Our Curriculum

Curriculum Intent

Our pupils have severe, complex and/or profound needs, including autism, and as such have a range of different starting points. These needs can have a significant impact on their cognitive development as well as social and communication skills. This can result in pupils finding generalising of skills, understanding knowledge and long-term memory skills difficult.

Our curriculum is centred around, individual needs to ensure every student is supported to reach their full potential and is prepared for the next stage of their education and life.

At Acre Wood Academy, we are committed to:

• Providing pupils with the opportunity to: succeed, thrive and allowing them to meet their full potential.
• Maximising opportunities for communication, developing independence and life skills
• Providing opportunities for pupils to engage in enriching activities
• Fostering a love of learning and curiosity in the world around them
• Embedding fundamental British values and social, moral, spiritual and cultural purpose
• Promoting enjoyment, fun and engagement in school and in the community

Equipping pupils with;

• Communication skills to promote self-advocacy and self-expression.
• Personal and social skills which, enable them to develop, maintain and manage relationships.
• Independence, self-help and safety skills.
• The ability to apply knowledge and skills in real life situations.
• The ability to transfer the range of physical, social, emotional and cognitive skills they have developed during their school life, to other areas of their life and adulthood.

 At Acre Wood Academy we provide a curriculum which is: 

Each of our pupils has an Education Health and Care Plan (ECHP) and we recognise the importance and value of providing a curriculum that emphasises the Key Areas of:

• Communication and Interaction
• Cognition and Learning
• Physical and Sensory
• Social, Emotional and Mental Health

Working with pupils, parents and carers, we identify the most important individual next steps in these areas for our pupils, and our curriculum provides the context for progression, generalisation and independence in these areas. Our aim is to meet all pupils’ individual needs through our focus on the key areas and by accessing the relevant elements of the EYFS / National Curriculum and accreditation.

 

School Values

Our school values at Acre Wood Academy are:

• Community
• Respect
• Curiosity
• Perseverance
• Ambition
• Kindness

Our school values are central to the work we do. We have a half-termly focus on each value. Taught throughout each day and reinforced through the PSHE curriculum and assemblies.

Curriculum Implementation 

Student’s individual learning plans are at the center of what we do at Acre Wood Academy. These plans are formed using EHCP outcomes, guidance from any specialist teams involved and parent’s views. A member of the leadership team leads each if the four key areas and is responsible for monitoring and supporting the quality of provision in that area.

The ILP focus is then supported by a broad range of subject specific learning, enrichment opportunities and our school values.

*EYFS and Key stage 1 Only

 Acre Wood Structure

Acre Wood Academy is currently split between three sites with plans to combine into two sites by 2027.

On each site, pupils are grouped into classes depending on individual learning needs so are not restricted to year group. As our curriculum, focus adapts as we move up the school, we do ensure pupils stay within their key stage.

Across all sites we use a flexible and child centered approach. We acknowledge that the curriculum offered to a child will vary depending on their individual needs and abilities rather than just year group.

From Key stage 2 all pupils follow one of the following curriculum pathways for the subject specific curriculum, depending on their primary needs. Pupils generally follow a single pathway but can move between pathways in certain topics when appropriate: 

PMLD Pathway

This is for pupils working at very early developmental levels. They will learn to engage with their environment and explore their world, anticipate repetition, and communicate choices and preferences consistently. There is a key focus on opportunities for interaction and independence given their profound and multiple needs. This pathway does not prioritise linear progress but allows staff the flexibility to identify achievements in a number of areas simultaneously.   A blended sensory and therapeutic approach is used to develop children’s engagement with learning; pupils are likely to need a high level of adult support. 

Informal Pathway

This is for pupils who need frequent and varied opportunities to rehearse and demonstrate skills in different subjects and contexts. It supports pupils to communicate about their needs and preferences, respond to repetition and requests, and interact with their environment preparing them to be as independent as possible. A more sensory and practical approach is used within these classes and a high level of adult support is likely.  

 Semi-Formal Pathway

This is for pupils who can practise skills and retain knowledge in a more linear context. They can make sense of their world, learn to recognise and interpret information to use in real life contexts.  They are supported to become independent thinkers and learners.

 Formal Pathway

This is for pupils who can access a wider range of learning outcomes and skills taken from the National Curriculum. Pupils have gained the early skills, are able to generalise and access their learning independently for the majority of their day. These pupils often go on to further education in colleges with SEN Provision. Most have the ability to live independently with minimal support in the future.

Specialist strategies

A Pen Portrait is written and in place for each pupil. This identifies the pupil’s likes, dislikes, interests/ motivators, preferred learning styles, their barriers to learning and how they may be overcome.  At Acre Wood Academy, we employ a range of strategies and approaches to support pupils to engage and learn, these include:

• 1:1 / small group and whole class teaching.
• Specialist approaches such as Intensive Interaction, Zones of Regulation, colourful semantics, TEACCH.
• Communication approaches such as PECs, Makaton signing and symbols and AAC devices.
• Sensory based approaches employing the full range of senses. Including Tac Pac, Sensory circuits, sensory stories and massage.
• Rotation of carousel activities.
• Creative use of resources and outdoor areas to support cross curricular learning.

Phonics and Reading 

 ‘Sounds Write’ is the scheme used to teach phonics at Acre Wood Academy.  All teachers and support staff have completed training.  Using a phonics scheme aids consistency of teaching approach, which gives pupils the best chance of success when learning to read. 

Phonics is taught on a daily basis across the school.

It is important to note, however, some of our learners need additional strategies to support their reading development, this may be whole word reading approaches alongside phonics.  For some learners, the focus is engagement and enjoyment of reading and exploring books.

If you would like to find out more about Sounds Write, please click here.

Curriculum Impact

Our expectations when pupils leave Acre Wood Academy is that they: