Sherwood Park School (Sherwood Hill Campus) - primary needs of pupils are Pupils 11 - 19 with ASD and those with Complex Needs

Address: Sherwood Hill Campus, Stanley Park Road, Carshalton, Surrey

Postcode: SM5 3HW

Contact: Beth Brookes (Assistant Head)

Telephone: 0208 669 7832

email: office@sherwoodpark.org.uk

website: http://www.sherwoodpark.org.uk

twitter: http://www.twitter.com/SherwoodParkSch

Contact to discuss child needs

David Murden (Head Teacher)
Beth Brookes (Assistant Head - Sherwood Hill Campus)
Anna Richardson (Wider leader for Admissions, Well-being and Trans-disciplinary working)
Referrals or requests for admission to Sherwood Park are undertaken by the Local Authority.
Visits to school are warmly welcomed and contact can be made through telephoning our reception which is open from 8.40 - 4pm. There are no set times for visits; we will try to accommodate parents’ preferences wherever possible.

About the school

Sherwood Park School is an all age foundation special school, which consists of two campuses.
Sherwood Park Campus in Wallington, which provides for pupils whose primary needs are profound and multiple learning disabilities and severe learning disabilities. Sherwood Hill Campus in Carshalton, which
provides for pupils where their diagnosis of Autism has a significant or profound impact on their learning and/ or social and emotional skills, affecting their capacity to cope across daily activities. (Good rating:
Ofsted, 2018)
Sherwood Park School prides itself on its individualised, trans-disciplinary approach to learning; with the child/ young person and their family at the heart of our practice. We are dedicated to using strengths
based, relationship focused, developmentally appropriate, person-centred practices to support the
learning and growth of our pupils. We aim to create a school culture and learning environment that facilitates the active engagement and participation of our learners, using motivating and meaningful
activities that support the development of regulation, communication, social skills, cognitive abilities and life skills in preparation for adulthood.
All learners attending the school have an Education Health and Care Plan (EHCP) which identifies the school as the most appropriate provision for the student. This also identifies the students primary needs
and where appropriate additional needs. We work hard to ensure the pupil and parent voice is captured effectively at annual review and transition reviews ensure that the EHCP continues to reflect the student’s current strengths, aspirations, needs & requirements for provision.
On the Sherwood Hill Campus we have three pathways for Autistic learners. We have 12 classes, the majority of which have mixed ages and are grouped by learning style and ability linked to their appropriate learning pathway. This ensures that our learners are working alongside a suitable peer group, are able to access the appropriate curriculum for their needs and that their work is differentiated to enable sustained
progress.
Ofsted 2018 reported:
‘The Leadership team has maintained the good quality of education in the school since the last inspection’

Supporting children

All staff at Sherwood Park School are supported to work within our LEARN framework which embodies our values, vision and mission to ensure best practice is achieved within our school every day:
Listening and responding to the child’s/ young person’s voice
Enabling our learners to achieve best outcomes in preparation for adult life.
Accepting individual differences and celebrating neurodiversity
Respecting our children and young people in all areas of their life & learning
Nurturing the individual to develop autonomy and independence
LEARNing is everywhere at Sherwood Park School
All of our children have an Education Health and Care Plan and often have a number of dedicated professionals from multiple agencies working with them in order to support them to reach their potential.
Delivery of Teaching Support - Three Tier Model
The Sherwood Park teaching team provides support based on the widely recognised three tier model
(Gascoigne, 2006) in collaboration with our education funded therapy offer (Occupational Therapy and
Speech & Language Therapy). This is provided alongside the school’s core teaching and therapy offer,
given that every child within the school has a high level of need and requires specialist provision outlined
in their Education and Health Care Plan (EHCP) to varying degrees throughout their educational lives.
This model is delivered within the context of a transdisciplinary approach and is described below.

Core Offer
The school’s core teaching and therapy offer surrounds our provision and is designed to ensure that
every child and young person has access to the essential services they require to support statutory
processes. This includes transdisciplinary input within: a detailed baseline assessment; reports to support
annual review, including key stage transitions; termly target setting and review; teaching outcome
measures; essential safeguarding and child and family in need support; liaison with parents, teachers and
outside agencies; standard documents and profiles (e.g. risk assessments, My Voice - ‘All About Me’,
well-being plans and regulation and communication profiles) and transition support including handovers
between groups and classes.
The provision described below should be viewed along with our therapy offer

Universal Provision
Our universal teaching provision has two areas of focus:
1. Our universal provision empowers school staff and parents to use a range of best practice teaching and therapy strategies and techniques embedded within daily routines to ensure high quality support for all children and young people at Sherwood Park. This includes wellbeing support; promotion of communication and regulation friendly environments, techniques and strategies; whole school support and development (e.g. teacher, therapy and parent training, coaching and collaboration); teaching input within policies and documents; curriculum development, provision mapping and planning.At this tier, the teaching staff work collaboratively with therapy staff, parents and external agencies, ensuring that we place regulation, engagement, communication, social skills, motor development and life skills at the heart of learning within our provision. All of our learners receive this level of support.
2. To provide staffing ratios that enable independence whilst achieving high aspirations for progress in
learning Staff provide this support with staffing ratios of 1:2 support. Learners receiving this level of support make up a third of our learners on our Sherwood Hill Campus.

