- Aims and Rationale
- Pupil learning pathways
- The Curriculum Model
- The Engagement Model & Philosophy
- Learning at Hatton
- Modern Foreign languages (MFL)
- Teaching Strategies / Approaches and Specialist areas
- Measuring Progress and Assessment
- Reading at Hatton
- Supporting learning at home
- Engaging with families
Please click on the links above to go to each section or scroll down
At Hatton School, we aim to provide a calm, safe, secure, positive and caring environment where everyone is valued and respected equally. Our aim is to provide an inclusive education, which develops and encourages good social skills, a respect for self and others, an environment that promotes independence in everyday life and through their learning skills and are taught according to need whatever their age, gender, background, beliefs or abilities. Equality principles underpin the school’s vision and values.
As a school we aim to foster a love of learning and exploring skills that will support children through their schooling and beyond. The school focuses on a holistic approach to learning that encourages parents, school staff and other professionals to work together to help develop each individual.
Hatton Curriculum Rationale
Hatton School follows a broad and balanced curriculum for pupils with a range of special educational needs with levels of ability ranging from developing the foundations of learning through the Engagement Model, through different stages of accessing subject specific learning and in some exceptional circumstances access to some elements of learning within aspects of the the National Curriculum.
Our Curriculum, taught by experienced teachers and support staff, ensures that every pupil makes progress at their own pace from their starting points. All children have Educational, Health and Care Plans (EHCPs) and each child has a termly learning journey that focuses on targets that are directly related to the Curriculum and/or their EHCP outcomes.
Our sequential Curriculum offers four learning pathways from Y1-Y6, each pathway is differentiated to meet the specific needs of that cohort. Age appropriateness, compatibility and class dynamics are key components when grouping pupils in each class.
Pathways cover all core curriculum subjects at an appropriate level and provide a wide range of activities that enhance the children’s' learning opportunities and experiences. Content is drawn from the Early Years framework, aspects of the National Curriculum, teacher’s professional judgements and our own termly themes developed to suit the specific needs and levels of ability of our children.
At Hatton we focus on developing the children’s cognitive learning, communication, and social development. Much of the work we focus on is developing the skills that the children need to be ready to learn, life skills and preparing them for Adulthood. As a school another main focus is developing communication and independence in school and working with families to encourage this at home.
We are proud to deliver our curriculum in a flexible and innovative way based on the needs, interests and learning styles of each pupil making learning personal for each child as well as encouraging them to work with others.
Children following the Engagement pathway will be working below subject specific learning and will learn through the using the Engagement Model approach. This focuses on 5 areas –. EXPLORATION – REALISATION – ANTICPATION – PERSISTENCE – INITIATION. As well as developing skills to promote their communication and life skills, the curriculum is experienced through Multi-sensory approaches where learning activities / stimuli will be presented to the children to explore and develop their learning.
Children may experience significant and multiple barriers to learning, these include sensory needs, communication difficulties and behaviours that challenge the child to engage with learning. Learning must be personalised and meaningful with an emphasis on engaging them. They will usually be working towards and within Pre-Key Stage Standard 1. Activities will predominantly be multi-sensory. We will still focus on using the Engagement philosophy to support learning– EXPLORATION – REALISATION – ANTICPATION – PERSISTENCE – INITIATION.
Children are able to develop and more consistently access subject specific study. They have a preferred / consistent modality of communication. They may have sensory, behavioural and learning difficulties that present as barriers to learning. They will usually be working within Pre Key Stage Standards 2-4.
Formal children that are based at Hatton or in the Hatton Satellites are beginning to engage in subject specific study. They can communicate more fluently and some may access a modified mainstream environment. They have learning disabilities and may experience barriers to learning from social, emotional and behavioural difficulties. Children accessing a formal curriculum will usually be working within and towards Pre-Key Stage Standards 5&6 and in some exceptional circumstances access to some elements of learning within aspects of the National Curriculum.
With regards to the Curriculum framework the Satellite classes may sometimes follow the theme of the host school as this will allow for additional inclusion opportunities.
We have designed our Curriculum to focus on supporting our learners to be –
- Children who are spontaneous communicators and who are able to make a choice and interact with others.
- Children who develop learning skills that are concrete and relevant to their levels of learning.
- Children who are able to access and engage with personalised learning opportunities.
- Children who access a curriculum that promotes positive wellbeing and their resilience.
- Children who are ready for the next stage of their education and learning.
- Children who are able to self-regulate their behaviour and sensory needs, as well as keep themselves safe.
- Children who are independent and confident.
