To provide pupils with a broad range of learning experiences that will support their development as members of the school and wider community, fostering a sense of belonging.
We recognise that a ‘one size fits all’ approach is not appropriate to help pupils to achieve to their full potential. We assess our pupils’ individual needs and give them the opportunity to access a curriculum that meets their individual needs, provides pupils with opportunities develop knowledge and skills that will support them with life-long learning and independence, and promotes engagement through interest and meaningful activities. The curriculum aims to:
- Increase independence
- Promote social skills
- Teach appropriate behaviour
- Improve communication
- Maximise progress in all relevant areas for our pupils
Delivery of curriculum- Implementation
The Merryfields School curriculum provides a continuum of opportunities to progress skills and knowledge in each relevant area of learning. Therefore all pupils have the opportunity to access all aspects of the curriculum in a way that is relevant to their individual needs.
Pupils’ behaviour is good because they are challenged, engaged, and their learning meets their needs. Pupils overwhelmingly report enjoying coming to school, feeling safe at school and enjoying learning and understand what is expected of them.
Learning at Merryfields
The children at Merryfields School have a range of needs and cognitive abilities as well unique ways of learning.
We have a bespoke curriculum that is designed to meet the individual needs of our pupils and offers the flexibility to provide a unique learning experience for each child.
Approaches to learning that we may use with our pupils:
· National Curriculum- subject specific learning.
· Sensory approaches to lessons including TAC PACs (a sensory communication resource using touch and music to help communication and social skills) and Individual Sensory plans.
· Heuristic approaches, rooted in children’s natural curiosity.
· Speech and Language input.
· Hearing Impairment Input.
· Visual impairment input.
· Physiotherapy input.
· Fine motor skills development.
· Makaton and British Sign Language to develop communication.
· TEACHH approaches in supporting children with Autism.
· Picture Exchange Communication System (PECS) as an alternative/augmentative communication system.
· Staffordshire Primary Interaction Curriculum (SPRINT) to develop communication, social interaction and flexibility of thought.
· Intensive Interaction as an additional approach to teach communication skills to pupils.
· Visual supports to support communication.
· Staffordshire RE syllabus.
· Collective worship.
· Toileting to meet individual needs.
· Massage and holistic therapies to increase well- being and build appropriate relationships.
· Drawing and Talking Therapy to focus on preventing and early intervention of mental health issues.
Each pupil has a curriculum profile which informs a whole class profile to ensure that pupils' needs are met through planned learning activities.
Curriculum Profile overview:
Whole School Topic overview:
Recovery Curriculum- whole school
The recovery curriculum will begin from Autumn 2020.
Rebuild routine and predictability for pupils
Rebuild trusting relationships within school
Rebuild pupils’ sense of community across school
Explore changes, why change happens/ has happened and how change makes us feel
Explore the emotions surrounding change as well as strategies to help manage those feelings
Support pupils with their loss of friendships and relationships during Covid-19
Support pupils in learning to feel safe, learn and be at school again
Please click here for information for parents on remote education