Targeted Provision
Our targeted teaching provision has two aims:
1. To build learner capability through modelling specialist strategies and delivering more intensive interventions and programmes (these may be new to the learner / school).
This allows for embedding more individualised teaching and therapy strategies into the child/ young
person’s daily life. This supports new approaches and interventions to become universal within the whole school team over time and reduces the need for specialist provision. This includes:
● Interventions that have been established with the help of an OT or SaLT but have become self sustaining within settings (e.g. regulation lessons, sensory circuits, communication systems, visual supports)
● Strategies delivered by school staff or parents with ongoing support from the therapist (e.g. video modelling to develop independence skills, therapy programmes and modelling of AAC)
● Providing additional training to upskill the team/ parent for them to continue supporting the development of new skills in the learner/ group of learners
● Intervention from experienced teachers and the well-being team to assess, trial and monitor strategies that can be delivered by staff, assistants and/or parents.
All of our learners receive this level of support and different times and different levels of frequency/ intensity.
2. To enable a learner to safely access a class group in order to meet our high aspirations for their learning potential.
This level of targeted support is provided for learners who need in the moment support with their regulation, shared attention and engagement in order to access learning in a class group. This 1:1 targeted support from skilled staff is provided across the day to enable the learner to participate in group learning where otherwise they may become highly anxious, distressed or be unable to communicate their needs effectively. Without this level of support the learner may also cause significant disruption to the learning of others. This level of support also applies for learners who require additional 1:1 support to safely manage self care tasks or support transitions between equipment/ environments due to the extent of their physical/ medical needs. This group makes up approximately a third of our learners on the Sherwood Hill Campus.

Specialist Provision
Specialist provision is required for learners who have a high level of need and where universal and targeted provision cannot meet this need. This level of provision is provided with the aim of reducing the impact of the child or young person’s difficulties, whilst building the capabilities of the team to support them at a targeted or universal level in future. Our specialist teaching provision has two aims:
1. To collaborate and develop bespoke, highly individualised, specialist transdisciplinary education delivery. This provision requires highly specialist teaching staff working with members of the wider
team. This always involves: The development and use of highly specialist teaching and therapeutic interventions primarily focused on increasing feelings of safety within the learner, developing trusting relationships with adults and improving their capacity to cope with learning across contexts.
● Specialist well-being support to improve well-being and reduce the learner’s anxiety & stress, reduce risks to the learner and/ or those around them
● Working closely in collaboration with the family and within a wider multi-agency team.
Some learners receive this level of support at different times and different levels of frequency/ intensity.
2. To support a learner to really feel safe in their environment and learn to develop trusting relationships with adults.
Teaching staff work directly with the learner in collaboration with the therapy team to provide highly specific, specialist and effective interventions in the moment, within the most appropriate
environment, in order to support the development of regulation and communication skills, shared
attention, self-occupancy and safe problem solving. This level of support requires 1:1 at all times and
often 2:1 at times of crisis or to access the community safely. This group makes up approximately a
third of our learners on the Sherwood Hill Campus.
Ofsted 2018 reported:
‘During the inspection, pupils said that they enjoy coming to school and are happy…..Relationships
between pupils and staff are strong…….In most classes, we saw that pupils had opportunities to learn as
independently as possible because teachers had ensured that resources were well organised…..
Inspectors saw strong examples of therapy being integrated into lessons……...Strong leadership has
ensured that additional therapies are integrated well into the curriculum and this is a clear strength of the school

