A non subject specific curriculum CLDD

A non specific curriculum CLDD

The Rochford Final Report recommends the removal of P scales and the statutory assessment for pupils not engaged in ‘subject-specific learning’ limited to cognition and learning, with the introduction of the seven aspects of engagement.

We explore the importance of play for learners with CLDD, who are becoming more neurodiverse & therefore present with a greater range of need. We will explore what a non subject specific curriculum can look like, how it can be assessed as well as why neuroscience supports and validates learning through play. OFSTED, in March 2017, talking about Fountaindale felt that Based on their research and knowledge of their pupils’ complex needs, leaders have developed an innovative curriculum which is underpinned by a highly effective assessment system. Despite the physical and learning barriers they face, the curriculum quickly engages pupils’ interests…….(and) outcomes for the majority of pupils at Fountaindale are consistently outstanding in all areas of the curriculum …… Despite their very low starting points and complex needs, many pupils make rapid progress.” 

By concentrating on enabling play in an environment which strives to remove barriers to play, the development of thinking, communication, movement & social skills is facilitated. There will be an opportunity to look at what playful classroom environments can look like and how these environments impact on learning. OFSTED reported that Fountaindale’s Leaders are visionary in the stimulating learning environment they have created, enabling pupils to learn through sensory experience. Regardless of the physical, emotional and learning challenges faced by pupils due to their special educational needs and disabilities, teaching captures their interest and imagination. As a result, learning is highly effective. (Furthermore) The innovative environment and stimulating curriculum catch the imagination and promote a love of learning.”
We investigate how children’s brains develop by taking a neurological journey into a brain and showcase how different experiences stimulate this development – all based on the latest neuroscience research.

This is a fun packed day with opportunities to engage in practical learning.

Without exception pupils are fully engaged in their learning and say they enjoy lessons. ‘School is fun.” (OFSTED 2017)

Learning Outcomes:

  • how to design and assess a curriculum for pupils with profound and complex needs who are not engaged in subject-specific learning
  • insight into leading change and the organisational implications of moving from a subject specific curriculum to a play based curriculum
  • practical suggestions on how to deliver a non subject specific curriculum in the classroom
  • how to assess progress through route-maps and a continuum of learning that takes account of levels of engagement
  • why the environment where the learning is taking place is as important as the triad of essentials, implied in Rochford.
  • how to create playful sensory environments which can support cognition and learning and further engage learners
  • a greater understanding of the neuroscience behind play, through playing and exploring the vital role of the adult in play

Who is presenting?

Three of the presenters are from Fountaindale School’s team of teachers. OFSTED in March 2017 when describing the leaders within the school said, “Their vision and actions are inspirational …. Leaders are passionate in driving through improvements so that every pupil experiences only the highest quality of learning.” But, as the school will say, it is about being a team and recognising that all staff are part of that drive for improvement in outcomes. “Teachers and teaching assistants work seamlessly to ensure that each pupil …… enjoys learning…… The quality of teaching and learning is very strong throughout the school.”

Steve Phillips is the Deputy Principal of Fountaindale School, who has overseen the development of specific curricula for EYFS/pre-formal/semi-formal and formal learners at school.

Jan Collins is the Assistant Head of Fountaindale School, with specific responsibility for developing and assessing the pre-formal curriculum.

Julie Bullock is a class teacher at Fountaindale School, who is an experienced pre-formal and EYFS teacher who will share practical approaches to assessing learning in the classroom environment.

Richard Hirstwood has extensive practical knowledge of designing, and working in, multi sensory environments of all descriptions.  His enthusiasm for maximising the impact of any sensory space is endless!

When & where? 

26 June 2017 – Redbank House, Manchester

30 June 2017 – NCVO, London

Who should attend? This will be appropriate for colleagues from special schools, who are working with those with PMLD/CLDD/Autism, and who wish to develop their curriculum for learners not engaged in subject-specific learning.

Times & housekeeping. We begin from 9am for coffee and registration, for a 9.30am start, finishing around 3.30pm.

Cost? £225  plus VAT per place, including refreshments & lunch. All presentations & relevant documents will be available on our website for you share with colleagues.