At Hatton all aspects of learning and school life are designed to inspire and engage pupils, through focusing on the outcomes in a child’s EHCP and an exciting mix of a learning through our curriculum, developing creative and sensory opportunities as well as promoting essential life skills. The aspects of communication and engagement are key to all we do and underpin our approach to learning.
Throughout the curriculum we develop skills for life after Hatton at whatever level they can achieve these. Our Vision / Model focuses on long term aspirations that we want to help the children work towards.
The Aspirations have been collaboratively decided through the input of Parents, School staff, therapists and Governors as part of the focus for the Curriculum Vision / Model. The Aspirations link to the 5 long term goals preparing children for Adulthood and are broken down further in line with the 4 Areas of the EHCP.
5 long term goals for on –
- Next phase of preparing for education
- Preparing for adult life & employment
- Developing skills for health & wellbeing
- Participating in society
- Developing independence
The long term aspirations link to the 4 areas of the EHCP -
- Communication and interaction
- Cognition and learning
- Physical health and sensory development
- Social, emotional and mental health
The Curriculum Vision / Model starts with the pupil in the centre of what we do and move through the ideas of how we engage the children through the curriculum in order to focus on the Aspirations for their future.
(Taken from the Standards and Testing Agency guide) Information for parents: The Engagement Model
What is the Engagement Model?
The Engagement Model is a teacher assessment tool to help schools support pupils who are at key stage 1 (KS1) and key stage 2 (KS2), working below the level of the National Curriculum and not engaged in subject-specific study.
Your child may be assessed using the Engagement Model if they have special educational needs and disabilities (SEND), which mean they cannot demonstrate recognisable and specific skills, knowledge and understanding in:
- English language comprehension and reading
- English writing
As such, they are unable to engage in such subject-specific study.
The engagement model is formed of 5 areas of engagement:
The Engagement Model will help to improve the school’s understanding of how well your child is engaging in the development of new skills, knowledge and concepts in the school’s curriculum. It will help to understand their achievements and progress in their physical, social, emotional and cognitive development. It is important that your child can show progress, regardless of any additional needs they may have. This will enable the school to better support your child.
The Engagement Model at Hatton
At Hatton School we encourage the Philosophy of the Engagement Model across the school as a whole. We do this because we recognise that many of our children will benefit from developing skills related to the 5 areas of engagement to further support their learning and progress.
Hatton School follows a broad and balanced curriculum for children with a range of special educational needs with levels of ability ranging from engaging in the foundations of learning, developing the initial stages of subject specific learning to the higher Pre key stage standards and in some exceptional circumstances access to some elements of learning within aspects of the National Curriculum.
The curriculum framework starts in year A and follows a 6 year theme cycle. The Subjects run through this framework and are adapted for the child in a personalised manner to meet their needs and support them with their EHCP Outcomes. Our children need different opportunities to acquire new knowledge and skills and therefore the theme approach, our curriculum enables long-term learning through regular opportunities for repetition and generalisation across contexts.
Please also see the Curriculum content page (click here) to view the 6 year theme cycle for the 4 learning pathways – Engagement – Pre-formal – Semi-formal - Formal
As well as developing leaning in the classroom, at Hatton we use a range of specialist areas to compliment, enhance and extend learning in a multisensory manner. The specialist areas include – the sensory room, the water play room, the low arousal learning space or glow room as it is known to the children, adventure playground, soft play room, interactive floor.
Each child’s learning will follow the curriculum pathway that is suited to them, but at the same time will be personalised to maximise opportunities for them to develop important learning and life skills.
Our curriculum is divided into 7 areas that encompass different aspects of learning, each of these areas will be differentiated for each of our 4 pathways and will be delivered at a level that is appropriate and meaningful for your child.
Hatton School recognises that languages are part of the cultural richness of our society and the world in which we live and work, and that learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. National Curriculum QCA 2009
As a Rights Respecting School we focus on Article 12 “Every child has the right to have a say in all matters affecting them, and to have their views taken seriously” and Article 13 “Every child must be free to say what they think and to seek and receive all kinds of information, as long as it is within the law”. We also where possible focus on Article 30 “Every child has the right to learn and use the language, customs and religion of their family, regardless of whether these are shared by the majority of the people in the country where they live” and hence will not focus on a Foreign language. Many of our children struggle with their communication skills at the most basic level and many may also have English as a second language / home language.
At Hatton School we value diversity and celebrate differences. We ensure that our curriculum is diverse and that our pupils learn to appreciate different countries, cultures, communities and people, as well as other protected characteristics. To support this staff who speak additional languages use these where possible to support pupils and families and where necessary translation services are utilised.