Assessing children

When our learners start with us at Sherwood Park School we complete a trans-disciplinary assessment within the first term. This involves collaborative working between teachers, parents, carers, speech and
language therapists, occupational therapists and external agencies in order to provide a comprehensive picture of the learner’s strengths, individual differences and barriers to learning. From this baseline, the
trans-disciplinary team works with the learner and their family to ensure that personalised, aspirational outcomes are set in the areas of cognition & learning; communication & interaction; social, emotional &
mental health; sensory & physical and independence. On-going assessment takes place throughout the year. Outcomes are formally reviewed at the end of each key stage and at the learner’s annual review of
their EHCP. The long term EHCP outcomes are broken down into personalised learning programmes (PLPs) which are reviewed and updated as part of our transdisciplinary assessment process at the end of
each team in collaboration with parents.
Staff are skilled in observation and assessment which enables them to dynamically respond and adapt to
small changes in the pupil’s ability, ensuring progress across all areas of the curriculum. This also allows for staff to follow the pupil’s interests and motivations in order to best support their engagement in
learning. The Engagement Model is used to capture pupil engagement and encourage all staff to reflect on their practice and ensure that their pedagogy and use of affect is interesting, motivating and enjoyable
for the pupil.
Evidence for Learning is a secure online portfolio that allows teachers to document and reflect on pupils’ engagement, participation and progress, whilst also sharing these with families. This also allows
practitioners to reflect on learning within the five key areas of need within our curriculum.

Informing parents and carers

We offer an open door policy and appointments can be made to meet with the class teacher, therapists or a member of the leadership team to discuss pupil progress, issues or concerns. We foster positive
relationships and enhance communication through formal and informal methods:
● Daily home/ school books
● Information letters from the Head/ Senior Leaders via the website & Class Dojo
● School newsletter
● Use of Class Dojo app, Parent Mail and texts to inform parents and carers of news and day to day events
● Face to face or virtual parent information events and training/ coaching workshops
● Formal progress review meetings take place termly with target sheets sent out at the beginning and end of each term.
● Thorough reports are prepared for the Annual Review and Transition Reviews demonstrating progress towards EHCP outcomes. These are discussed with parents at the review.
Ofsted 2018 reported:
‘Parents and carers told inspectors that ‘the Head and the staff work well with families and feel strongly
supported’. Parents said that they are ‘very happy with the school and that you communicate effectively with them.’

Specialist services and expertise

We have specialist teaching staff, well-being practitioners and therapists who are highly trained in working with children with complex needs. This includes working with children and young people with significant
medical, well-being (including behaviour) and communication needs. We are skilled in using a range of specialist, highly individualised and often bespoke approaches and interventions to achieve aspirational outcomes for our learners. We provide outreach support for Autistic children and young people who are not coping in their current setting when requested by the Local Authority. We provide advice, training and support on request to local service providers.

Parental involvement

We believe that a pupil’s education is a partnership between parents and staff, therefore establishing and
developing relationships with parents, carers and the local community is central to our philosophy. We value the contribution that parents and carers make to our school and we have recently set up parent co-production meetings so that parents are involved with our school development. We work hard to provide many opportunities where parents are involved in school life and keep communication channels open and communicate regularly. We have a PTA called Friends Of Sherwood Park School (FOSPS). They organise many fundraising and social activities.

Updates on progress

The IEP and pupil progress (within the curriculum and towards EHCP outcomes) are evaluated termly
and discussed with parents/ carers at individual trans-disciplinary progress meetings during Parents Evenings. The learner is involved with these meetings where possible. The teaching and therapy team will support you with what you can do to help your child’s to transfer their learning and development from the school to the home environment. Informal meetings and telephone contact can be made at the
convenience of staff (teaching staff and therapists) and parents.
A key focus of our curriculum is to provide learning experiences that will develop the whole child/ young person to be as independent as possible, gain skills and knowledge that will prepare them for adulthood and an enriching life.
Ofsted 2018 reported:
Parents said that ‘pupils make strong progress both academically and emotionally’

If a child is not making progress

Regular trans-disciplinary monitoring and evaluation takes place on a half termly basis in order to review the effectiveness of every learner’s plan. This is reviewed collaboratively by our teaching and therapy wider leaders on a termly basis and yearly at the annual review for assurance purposes. If a learner is not making expected progress in any given area their teaching, therapy and well-being provision is reviewed and more targeted or specialist programmes and interventions are put into place in a timely manner. This ensures that the learners' individual differences are effectively accommodated and that the approaches and interventions used and levels of support in place enable them to achieve their potential. This can include increased well-being and therapy provision as well as increased teaching support. It is always our aim to reduce provision when a learner can cope with less intensive interventions and levels of support

