Pupils in Woodlark Autism Provision all have an Education Health Care Plan (EHCP) which states that they require “access to a specialist ASD provision with a broad and balanced curriculum, appropriately differentiated and modified to allow them to make progress at their stage of development”.

The majority of the children in Woodlark Autism Provision are working within the Pre key stage standards levels 1 – 6. Children who are not yet accessing subject specific learning are assessed using the Engagement model (this has replaced P levels 1-4).

We deliver a curriculum that is modified and differentiated to ensure the children can access learning at their level. Due to the nature of the individual children’s learning styles and profiles it is necessary to be flexible and offer personalized programs.

We follow the National Curriculum alongside Equals schemes of work which are specifically designed for pupils with SEND and are used to support differentiation and modification of the National Curriculum.

A two-year curriculum framework is in place, which provides termly themes offering motivating and meaningful learning opportunities for pupils with a diagnosis of autism.

We use the Engagement Model used for pupils not yet accessing subject specific learning.

We incorporate a variety of teaching methods to suit our childrens’ different learning styles. Some children benefit from a multi-sensory approach that accommodates their kinaesthetic and visual learning styles. The curriculum allows for tasks and activities to be broken into manageable chunks to help the children develop organisation and sequencing skills.

We address the children’s needs in relation to autism, which impact their ability to access learning, through the SCERTS curriculum.

SCERTS is a nationally recognised evidence based framework for pupils with a diagnosis of Autism which addresses areas of strength and difficulty associated with autism.

Curriculum Objectives

To provide suitable learning challenges for autistic pupils
To meet pupils’ diverse learning styles and needs (using appropriate autism interventions and strategies)
To ensure pupils develop skills to support their independence
To help pupils overcome barriers to learning
To provide pupils with access to meaningful learning opportunities from their individual starting points
To help pupils to manage their behaviour, emotions and sensory sensitivities in order to take part in learning effectively

Curriculum Outcomes

Pupils access and engage in enjoyable and meaningful learning
Pupils make good progress from their starting points
Pupils achieve at their level
Pupils learn to access support from others to help regulate their behaviour and emotions
Pupils learn to use strategies to self regulate their emotions and behaviour

Curriculum Progress

Progress is measured using, B squared assessment tool
We use B squared progression guidance to set targets
Our curriculum planning promotes differentiated outcomes in all areas of learning and is tailored to individual needs

Curriculum is balanced and broadly-based

The curriculum is taught using cross-curricular themes and covers subjects as set out in the National Curriculum. Careful consideration is taken with regard to themes and approaches in order to provide maximum access and engagement for pupils.

We ensure coverage of subjects and skills as outlined in the National curriculum but modify them to meet the children’s needs and ability, offering structure and opportunities to repeat and generalise.

In order to maximize access to the curriculum, pupils are taught using a range of strategies appropriate for individuals with a diagnosis of ASD including Picture Exchange Communication System (PECS), Teaching and Education of Autistic and Related Communication Handicapped Children (TEACCH) and the Attention Autism program. The environment is adapted to consider the children’s difficulties around attention, processing information and sensory sensitivities.

We provide a range of interventions and services to ensure the children’s needs are met which include: Speech and Language Therapy (SaLT), Educational Psychologist (EP), Occupational Therapy (OT), Children & Adolescent Mental Health Services (CAMHS), Music Therapy

Curriculum Promotes pupils’ development and prepares them for adult life

We place high importance on the teaching of social communication skills and life skills in order to facilitate developing independence for our pupils.

Social communication skills are taught and practiced throughout the curriculum with a focus on generalizing skills across a range of people and situations. This plays a vital role in helping pupils to develop friendships as well as positive interactions and self-image.

The teaching of social skills is integrated into the teaching of life skills.
Life skills program includes; accessing facilities in the community, cooking, swimming, shopping, bike riding, after school sport and art clubs, using public transport, meeting new people, self care skills, growing up and changing, relationships, road safety, E safety and safety in the community.

EXTRA CURRICULAR ACTIVITIES

We access a range of activities which help to enrich the children’s learning and social experiences. In the past these have included theatre visit both as audience members and participants. Visits to museums and places of interest. Taking part in sports events. Visits to the local nature garden and parks. We also offer sports, art and music clubs after school. We invite visitors into school to offer activities or share experiences e.g. London ambulance, Riverside recycling, dance teachers, storyteller and