalised Curriculum is designed for pupils who need a highly individualised educational provision to recognise their unique needs and cognitive profile. The Personalised Curriculum is completely pupil centred, where learning is led by pupils and informed by their interests and needs. At the early stages, the focus is on building relationships and engagement with a school setting. Learning is delivered through play and project work which may take place out of the school environment. As relationships and trust develop through shared experiences, the learning intentions become more explicitly linked to the Semi-Formal or Formal Curriculum, and learning activities become increasingly structured and adult led.
We seek to ensure all pupils are equipped with the skills they need to access appropriate accreditations and subsequent Post 16 provision, including community activities and pursuing their interests beyond Southgate School.
At Southgate, we have developed bespoke educational curricula, written specifically for our pupils with complex SEND. We ensure inclusion for all pupils across the curriculum by adapting its delivery so that pupils have the opportunity to access all elements.
Badger Class is the first in the 3-year cycle on the Semi Formal Curriculum journey, followed by 3 more cycles of 3 years if pupils remain in the Forest Pathway. The Orchard Pathway, after Badger, also consists of 3 more cycles of 3 years, with Squirrel Class following the Journey to Formal Curriculum. This prepares them for the Formal curriculum followed by Fox and Owl Classes.
The pupil point of entry to Southgate is variable. The most common point of entry is at the end of Key Stage 2 where pupils join us at the start of Year 7. Usually, pupils with a higher level of need are identified as needing a specialist provision younger, and these children will already be in our core Forest and Woodland Classes. If they enter Orchard or Forest at the end of Key Stage 2, they have 2 years to settle in before they transition to another class; the classes they join in Year 7 are already established and stable.
Each of the curriculum areas above has a Curriculum Tree that has been created to show progression between 5 different stages. This identifies the key intentions for each area and the skills that we feel are most beneficial to our learners. Stage 1 and 2 (Pre-Key stage standards and the Engagement Model through to working towards Year 1 expectations) relates to the Semi-Formal curriculum and Stage 3 to 5 (Year 1 to Year 4 expectations) the Formal Curriculum. At Southgate, it is rare for pupils to be working above Year 4. Where pupils are working above this in any area, their curriculum will be personalised within the teacher’s medium-term plans.
*The Journey Curriculum uses the same curriculum area names as the Semi Formal Curriculum.
The impact of our curriculum is assessed via both internal assessments and external accreditations alongside the holistic progress our pupils make which is assessed using their ILPs and EHCPs. As a staff team we continually review and interrogate the impact of our curriculum to assess if it is supporting pupils to meet our intentions. We highly value the views of our pupils and their families. We regularly strive to gather pupil voice about the curriculum and its impact on them. We also seek the views of parents and carers through the annual review process.
Each National Curriculum area (e.g. History) has a teacher co-ordinator. They are responsible for ensuring that there is a broad and relevant curriculum for that area and that it is being delivered. They will review the curriculum area to evaluate impact and progression. For English, Maths and Careers and Enrichment this will be done by the Subject Leaders. The Formal and Semi Formal Provision Leaders will continuously triangulate information to review the impact of the curricula.
The key areas of English (Reading, Writing, Speaking, Listening) and Maths (Number, Using and Applying, Shape, Space and Measure) are assessed using PIVATS 5. This is monitored and evaluated by senior leaders and the English and Maths Leads to identify trends and pupil priorities. We are currently in the process of refining our assessment systems including English, Maths and the wider curriculum.
Holistic assessment is undertaken by collecting evidence on Evidence For Learning by all members of the staff team. This enables us to identify progress made against the outcomes set in their Education, Health and Care Plans, as well as the further broken-down outcomes which are in their Individual Learning Plans. Provision Leaders review the quality and impact of this.