Curriculum

We believe that children learn best when they enjoy and value coming into school to participate in an exciting, practical and meaningful curriculum. Lessons and activities are planned to give children new
experiences and to help them embed learning through hands-on approaches.
Our Autistic learners are split into three pathways based on the needs and learning style of the cohort.
Approximately two thirds of this cohort require 1:1 support from a trained learning support assistant to co-regulate their emotions, support engagement and teach effective regulation & communication
strategies in the moment. Some also require highly individualised timetables and a bespoke curriculum offer. All of these learners require significant therapeutic interventions and transactional supports to
enable them to learn effectively. Our Autistic pupils access the following curriculums depending on their age and level of ability:
● The Early Years Foundation Stage Curriculum
● Equals Pre-formal, Informal, Semi-Formal and/ or Formal Curriculum
● Post 16 Curriculum
Well-being and therapy support varies for this cohort but is generally provided to a high level. It is fully embedded in the curriculum & learning. Our education funded therapy team (in association with Cognus
Therapies) are based on site and work in collaboration with teaching staff and parents to ensure best outcomes. A small number of learners on this campus require NHS support which includes physiotherapy, speech and language therapy (specifically around dysphagia) and school nursing. This support is embedded into the curriculum and learning wherever possible.
Ofsted 2018 reported:
They reported during the inspection that ‘pupils said that they enjoy coming to school and are happy’ and that ‘relationships between pupils and staff are strong’.
The school has ‘recently introduced new curriculum models to meet the needs of the different cohorts of pupils within the school and to further facilitate a more personalised approach’. They specified that ‘strong
leadership has ensured that additional therapies are integrated well into the curriculum and this is a clear strength of the school’. Leaders evaluate teaching and learning accurately and understand that pupils make the best progress when teachers plan lessons that are matched precisely to pupils’ individual needs’.

Adapting for child needs

As a trans-disciplinary team we pay close attention to each learner’s strengths, individual differences and barriers to learning in order to provide appropriate individualised specialist universal, targeted and specialist support for all of our pupils. Learners are placed on the appropriate pathway and then grouped according to their abilities and needs. An individual learning plan is developed collaboratively by our team,
which includes the teacher, speech and language therapist, occupational therapist and support staff. All staff are experienced in using appropriate specialist teaching and therapeutic approaches for Autisic
pupils. Therapists are based on site and work collaboratively with children, parents, class teachers, learning support assistants and external professionals to provide an integrated holistic therapeutic approach to learning. Our aim is to enable the child to achieve highly individualised outcomes that are focused around leading full and happy lives, realising potential and becoming valued members of their community. This is achieved through therapists working alongside families and teaching staff to embed therapy outcomes and interventions into meaningful, functional activities within the home, community and school environments.

Teacher flexibility on child needs

Staff are skilled in observation and assessment which enables them to dynamically respond and adapt to
small changes in the learner’s ability, ensuring progress across all areas of the curriculum. This also allows for staff to follow the learner’s interests and motivations in order to best support their engagement
in learning. The Engagement Model is used to capture pupil engagement and this, combined with
reflective practice supervision and training, encourages all staff to evaluate their practice and ensure that
their pedagogy and use of affect is interesting, motivating and enjoyable for the pupil.
All staff receive training in the school’s child centred, trans-disciplinary approach to learning as part of their induction package. Regular training and a tiered continuous professional development plan for teaching staff and therapists ensures that every member of staff continues to develop their skills in using a range of specialist interventions and approaches. This enables them to effectively develop and adapt the highly individualised provision maps of each learner throughout their time in the school.

Additional support

When children and young people start at our school we complete a holistic assessment to determine a baseline of each learner’s abilities and barriers to learning. As part of this assessment we work hard to
really listen to what our learners are communicating through their overall well-being, non-verbal, augmented & verbal communication, physical and sensory behaviour and ability to remain regulated. We understand and accept that the children and young people at our school learn differently to their neurotypical peers and that they have different motivations and learning styles/needs. This supports us to
develop an individualised curriculum that enables them to learn best. We respect our learners as individuals and continuously monitor their progress and outcomes to ensure that our involvement, as well
as their curriculum and support mechanisms, continues to meet their needs. We recognise that high expectations for our learners may be paired with high levels of support. We also recognise that listening to the student voice is essential for best practice and meaningful outcomes. We aim to work as a
trans-disciplinary, multi-agency team in a seamless way, using teaching and therapeutic approaches that fit within our ethos of nurturing the individual to deliver best outcomes in preparation for adult life.

Learning strategies

They have regular access to community environments and supportis given to parents and carers so that they can generalise their skills and learning. At Sherwood Park school we implement a range of approaches that are relationship based, individualised, trauma informed, neuroscience aligned and biologically respectful. For all of our learners these include:
● Process-based teaching and learning
● Well-being and regulation approaches including Self-Reg
● DIR- Philosophy including DIR Floortime
● Intensive Interaction
● Total communication approach, including use of aided language stimulation & robust
augmentative and alternative communication (AAC) systems
● Forest School
● Parent coaching & support
For our autistic cohort we prioritise the development of co & self regulation, engagement, communication,
self-occupancy and life skills. We work to ensure that we use autism friendliness (Autisme Cenrtraal) and a low arousal environment and approaches. The approaches and interventions used include:
● Social Communication, Emotional Regulation and Transactional Supports (SCERTS) framework
● Regulation profiles, Autism Level Up and adapted Zones of Regulation
● Sensory interventions including Therapeutic Listening and principles of Ayres Sensory Integration
theory & practice, sensory circuits, Sensory Stories Well-being & regulation focused behaviour support, including low arousal approaches
● Attention Autism
● Robust augmentative and alternative communication (AAC) systems (e.g core vocabulary boards,
Proloquo-2-Go, LAMP), Makaton, objects of reference
● High level of transactional support including; visual time-tables, ‘now, next & then’, visual
schedules
● TEACCH, Social Stories, Comic Strip Conversations, Talking Mats
● Environmental and task adaptations & video modelling
● Assistive technology

