Curriculum Policy Aims:RNIB Pears Centre School’s principal aim is to offer a curriculum that is broad and balanced full of rich experiences which are personalised to the individual needs of each young person, so that each individual can:

Have a sense of enjoyment and fascination in learning about themselves and the world around them,

Have opportunities to develop their imagination and creativity Learn about the difference between right and wrong, understanding the

consequences of their behaviour and actions and also respecting the viewpoints of others

In terms of social development - having that ability to work with other students irrespective of their background or religion.

Demonstrate acceptance of fundamental British values the rule of law the entitlement to liberty, mutual respect and tolerance of those with different faiths and different beliefs .

Develop their capabilities to learn skills for life and independence Stay safe Make a positive contribution to the school community and the wider

community

Context:The young people at RNIB Pears Centre are visually impaired; but for the majority of young people this is not their prior need. The majority of students have Profound and Multiple Learning Difficulties (PMLD) and additional complex needs, including health needs. To achieve the above aims, the curriculum must be:

Broad and balanced Fully personalised to meet individual needs Challenging and stimulating Engaging and enjoyable Accessible Person and age appropriate

Objectives:1. To give the young person a broad breadth of learning opportunities inside and outside of the classroom

2. To ensure that the young person’s individual barriers to learning are removed so that they make the best possible progress from their starting points3. To provide opportunities for the young person to achieve and to have achievement recognised, including through appropriate accreditation at KS4 and Post 16 4. To promote self-awareness, confidence and self-esteem

5. To develop self-help skills and independence

Definitions:Breadth of Learning: The range of learning experiences offered to the

young personSelf-awareness: Understand that they have a role to play and a

contribution to make as individualsConfidence: Having the ability to assert themselves and

to influence the world around themSelf Esteem: Feeling positive about themselvesAccessible: Within the capabilities of and available to all

the young people

Organisation:All young people have an Education, Health & Care Plan (EHCP) or Statement of educational need which is reviewed at each annual review, and on a termly basis as part of the schools review of progress.

Young people from the age of 4 to 16 follow an adapted National Curriculum key stage 1 to key stage 4, with the majority of students working below pre-national curriculum levels.

Fully personalised and detailed planning ensures that the requirements of national curriculum are met and our young people are exposed to learning experiences which are both relevant and engaging.

This ensures a curriculum which is broad and balanced and which supports their progress towards their individual personalised targets.

We currently have five different classes one of which has students from KS1-3 all of whom are very low levels of cognition, global development delay, highly complex needs including complex medical conditions which in some cases are life limiting, MSI & VI. Our second class supports young people in KS2 & 3 with complex needs including challenging behaviours & vision impairment. Our middle school class currently supports students who are in

key stage 3 & 4 with a range of complex needs including MSI, complex health needs and VI. We have two classes which support students who are of KS 4 and Post 16 age. In each class the curriculum is tailored to student’s individual needs with accreditation in KS4 and Post 16 being achieved currently through pre-entry level AQA qualifications and the OCR life and living skills 1.

Some of the topics taught within each key stage have a high emphasis on understanding self and staying safe and healthy, fundamental British values and developing independence. Others focus on the local community, charitable work, the world of work and looking after the environment.

Target Setting:All young people at RNIB Pears Centre School have challenging education targets set at the beginning of the academic year, or within seven weeks of joining the school once base lining has been completed (we admit students throughout the academic year).

These educational targets are reviewed at the end of each term by the class teacher in conjunction with the AHT for student outcomes and the HT. The RNIB P levels are used as an indicator of progress which is adapted from the Wilson Stuart P Steps by our Qualified Teachers of The Vision Impaired (QTVI). The assessment software we introduced is SOLAR. Progress is recorded termly and is used to support the target setting review process. Data from RNIB Steps is then translated by CASPA to provide a comparison with national progression. At KS4 student progress is measured using RNIB Steps and pre-entry level AQA accreditation pathways. At Post 16 progress is measured using the OCR Level 1 Life and living skills qualification and further pre-entry level AQA qualifications.

Planning and Assessment:Teachers’ planning is monitored and reviewed three times per year by SLT as part of our Quality Assurance programme. Young people’s achievements and responses to teaching are recorded at the end of each lesson using the SOLAR assessment package. All young people are supported to assess their own progress through assessment for learning strategies.

Young people are encouraged to evaluate their own performance and to consider what they have been taught. Post 16 students are supported to complete a daily diary reflecting on their learning. At the end of each lesson there is a plenary session when teachers help young people understand what they have achieved and success is celebrated.

Therapeutic Support for Learning:Therapy support such as Speech and Language and Physiotherapy take place within the classroom to support the young person’s learning, with these specialist staff working alongside the teacher. This ensures that the therapeutic processes are made as relevant as possible to the young person's everyday learning but it is acknowledged that for certain activities the young person may need to access it in a different environment. This close collaboration between therapies and education colleagues enables the sharing of best practice. Therapeutic progress is measured using an adapted version of the NHS's Therapeutic Outcome Measure (TOMS), which is a new development and strategic focus for the therapy team in 2017 -18.

