Curriculum

Our curriculum is broad, balanced, and incorporates individual communication, therapy and EHCP priorities for every pupil and is taught through a topic based, thematic approach. It is a ‘Spiral curriculum’ that understands the pace at which pupils learn and is designed so that knowledge is re-taught at different stages to ensure pupils learn and remember more. It also recognises that each pupil is unique, and regardless of SEN, is flexible in promoting, enriching and extending pupil’s academic development and achievements. As pupils move through the school, the skills they need for living also become an integral part of their learning.

These include:

–  Communication

–  Academic achievement

–  Independence,

–  Building skills for social interaction

–  Self-confidence

–  Self-regulation

–  Personal social development.

The curriculum is assessed in three strands through the Earwig assessment system: pre-formal (Routes for Learning), semi-formal (EYFS) and formal (MHS Core). This ensures that all learners access the curriculum in response to their needs and within which all subject leaders strive to provide a meaningful and relevant ‘diet’. Earwig enables live and frequent opportunities for school staff to capture those unique moments and for parents to view their children’s progress each half term. There are no disparities in achievement for LAC/FSM/PLAC pupils – this is due to the individualised approaches which means that all pupils make progress against their starting points in all areas of the curriculum. Some pupils will work with traditional books and this will be in line with their SEN, as well as their potential transition arrangements, for example if a pupil is returning to mainstream (in year re-admission or KS3).

Teaching at Medina House School is a strength with teachers being committed and dynamic in planning and preparing engaging lessons. Adaptive teaching is at the heart of our practice, ensuring that each lesson is accessible and achievable for all pupils. There are frequent opportunities for children to learn from peers and these exist in formal learning situations as well as enrichment afternoons on a Friday where pupils from different classes come together to engage in active and fun experiences.