Meeting child needs

The school has specialist knowledge and expertise in a range of complex learning and therapy needs delivered through our structured 3-Tiered Model of provision. This ensures that new, specialist interventions can be delivered at targeted level and then often become self-sustaining at universal level
over time where possible.
We work hard to ensure that our staff are up to date with new and evolving approaches and interventions.
This is to ensure that we can best meet the changing needs of our highly complex cohort of learners. Our school community embraces a growth mind-set and our commitment to professional development
enables all staff to have continuous opportunities to learn and develop their skills for the best interest of our learners. When faced with new challenges staff work collaboratively, using practitioner research and evidenced based practice to understand the issues and find workable solutions, adding to the wider knowledge of the workforce.
Ofsted 2018 reported:
Parents said that ‘you and your team are very approachable and go over and above expectations, to bring out the good qualities in pupils’. Staff ‘feel supported by you and your senior leaders and are highly
appreciative of the training you provide to improve their teaching skills. They said that you are committed to their growth and development and describe the school as a ‘learning community’. Staff say that they
are proud to be a member of staff at the school and enjoy working there’. ‘Governors are knowledgeable and provide leaders with the right balance of support and challenge. The chair of governors has extensive
experience within special educational needs.’

Access to exams

We have high aspirations for our learners. All Autistic learners will have gained accreditation in units of the EQUALS Moving On curriculum which encompasses vocational skills, independent living skills and
world studies. Many learners in this cohort go on to Further Education to continue study in an area of interest and/ or to build upon the vocational and independence skills they have gained throughout their time at Sherwood Park. A small number of learners may go straight on to supported employment, including apprenticeships and traineeships.

Access arrangements

Currently we offer ASDAN ‘Transition Challenge’ in Key stage 3 and 4
ASDAN "Personal Progress" and Equals in Post 16

Comfort, safety and socialising

It is our belief that happiness and positive emotions create an upward spiral towards emotional well-being which leads to more successful outcomes. Supporting our learners to live pleasant, meaningful lives is central to our learning environment, therefore our starting point is safeguarding and supporting positive well-being. We have a trans-disciplinary well-being team and well-being offer that can be accessed by all learners at universal, targeted and specialist level where appropriate. This team ensures the school’s values regarding the safety, comfort and management of the well-being needs of learners are embedded in all areas of school life. We closely review the balance between the psychological, social and physical resources of the pupil with the psychological, social and physical challenges of their curriculum and daily lives. This can also include assessment and analysis of a learner’s behaviours that challenge, referred to as lagging skills and unsolved problems. Following this assessment a well-being (stress management)plan is put in place, which includes the difficulties outlined; the predicted length of the intervention; the
intervention to be provided and any involvement with outside agencies.
Friendships between learners are nurtured, as well as relationships between parents and carers, so that they can continue to flourish beyond the classroom. We run a small range of lunchtime and afterschool clubs, offer extra curricular activities such as swimming, horse riding and cycling, and support carry over of learning into the community through close links with providers such as Mencap and community support PAs.
Ofsted in 2018 reported:
‘There is a strong culture of safeguarding within the school. Pupils said that they feel safe and if they are worried about anything, they would tell teachers or older pupils’. Staff know the correct procedure to follow if they have a concern about a pupil. They know individual pupils exceptionally well and fully understand the risks they may face due to their vulnerabilities.’

Social and emotional skills

A plan is put in place, which includes the difficulties outlined; the predicted length of the intervention; the intervention to be provided and any involvement with outside agencies.
Friendships between learners are nurtured, as well as relationships between parents and carers, so that they can continue to flourish beyond the classroom. We run a small range of lunchtime and afterschool clubs, offer extra curricular activities such as swimming, horse riding and cycling, and support carry over of learning into the community through close links with providers such as Mencap and community support PAs.
Ofsted in 2018 reported:
‘There is a strong culture of safeguarding within the school. Pupils said that they feel safe and if they are worried about anything, they would tell teachers or older pupils’. Staff know the correct procedure to
follow if they have a concern about a pupil. They know individual pupils exceptionally well and fully understand the risks they may face due to their vulnerabilities.’

Tier 2 / Early Help Support in the Community

We are working to become a Self-Reg school. Self-Reg® is a process for enhancing self-regulation by understanding and dealing with stress. In Self-Reg we consider both our responses to stress and our underlying state of energy and tension when we encounter stress. Staff use Co-Regulation, or Co-Reg,
which is a shared state of calmness between individuals within which we reframe the other’s behaviour, identify and reduce their stresses, and help them shift from maladaptive to restorative modes of
self-regulation. Through this approach we focus on developing quality relationships that will help our learners build resilience and the ability to self regulate.
We also initiate referrals to outside agencies and work collaboratively with them to support our learners and their families receive the support they need to set up and sustain respite opportunities, social
inclusion and leisure groups as well as housing options. This enables our learners to remain in the family home for longer, or to move out into supported accommodation with peers as appropriate

Learning for independence

At Sherwood Park we aim to provide an ethos and environment which is conducive to the learning of all our pupils across both campuses. Where pupils are valued and are able to achieve their maximum potential, where pupils become as independent as possible, are prepared for and learn for life and where pupils are able to progress and celebrate their achievements.

THE CURRICULUM
Digitalised Learning (ICT) is embedded throughout all Curriculum Areas
There are six main areas of learning:

Communication and Understanding English (CUE) - Speaking, Listening, Reading & Writing (EYFS-Communication, Language & Literacy, 16+ Literacy)
Mathematical Understanding (MU) - Number, Measures, Geometry and Statistics (EYFS- Mathematics, 16+ Numeracy)
Scientific, Human, Social and Environmental Understanding (SHSE) - Science, Geography, History & RE (EYFS- Understanding the World, 16+ RE, Horticulture and related ASDAN /EQUALS modules)
Understanding the Arts (UA) - Art, Design Technology, Music and Drama (EYFS- Expressive Arts & Design, 16+ Art, Music, DT)
Health and Well Being (H&W) - PSHE, Citizenship and Relationship and Sex Education (RSE) (EYFS- Personal Social and Emotional Development, 16+ PSHE, Citizenship and RSE)
Understanding Physical Development (PD) - Physiotherapy, PE, Gross and Fine Motor Skills (EYFS- Physical Development)

KEY STAGE 3 CURRICULUM

A termly topic based approach is used in Key Stage 3 in order to reduce the amount of subject specific teaching and to enable a broad and balanced, motivating and creative curriculum. Each Key Stage teach one topic a term, one having a higher focus on Science, one on Geography/ History and one on Creative Arts. (For details of the Topics covered see the Curriculum Framework)

Mathematical Understanding is taught as a discrete lesson and includes work on ASD and SLD pupil’s Functional Numeracy PLP targets and early skill development. The main focus of teaching is on Number as it is taught every term, with an additional focus on a certain aspect of Measure. Geometry and Statistics, which may be taught linked to the class topic. Maths is embedded and taught throughout the day.

Communication and Understanding English is taught as a discrete lesson working on each pupil’s Communication skills and for SLD and ASD pupil’s Functional Literacy PLP targets and early skill development. This may also be related to the class topic with a linked text or Multi Sensory Story. Speaking & Listening, Reading and Writing are all taught weekly. Sometimes these lessons may have a separate strand focus ie Writing or some may address several areas in one lesson, depending on the nature of the pupils. English including Communication, which is a high priority area, is embedded throughout every day in all other subjects.

Understanding Physical Development is taught as a discrete lesson working on each pupil’s Physical/Physiotherapy PLP targets and gross and fine motor skill development and may also relate to the class topic. Gymnastics, Dance, Athletics, Games, Outdoor and Adventurous activities and Swimming are covered throughout the year where relevant.

Modern Foreign Language (MFL) is taught through a termly MFL day, often related to the class topic in KS2 and 3. Pupils are given the opportunity to experience and learn about a wide a range of countries including its language, culture, traditions, festivals, food and dress.

RE is taught as a discrete lesson, this may be linked to the class topic if appropriate. Coverage includes learning about the major religions and other topics that cover a range of religions eg Special Places

Scientific, Human, Social and Environmental Understanding is taught through each class’s topic. Depending on the topic focus History and Geography may be taught combined or there may be half a term focussing on the geographical aspects of the class topic and half a term on historical aspects of the class topic. Science is taught as a discrete lesson, related to the class topic, with an aim to cover all aspects of science over each key stage.

Understanding the Arts is taught through the class topic and includes Art, Design Technology, Music and Drama (also taught within CUE). Again there may be a half term focus on each.

Health and Well Being is taught as a discrete lesson (PSHE) and also through each pupil’s PSHE PLP targets which are embedded throughout the day. In KS3 this is through ASDAN ‘New Horizons’ modules which are accredited. Relationship and Sex Education is taught in KS3 in a 5/6 week block in the summer term. Digitalised Learning (ICT) is taught as a discrete lesson where early ICT skills are taught to PMLD pupils at P1i- P4. SLD pupils at P5 and above have a specific DL element focus. DL is embedded and taught throughout every day.

For Secondary ASD pupils based at Sherwood Hill, the curriculum will include all of the subjects above, however there will be an increased emphasis on the key skills below:

Communication
1. Developing spontaneous communication and speech
2. Using communication system/s, including using ICT
3. Managing transactions (including developing listening)
4. Functional Literacy
Cognition
1. Functional Numeracy
2. Independent / flexible thinking
3. Problem solving and perseverance
4. Managing change and transitions
Managing social situations
1. Respecting, tolerating and interacting with others
2. Managing groups and working collaboratively.
3. Managing social environments.
4. Forming relationships.
Readiness to learn / live / work
1. Broadening experiences and interests / moving away from narrow interests (restrictive behaviour)
2. Managing sensory regulation
3. Using coping strategies to reduce challenging behaviour
4. Attention and engagement
Physical
1. Gross motor
2. Fine motor
3. Self Help skills
4. Eating and drinking

KEY STAGE 4 CURRICULUM
Teaching is based on Accredited ASDAN ‘Transition Challenge’ three modules in Yr 1 & two modules in Yr 2, plus one term of any National Curriculum skills not previously covered in a ‘Developing Independence’ module. Alongside this other Key Skills - English, Maths and Independence skills are also taught termly.
Main areas covered through ASDAN: English, Maths, Science, MFL- Spanish, ICT & RE plus others dependent on Module working on. Relationship and Sex Education is taught in a six week block in the summer term annually. Again, the curriculum will include all of the subjects above, however there will be an increased emphasis on the key skills below:

Communication
1. Developing spontaneous communication and speech
2. Using communication system/s, including using ICT
3. Managing transactions (including developing listening)
4. Functional Literacy
Cognition
1. Functional Numeracy
2. Independent / flexible thinking
3. Problem solving and perseverance
4. Managing change and transitions
Managing social situations
1. Respecting, tolerating and interacting with others
2. Managing groups and working collaboratively.
3. Managing social environments.
4. Forming relationships.
Readiness to learn / live / work
1. Broadening experiences and interests / moving away from narrow interests (restrictive behaviour)
2. Managing sensory regulation
3. Using coping strategies to reduce challenging behaviour
4. Attention and engagement
Physical
1. Gross motor
2. Fine motor
3. Self Help skills
4. Eating and drinking

POST 16 CURRICULUM

The Post 16 curriculum, aims to set young people up for the next stage of their lives, focusing on four areas or contexts:

1. Health and Wellbeing
2. Employability and Further Learning
3. Living with independence
4. Citizenship.

Young people will focus on applying and developing skills specific to these four areas, through their own Personalised Learning Programme, which we hope will promote maximum independence and the development of key skills needed for life after school, whilst providing a variety of experiences both in and out of school.

These include: life skills, vocational skills including work experience, world studies, physical skills and Literacy and Numeracy key skills. Pupils also work on independence skills including cooking, travel training, shopping.

The courses offered currently, are accredited through EQUALS and ASDAN.

Relationship and Sex Education is taught in a six week block in the summer term
Entry Level 1 Qualification in Personal Progress (ASDAN) - Foundation Learning Tier is taught where appropriate

Young People will also attend College Courses including NESCOT for land based studies, Carshalton and Orchard Hill and SCOLA for adult education classes.

AT Sherwood Hill, we work closely with a team of NHS Therapists to ensure that all pupils receive the additional support required to meet their potential as outlined in their EHCPs.

All our students will have a Personalised Learning Programme (PLP) targets and outcomes and an individually developed set of learning and support strategies. We will have a range of approaches which we use in order to bring out that student’s potential to learn, achieve, whilst celebrating their individual personality. Our team is very experienced in many strategies including; SPELL framework – (Structure, Positive (approaches and expectations), Empathy, Low arousal, Links), Visual Aids (including visual timetables), Picture Exchange Communication System (PECS), TEACCH, Social Stories, Attention Autism, Positive Behaviour Strategies (PBS), Teamteach – Positive interventions, Intensive Interaction, Pragmatic Organisation Dynamic Display (PODD). We want to provide support to students that is predictable, safe but with a focus on developing independent thinking and leads to broadening life experiences and choice.
Therapy:
Many of our students will require specialist input from Therapists such as Speech and Language Therapists, Occupational Therapists (Including Sensory Integration) and Physiotherapists, as specified in their Education Health Care Plans (EHCPs). The school work in an integrated way to ensure students get what they need to learn and achieve best in and outside of the classroom and school. Sessions are carried out in the most appropriate setting for that student so as to compliment and create learning opportunities in lessons, with a mixture of face to face sessions, 1-1 / group sessions and the development

Bullying

Each class supports students to behave positively through positive well-being and targeting learning to
support unsolved problems and lagging skills. Please refer to our ‘Well-being (Behaviour) Policy on our website.