Incidental Learning:Break times and transition from one activity to another offer an important opportunity for learning to take place. We recognise that incidental learning opportunities arise throughout the time spent at RNIB Pears Centre. These opportunities can be very significant and should not be missed. These make up a hidden curriculum and its relevance and its significance should not be underestimated.

It is also recognised that the young people do not only learn during their time in school and that many appropriate learning opportunities arise during their time in the Children's Home for residential students. Targets are set by each young person’s key worker to ensure that the most is made of these times. This is particularly the case with PSHE where skills can be taught in a meaningful and relevant way. The work carried out in the Children’s Home is supported by the same professional therapeutic advice which is received in the school setting, with targets being shared across the Children’s Home and School. Targets for day pupils are shared with parents so that they can further support their child at home.Enhancing the Curriculum:This aspect of the curriculum includes visual and auditory stimulation, mobility, music therapy (where identified on a young person’s statement/ EHCP or supported by pupil premium plus), the use of tactile reading codes and a total communication approach. The latter will include signing, Switch technology, braille objects of reference, Moon, print, symbols and the spoken word. The young people all have, where appropriate, mobility, physiotherapy and communication programmes, supported by the relevant professional.

Communication between school, parents and/ or social worker:To ensure a consistent approach to the young person’s learning and development, regular communication between the teachers and parents or social care worker is vital. This takes place in a number of ways: Home – School liaison book/communication passport Multi-professional meetings and children in need meetings Verbal communication between social worker/ parent/ teacher and teaching

assistants. Email communication Looked after children and annual reviews Consultation sessions with the Children's Home staff.

PSHE and Citizenship:The teaching of Personal, Social, Health Education (PSHE) and Citizenship helps young people develop as individuals in the wider society. Young people learn to understand themselves physically, emotionally, socially and sexually and to understand their relationships with others. It offers the young people opportunities:

To make choices and decisions To have a degree of responsibility and control over their lives To make a difference or make changes by their actions To respect others’ opinions To have wider community involvement To adapt to change To reflect on what they have done and how they could have done it

differently.All young people are taught about other cultures and faith and fundamental British values and how to respect the wishes and cultural needs of others.

Student Voice:To further support PSHE & Citizenship, classes have daily assemblies where young people are encouraged to communicate within the group. Here their feelings and wellness are discussed, as well as looking back to what they have done previously and looking forward to what they are going to do.

The school has a Student Forum with student representatives from across the school led by two Senior Teaching assistants. The focus is on making choices about their school in a meaningful way. Each year the students vote for student forum representatives to help them understand the British democratic parliamentary system.

Young people are encouraged to understand that they can influence the world around them. They are given opportunities to express themselves and to make informed choice, using appropriate communication methods. This may be verbally, using switch technology, using symbols or recognising facial expression.

Young people are encouraged to take part in group activity thus helping them understand the importance of interacting with others and understanding others’ needs. Many young people find this difficult and it may take considerable efforts to include all the young people in group interactions. The development of peer to peer interaction is an important aspect of our work.

Wider Curriculum:Young people are encouraged to take part in whole school activities that support charitable organisations. This can include activities around Red Nose Day, fun events and dressing up. There are half termly theme days, organised by teachers on a rota basis. These are designed to enhance the curriculum by providing a themed focus for learning.

Young people have the opportunity to take part in a variety of educational visits outside of the school environment to further support their learning. At RNIB Pears School we work hard to engage our students with their community and the wider world in an enjoyable and meaningful way. Thus improving their well-being and quality of life.

Independence and Self-help Skill Development: Young people are encouraged to be as independent as possible in all areas of their development. It is acknowledged that this requires time and so is considered to be an integral part of their day. All personal hygiene activities are carried out with the dignity and privacy of the young person as the main priority.

Young people are made aware of their own bodies. This can be done as part of daily routines, as part of topic work lessons and, PE. Standard terminology is used to describe all parts of the body.

Responsibilities:RNIB Steps, Pre-entry level AQA, OCR Level 1 assessment - Class teacherPEP monitoring Class Teacher and designated teacher

Strategic monitoring of EHCP targets and pupil progress -Assistant Head teacher for student outcomes & HT

Production of personalised planning - Class TeacherMonitoring of personalised planning - Assistant Head teacher for teaching and learningCurriculum development – Head Teacher and wider SLTRNIB Steps, AQA & OCR recording - Class Teacher and Senior Teaching AssistantRNIB Steps, AQA and OCR reporting and monitoring - Assistant Head teacher for student outcomes & teacher responsible for accreditation.