Our curriculum planning allows the child to take part in both child initiated and adult led learning activities which are evaluated and used to inform our future planning. We use both the indoor and outdoor environments to provide opportunities for exploring and learning and for the children to be actively involved in their learning. Pupils access various Therapeutic interventions such s Speech and Language therapy, Occupational therapy, physio therapy. Curriculum Statement Courageous Confident Learning Community

In both the early years foundation stage children follow the areas of learning and development as outlined in the early years statutory framework these are:-  Communication language and literacy  Physical development  Personal, social and emotional development  Mathematics  Understanding the world  Expressive arts and design Early Years

In Key Stage 1 and Key Stage 2 children follow an adapted National Curriculum. This helps to ensure breadth and balance but is tailored appropriately to meet the very individual needs of our children. Our curriculum incorporates a variety of strategies and approaches personalised to small group and individual needs. It is these needs that are addressed throughout the curriculum. Key Stage 1 and Key Stage 2

All children have a personalised learning plan which is actively worked on throughout the day. We share learning targets with parents and report on children's progress at different times throughout the year. We use the community as an outside class room to reinforce the work that we do in school. Children may swim at the local sports centre or visit a local museum or café. We also invite musicians, storytellers and theatre groups into school. An overnight residential is offered to a group of pupils in the summer term. The community provides a great place in which to generalise and transfer new and emerging skills. We are always interested in increasing the type of experiences that we can expose the children to as well as working with many partners in support of the development of community cohesion. Our Curriculum

 Forest School  Rebound Therapy  Horse Riding  Sensory Integration  Intensive Interaction  Attention Autism  Music Therapy  Hydro Therapy Supportive strategies

 At Woodlands school the children are at the heart of the planning and all educators are involved in the planning of an engaging and stimulating curriculum using a multisensory approach.  Our curriculum map reflects our belief in the importance of cross curricular learning which makes clear links between different subject areas within a meaningful overall context. Children become immersed in the context and learning becomes purposeful and meaningful.  Long term planning ensures coverage of the National Curriculum.  Medium term Planning is highly differentiated ensuring that all levels of learning, activities and experiences are addressed offering a relevant programme for all subjects.  Short term plans show how lessons will be carried out and specify the pupils’ individual targets which are being addressed through differentiation.  Progress against individual targets is noted in each pupil’s PLP.  All staff have an important role to play in the assessment process.  Learning activities are sequenced to ensure progression.  Educational visits and I.C.T. are used to extend and generalise learning. Curriculum organisation

Four year rolling plan Long term planning Medium term planning Key stage 2 Two year rolling plan Long term planning Medium term planning Key stage 1 Two year rolling plan Long term planning Medium term planning Early years Daily Planning

 ImPACTS stands for: Individualised, Profile, Assessment, Curriculum, Target, Setting The ImPACTS programme offers a specialised curriculum in five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor). As an assessment tool, ImPACTS allows the school to collate meaningful data to complete national returns using CASPA. Woodlands is at the very early stages of this process but we hope we will be able to produce some initial data at the end of this academic year. When using ImPACTS you can look at different strands within each area of learning and demonstrate the very detailed progress that the child is making. PMLD ImPACTS CURRICULUM

PMLD CURRICULUM IMPACTS Key stage 2 Key stage 1 Afternoon session Thematic Curriculum to ensure inclusion and cross curricular learning Termly Reports Anecdotal Observatio ns PLP targets/curriculum targets END OF WEEK REFLECTION AND ASSESSMENT Daily Planning Eye Gaze Intensive Interaction Physio Therapy Morning Session PMLD Provision