Disability support

From September 2021 all of our learners whose primary need is Autism will be taught on our Sherwood Hill Campus by specialist teaching staff and our onsite education funded therapy team. Sherwood Hill
Campus is a purpose built school to cater for the specialised learning needs of autistic children and young people. The school has been designed to be a low arousal environment with calming acoustics. The 12
classes have access to quiet rooms for learning and regulation. There is a purpose built sensory room, soft play room, sensory gym and regulation room with access to suspended equipment. There is also a
hydro-pool, music room, library and life skills room. Outdoor areas include early years play grounds, inset trampolines, birds nest swings and a multi-purpose games area. Children who need it also have access
to the swimming pool on the Sherwood Park Campus. NHS nursing and therapy support is available from the team at the Sherwood Park Campus or NHS community teams as required.
There is a focus on equipment and resources that are supportive for Autistic children and young people,
including regulation equipment (specialist swings, trampettes, gym balls, weighted & deep pressure equipment, chewys, sensory toys & quickshift music etc), transactional supports (visuals, now-next-then
boards etc) and highly specialist communication systems (low tech & high tech).

Accessibility

We continuously look to improve our facilities to support our complex cohort. We have recently further developed our facilities on the Sherwood Hill Campus to accommodate reception and Key Stage 1
learners. This has involved adapting toileting and changing facilities and developing our early years outdoor learning areas. We have also added a regulation room with further opportunities for suspended equipment to support the regulation of our older learners, installed a library with quiet reading areas and installed more swings and trampolines in our playground to support physical and sensory well-being. We have also worked with local charities and companies to ensure that all classes have access to decommissioned iPhones and iPads for learners to access Therapeutic Listening, video modelling and to trial new high tech communication options.

Accessing lessons

Our new three storey campus includes a wide range of specialist rooms and teaching areas including 12 classrooms (four in each Key Stage from 3-5) with adjoining 1-1 learning rooms, sensory room, soft room, sensory gym with vestibulator swing, sensory integration equipment and gym equipment, music / drama room, spa room, post 16 common room, life skills – food technology area and an art and DT room.

Who we work with

The school works closely with the Local Authority to meet your child’s needs as identified in their EHCP.
We work in a trans-disciplinary way with our education funded therapists (in close collaboration with Cognus Therapies) and NHS nursing and therapy colleagues who are all based on site. They are seen as
part of our team and are involved in all aspects of school life. We also have access to other Cognus services and work in collaboration with our colleagues from these services. This includes such as Case Workers, Educational Psychologists, Sensory Impairment team (hearing and visual impairment) and education welfare team.

Other agencies

We have close, collaborative working relationships with other agencies in order to meet the total needs of our learners and their families. This includes Social Services, local and tier 4 Child and Adolescent Mental Health Services (CAMHS), Transition Team (this includes close links with local colleges and work experience links), local respite services including Mencap and overnight respite facilities. We attend and host meetings to facilitate best practice and provide training and support for our colleagues as required.
We also receive extra-curricular support from a range of providers. This includes music therapy, play therapy, pet therapy, sound therapy, step into dance and RDA horse riding

Helping your child settle with confidence

We recognise that transition is a very important time for children and their families. Transitions at reception, secondary or in year intake involve informal visits, parent information events, parent trans-disciplinary transition meetings, liaison with previous settings and setting visits, as well as settling in sessions.
We aim to make the transition between classes yearly, Key Stage changes and moving on to new school as smooth as possible. This includes induction sessions, the use of visuals and social stories as well as increased opportunities for well-being and regulation activities. We hold information sessions for parents/carers and transition planning meetings. Parents work in collaboration with the class team and wider leaders and ensure a smooth transition.
When our learners leave Sherwood Park School at 19, all will have completed a comprehensive transition
programme at their new education or vocational provision or with their social care provider. All learners will have a personal profile that will enable new providers to further develop and build on their learned skills and aspirations.

Extended School Day

We currently have a range of lunchtime clubs run by teaching and therapy staff. These include clubs
focused around mindfulness (yoga), physical activity (outdoor/ indoor team sports), arts (music, singing
and art) and library skills.

Policies

http://www.sherwoodpark.org.uk/Policies/

Updated

02/09/2021