CURRICULUM FRAMEWORK

Overall Aims

Overley Hall School aims to provide a happy, safe and secure learning environment where each pupil has equality of opportunity to access a curriculum designed to meet individual needs and where every member of the school is treated with respect and valued as an individual.

To this end, all staff need to recognise the significance of:

• working in partnership with parents, carers and other professionals.
• having high but realistic expectations.
• providing a challenging, differentiated curriculum with clear progression from 9 to post 16.
• acknowledging that individual needs may require specific provision at times, but that such provision is carefully planned, recorded and evaluated.

National Curriculum

All students up to the age of 14 (Key Stage 3), will follow a modified National Curriculum, where appropriate, including therapies and there appropriate, sensory experiences.

Key Stage 4 and post 16 students will follow programmes of communication, numeracy, ICT and PSHE. Students will also have access to OCR accredited courses – ALL (Accreditation of Life and Living Skills), as well as NSP (National Skills Profile).

Curriculum 14 – 19

These students will receive a curriculum based upon ALL (Accreditation of Life and Living Skills) and NSP (National Skills Profile).

Students will also have access to the appropriate areas within the National Curriculum.

Sex Education

All students will be taught about issues relating to self, relationships and change through the PSHE curiculum

RE

This will be provided for all students and be delivered via Humanities and/or weekly assemblies.

PSHE/CITIZENSHIPS

All students will follow a programme of PSHE and Citizenship. Delivery will be through

• specific opportunities in existing curriculum subjects
• during designated timetabled sessions or registered/circle time
• curriculum enrichment/off-timetabled extended activities

It is up to individual teachers to decide which method of delivery would most benefit their students.

Other resources within Overley Hall School

Due to the vast grounds Overley Hall has to offer – 14 acres of woodland grasslands and walled vegetable gardens – activities linked to using the grounds also play an important part of our curriculum, i.e. horticulture, nature trails etc.

Key Skills

In all our work, we aim to develop the following:

• communication skills
• literacy skills
• numeracy skills
• physical development and skills
• independence
• social skills, including management of behaviour
• self esteem

Progression within the curriculum

Planning for pupil progression may not always mean planning for the movement up a hierarchal ladder of skills, knowledge and understanding, but this should always be open to them. Progression may also take the following forms:

• skills development in different contexts
• communication strategies
• a reduction in the need for adult support
• a reduction in the frequency and severity of behaviour which inhibits access to the curriculum

To support all of the curriculum in a wider context, pupils/students are regularly taken out for environmental experiences within the local community, to visit cafes, go shopping, travel on public transport, canoeing on the River Severn, visit other amenities, e.g. library, swimming pool etc.

ORGANISATION
Currently, School is divided into four class groups. Staffing ratio is high. Where appropriate, pupils are taught on a one to one basis; at other times, in ability groups, or as a whole class. Teachers have responsibility for a curricular area, plus their class group. We believe that whilst acknowledging the need for consistency and security, our pupils also need to be adaptable to changes both in staff and location. This is achieved by moving to designated areas for particular curricular activities.

Classes are divided according to age, ability and management problems. Where possible, pupils progress through School.

Class 2 consists of pupils who are the youngest in School and who come under the umbrella of The National Curriculum. For this group, however Overley Hall offers a developmental curriculum incorporating Communication, Numeracy, Physical Development, Self Help Skills, Social Education and elements of the National Curriculum, where appropriate.

Older Pupils are divided into two further education classes, Further Education 1 and Further Education 2, for those in the 16-19 year age group. Here, Functional Numeracy, Communication and Social Skills are further developed and, in addition, activities and practical skills in preparation for transference to adult life. These include leisure pursuits within the community, knowledge and use of community services, horticulture, woodwork, work experience, home economics and health education. There are post 19 facilities which are well established.

PHYSICAL EDUCATION

Swimming
Pupils attend the local pool. Those able are encouraged to enter for awards. Overley Hall has its own Hydrotherapy pool.

Religious Education
Weekly assembly is based on chosen times. Alternatively, we share particular achievements and skills, present awards, celebrate special days and events. Pupils are encouraged to consider moral, environmental and cultural issues and arrangements can be made to meet cultural needs. Outside School links have been established with local Churches. School is not affiliated to any particular religious denomination. Parental wishes regarding religious education are discussed prior to admission.

Corporal punishment is prohibited. Discipline Is maintained by example of staff and pupils by consistent expectations and by good quality care/practice and the sense of security engendered within the immediate environment.

At all times, the level of understanding of the pupil must be borne in mind. Overley Hall has a written Sanctions policy, which can be viewed on request.

PEACEFUL RESTRAINT/TEAM TEACH
This is a system of physical intervention whereby pupils can be held in an emergency when all other strategies have failed, whilst in accordance with the law (Children Act 1989). The intent is to protect a pupil from harming him/herself, others or seriously damaging property.

As with all programmes specifically designed to cope with challenging behaviour, implementation is dependent upon consent. Discussion and demonstration are inclusive in review meetings or extraordinary meetings.

COMPLAINTS PROCEDURE
Complaints of whatever nature would be dealt with initially at senior level with the appropriate disciplines involved. The services of professional advisory bodies would be sought if deemed necessary.