Currently pupils at Hatton School and Special Needs Centre are working at the following levels of attainment in English, In Autumn 22:
- 12 of 191 (6%) children are working on the EYFS Profile
- Around 68% are working at a level of non-subject specific study and or Pre KS 1 level where we will be prioritising skills identified in the engagement model i.e. aim is for increased engagement in different tasks and activities.
- Around 19% of our pupils are working at a level of attainment comparable to Pre-key stage standards 2-6
- 14 (7%) are working towards or on the national curriculum
- None of the pupils are attaining at a level comparable to year 3 in literacy where Modern foreign languages would start to be taught.
The SEND code of practice states “in many cases, such planning [reference to potential areas of difficulty] will mean that pupils with SEND will be able to study the full national curriculum”.
It is our assertion that our pupils’ needs and their levels of attainment mean that they fall outside of the ‘many cases’ referred to in this statement in terms of teaching modern foreign languages.
Therefore school leaders decided not to include modern foreign languages within our KS2 curriculum. This decision will be reviewed for any pupil who is working at higher levels of attainment i.e. (Age related Equivalent) ARE Year 3.
At Hatton School we use a wide range of strategies / approaches and Specialist areas to support learning.
The adapted curriculum at Hatton School is broad and balanced and identifies and meets the variety of needs of our pupils. The curriculum, alongside specialist teaching approaches, provides consistency throughout the school, whilst recognising developmental and age-related aspects to learning. Therefore, we have adapted and created assessment systems which accurately and meaningfully allow us to support the progress of our pupils.
At Hatton School, we use assessment:
To help pupils to:
- Develop skills to recognise and take pride in their own achievements,
- Focus on areas and skills that need to be strengthened,
- Allow them to be part of developing their own learning,
- Record their achievements, celebrate their success and share these with others.
To help teachers to:
- Have a knowledge of each pupil’s particular abilities, skills and understanding,
- Plan future learning targets for individual pupils and groups.
- Plan future teaching through evaluation of materials, resources and strategies.
To help the school to:
- Provide continuity and progression within school, to home and beyond.
- Evaluate effectively whole school curriculum planning and practice,
- Meet statutory requirements.
- Provide progression data for individuals and groups.
- Contribute to effective transitions.
To help parents/carers to:
- Know how their child is doing,
- Be aware of how best to help and encourage at home,
- Participate in celebrations of achievements.
Principles of Assessment at Hatton School
Assessment lies at the heart of the process of promoting children’s learning. It provides a framework within which educational objectives may be set and children’s progress expressed and monitored. This is done, as much as possible, in partnership with the pupils and parents.
Assessment is incorporated systematically into teaching and learning strategies to diagnose any areas for improvement, to track progress and identify strengths and areas to develop. Assessment supports the school to strengthen learning across the curriculum and assists teachers to enhance their assessing skills.
Assessment provides the basis for:
- acknowledging achievement (academic and personal)
- planning for learning
- recording experience, developing knowledge and skills
- reporting for a range of purposes and to different audiences (e.g. to parents/carers, to governors and to local authority)
Assessment approaches at Hatton School
Types of Assessment
Formative Assessment is the on-going assessment carried out by teachers both formally and informally. Formative Assessment is also known as ‘assessment for learning’. The outcome of formative assessments has a direct impact on the teaching and learning approaches and strategies employed immediately following the assessment. Marking of children’s work / recording how they achieve tasks is also an important part of formative assessment and this is done through workbooks, photo evidence, video evidence, etc.
Summative Assessment occurs at defined points in the school year. Summative Assessment is also known as ‘assessment of learning’. The outcome of summative assessments assist teachers in determining progress for specific subject areas or of specific skills, check if children are progressing at expected rates and make any necessary adjustments to support learning.
At Hatton we use a range of assessments to support teaching and learning, these can be seen on Our Assessment Journey (click here)
Across all Key Stages, we track progress towards EHCP outcomes through monitoring these on our Earwig assessment tool. These may link to specific subject areas or are stand-alone targets, each EHCP outcome is personal to that child and will be one of the areas that is focused on through the year.
Reading is a core skill for leading as full a life as possible, for all children including those with various levels of SEN. Our cohort is a broad one, including students who are pre-verbal to students who can express themselves verbally. We promote reading for all, because it is one of the key skills to support them through life and in the future help them strive towards employment, independent living and help them to read for pleasure.
