Our School Curriculum Introduction

Our school curriculum
Pear Tree prides itself on having developed a curriculum that meets the
extremely individual needs of all of our pupils. As the needs of our pupils is
ever changing, so too is our curriculum, ensuring that we continue to strive
towards our whole school community achieving the very best we can in
everything we do. Our recent Ofsted report noted that “Leaders and managers
have silfully managed the evolution of a curriculum that inspires learning and
supports pupils! spiritual, moral, social and cultural development outstandingly
well."
Throughout school, the aims of our curriculum are#
• To meet the individual needs of all pupils through a personalised
curriculum which enables pupils to ac$uire new sills, mae as much
progress as possible and achieve the very best they can.
• To recognise and value each pupil as an individual and develop each
pupil!s level of personal independence and achievement. To provide
e$uality of opportunity irrespective of gender, race need or religion.
• To promote the moral, spiritual, social, cultural, intellectual and physical
development of pupils and of society.
• To prepare pupils for adult life and support them to develop the necessary
functional sills to be as independent and successful as possible once
they leave Pear Tree.
• To wor in partnership with parents, involving them in their child!s
education and welcoming their involvement in the daily life of the school.
• Provide opportunities for learning at home through regular homewor
activities.
• To promote opportunities for inclusion within and outside of school.
• To provide learning opportunities for children who are too poorly to attend
school.
• To continue to develop and evolve our curriculum to ensure that the
changing needs of our children and young people are fully met.
%arly &ears 'urriculum
Our %arly &ears class follows the %arly &ears (oundation )tage 'urriculum.
Teaching and learning focuses on the Prime Areas of Learning and
'haracteristics of Learning initially with a gradual shift to include the )pecific
areas of learning as children become ready. Learning is centred around child
initiated and child led play with planned opportunities for focused, adult
directed learning. The %arly &ears team plan weely to tae into account the
interests and achievements of children.
*ey )tage +,, and -
.ithin our lower school department, teachers plan and deliver a creative
curriculum. The creative curriculum theme is changed termly and teachers
plan and incorporate core and foundation sub/ects into this theme. A half
termly planning meeting with teachers and TA-s ensures that there is a
progression of activities between classes and opportunities for outdoor
learning are identified. 0uring this planning process, lesson activities are
differentiated and personalised learning opportunities identified to ensure that
the curriculum meets the individual needs of all learners.
+12+3 'urriculum
(rom *ey )tage 1, all students embar on a (oundation Learning
Programme. This is a 4 year plan which is destination led in order to meet and
cater for the individual needs of all students.
.here appropriate, some students will be taught functional %nglish, 5aths
and 6'T whilst others will be taught these ey areas through a sensory
approach. Other sub/ects taught at *ey )tage 1 include )cience, P%, P)0,
5(L, 'reative and 7ocational %ducation. %mphasis is now put on developing
independent living sills and all students receive taster sessions in a wide
range of vocational activities.
As students move onto our (urther %ducation 0epartment, wor previously
undertaen in *ey )tage 1 is further developed to provide an enriching and
challenging curriculum aimed to prepare students for adult life.
Throughout (%, students mae two option choices each year for their
vocational education, leading onto a wor placement, where relevant, in &ear
+1. 5uch of this wor is completed via local colleges, supported by Pear Tree
staff, leading to all of our students leaving us with a recognised $ualification.
8reat emphasis is put on developing independent travel sills and
experiencing different environments and settings.
The .ider 'urriculum
Throughout school, the emphasis is placed firmly upon maximising
opportunities for every pupil so that each child accesses the 9ational
'urriculum at an appropriate level and that they have access to a much wider
curriculum that meets their very individual needs.
Our wider curriculum reflects the diversity of needs of our pupils and is flexible
so as to adapt to any changing needs of individuals. As a forward thining
school, we are always looing for ways to improve and extend our wider
curriculum to ensure we meet the needs of our pupils. Our wider curriculum at
present comprises of#
• )ensory learning
• )ensory integration
• :ebound therapy
• A$uatic curriculum
• )wimming
• ;ydrotherapy
• Postural management
• 'are plans
• Physiotherapy
• 6nclusion with local mainstream primary schools, secondary schools and
colleges.
• 6nclusion lins with other special schools
• 'ollege lin courses
• .or experience
• 0eveloping life sills in the community
• Theme wees<days
• Learning for leisure e.g. outward bound courses, bowling, cinema,
restaurant visits
• Aesthetic and creative experiences e.g. performers, artists, shows,
musicians
• :esidential school visits
• )chool trips<holidays