Primary

Pupil comes onto role and a thorough baseline process is vital to assess the pupils social and academic needs. Baselining is imperative to us due our short time with the pupil. Adding value to the baseline is is our focus and so this individual pupil plan forms the base of our curriculum offer for each pupil around their SEMH needs. Baselining involves discussion and data collection from the pupils school along with teacher assessment at ESA through knowledge and understanding of our practitioners.

The child is at the centre of the curriculum plan, and the whole offer is built around their SEMH need and the gradual build up of acceptance of demand. A Thrive practitioner will assess the social and emotional development needs of the child and develop a plan to improve their development. All staff have Thrive training, and follow the positive interaction policy of the school. Common language and consistent approach means pupils soon recognize they are safe to learn at ESA. We use a ready to reintegrate system to assess whether the pupil is ready to go back to main stream.
- Thrive- Is a whole school scheme that ensures the individual is thoroughly assessed around their emotional development. We have a program that out trained practitioner uses to create an action plan around each individual.
- Zones of Regulation- We use the zones of regulation to support pupils to learn about emotions and their own needs when they feel a certain way. Zones of regulation helps pupils to become independent regulators. Zone is used everyday in class so the pupils can do real learning around feelings that happen in real time.
- Grit-Esteem have a Grit curriculum that focusses on the skills pupils need to succeed emotionally thus is utilised in primary to supplement the SEMH offer.
- PSHE, RSE, RE – These subjects are offered to the pupils and overlap with their SEMH development.

Maths, White Rose Scheme of work is followed to ensure joined up learning experiences with main stream. White rose offers a cyclic, spiral curriculum and is favoured in most primary schools. We offer learning alongside this scheme at a level that the pupils are willing to engage in. Some over learning will happen initially to encourage the pupils “getting it right,”

English is planned out over the year to ensure a full coverage of texts and writing style are covered to ensure out learners do not get out of touch with their main stream peers. We use a progression of skills document to track progress from EYFS-y6. This way we can clearly ensure progress occurs and recognize areas of difficulty and offer intervention around this. We use Read Write Inc and Early star reader to teach reading.

Science- Science is taught inline with the white rose science scheme. We offer the year 1, 3 and 5 years of progressive curriculum. After baselining the pupils and gaging their ability immerse them in scientific opportunities inside and outside the classroom. We differentiate to the exact ability of the pupils and have a clear focus on scientific enquiry to ensure the pupils have the disciplinary knowledge they need to continue to access and enjoy the subject once they transfer back to mainstream.

PSHE- Is broken down into 6 topics for the 6 half terms in the year. These topics cover a wide range of issues and content as suggested in a variety of PSHE primary schemes of work. Online safety, Growing up, moving on, acceptance and making friends are just some of the areas of learning that we offer. PSHE tends to be taught throughout all elements of the day and discretely through all other subjects. As staff know the pupils PSHE needs and focus on their development in line with real issues that occur throughout each working day. This makes learning meaningful for our pupils. Our PSHE objective can also be met though thrive lessons and our topic based afternoon sessions. Clear objective for PSHE are sited on the medium term plans. PSHE is also delivered reactively to handle any timely issues that occur in class.

Opening minds-With an understanding that all foundation subjects are important to inspire interest and offer chances to develop interests we have devised a topic based scheme of learning that captures meaningful learning opportunities around the foundation subjects while giving pupils the chance to develop and continue to practice the disciplinary knowledge they need smoothly transition back to mainstream and continue to enjoy these subjects without a disconnect occurring. We utilise a topic style scheme as SEMH and regulation takes up a larger portion of our timetable than our mainstream counterparts.

We use a document that focusses on the subject specific skills and the ladder of skills primary pupils work on throughout their primary career. This document ensures pupils make progress in the foundation subjects inline with their individual needs and interests.