At Hatton School developing communication skills is at the core of the curriculum. Communication opportunities are at the centre of all learning activities throughout the school day. Emphasis is placed on the importance of engaging, fun and meaningful interactions and experiences. Hatton School promotes a total communication approach using specific interventions personalised to each child and many of these support the foundations of reading.
Key approaches, strategies and activities to support reading, writing and communication
Please also see – Hatton School – Whole School Approach to Reading (click here)
Here at Hatton we use a wide range of approaches, strategies and approaches personalised to support communication, literacy and language and meet the individual needs of the children these include:
- Sound recognition (awareness of sound and tuning into sound.)
- Awareness of symbols within their environment, i.e. critical communication boards, base boards, ‘now and next’ boards, ‘I am working for’ cards, critical communication key-ring.
- A systematic approach of learning to communicate using a picture exchange communication system (for children who are non-verbal).
- Staff use Makaton signs to reinforce what they are saying.
- Phonological awareness and phonics
- Communication and language programmes implemented through individual, small group and whole class sessions.
- Multi-sensory teaching
- Treatment and education of autistic and related communication handicapped children (TEACCH) – (structured teaching) i.e. visually structured environment, visual daily schedules, visually structured tasks to develop pupils understanding of expectations.
- Developing vocabulary – out and about trips, visits to mainstream schools.
- Development of Gross Motor Skills – e.g. ball skills, jumping, therapy balls, paint wheels.
- Development of fine motor-skills – e.g. puzzles, peg boards, threading.
- Reading fluency, including oral reading skills, book handling skills
- Reading comprehension strategies e.g. colourful semantics, Look and See, PECs
- Experience a variety of texts, in a variety of settings e.g. Tesco, local café, road safety.
- Use of computers, cameras, iPod touch and iPads across all curriculum areas – applications for all subjects can be accessed inside and outside of the classroom.
Phonics (Little Wandles)
At Hatton School our children respond well to systematic teaching, therefore our approach to teaching phonics is sequential in order to develop pupil’s fluency and confidence in reading. We plan and teach phonics according to the systematic teaching of the Little Wandles phonics programme. Structured phonics teaching should take place every day through either 1:1 teacher time, whole class teaching or throughout the day in their environment as cross curricular activities.
Sight Reading (See and Learn)
We recognise that children are expected to learn to read through the reading of phonics, however for some of our children this is not an appropriate approach. We assume all children will learn to read through access to the structured reading of phonics, but when this appears not to be the case their needs are assessed. They are then placed onto our sight vocabulary programme if this is deemed to be more appropriate.
Foundations of Reading
(Paragraph moved and changed) If children are not ready for a structured reading program whether that is the systematic phonics in phase 2-5 or the see and learn sight program, then the foundations of reading will be a daily focus. The foundations of reading are very important as they are the root to meaning, communication and engagement for those more formal reading skills. The principles and skills for this will continue to be developed even when children have moved onto the systematic phases of phonics or see and learn program.
Children are assessed regularly and when secured in the foundations of reading they will then be moved on to either our Little Wandles Phonics or the See and Learn sight reading programme dependent on individual needs.
– Foundations of reading model.
As a school we are always trying to develop our pupils learning opportunities both in school and at home. As a result we will –
- Send home children’s termly targets so parents can work on these at home
- Share any programmes that the children are working on
- Children have access to programmes through the website – Purple Mash, Education City & Busy Things
- families can gain ideas to support learning and get ideas for activities through the schools Virtual Learning Environment (VLE)
- Home learning will be sent home if appropriate
- Reading books will be sent home if appropriate
Engaging with parents is one of the most important things at Hatton, we want to develop a way of working collaboratively to ensure that each individual will develop to be their best at school and at home.
As a school we –
- Deliver training to support parents in helping their children to learning and develop skills to help them with their communication, independence etc.
- Send home Newsletters, termly learning journeys etc.
- We send home termly reports stating how they have progressed in their targets
- We hold Entry meetings when new pupils start at Hatton (Within first term)
- Annual Reviews and Parents evenings
- We send home information through the home school book, via email or by phoning parents
- We have coffee mornings through the year
- The Hatton School Friends Association (HSFA) hosts different events through the year
- We ask for opinions through questionnaires and surveys
- Parents are part of the school’s governing body
As families we would like you to be as involved in the school as you can be, we would encourage you to –
- Share experiences you have at home through writing in the home school book or emailing us
- Engage in training, coffee mornings etc.
- Come along to the HSFA events to enjoy the activities and also meet new friends
- Please let us know how you feel through completing the questionnaires and surveys