Due to the wide range of special educational needs we meet at Daventry Hill School students follow a curriculum pathway. All Reception aged children are taught from the Early Years Foundation Stage curriculum. Once a student moves into year 1 they are placed on one of 3 pathways: yellow, green or black. Our Post 16 students are placed on one of 4 pathways depending on their outcomes for adulthood.
Early Years Foundation Stage
To ensure we achieve coverage of the statutory EYFS curriculum. To sufficiently assess the child to decide which pathway is appropriate for them in the next stage of learning.
We ensure coverage of all of the EYFS framework through child led and play-based experiences/activities. This would include: communication and language development; physical development; personal, social and emotional development; literacy; maths; understanding the world and expressive arts. All activities/experiences are differentiated and personalised to meet the individual needs of each child.
All children have a positive and enjoyable start to their school journey and make progress towards their early learning goals and EHCP outcomes. They have begun their journey of positive social interaction and relationship formation
To develop Early Learning skills, intentional social communication, emotional regulation and physical skills. To develop appropriate skills to prepare them for their next step on the learning journey.
Curriculum is personalised in line with a student’s EHCP outcomes to ensure they develop in all areas that are specific to their individual need. Activities include play-based, child-led and adult-led, linked to a thematic plan. There is a focus on mobility, postural management, active exploration of the environment and personal care; total communication; medical care plans; independence and social, emotional skills. To ensure a breadth of coverage the curriculum is structured around 5 main areas: My Communication, My Care and Independence, My Community, Myself (physical and emotional) and My Thinking.
All students make progress towards their EHCP outcomes and are prepared for their next step.
Students access appropriate subject-specific learning whilst continuing personalised sessions to develop social communication, emotional regulation and physical skills. They are given the skills they need to become confident and resilient members of the community.
Students will access subject specific learning to include Communication, English, Maths, ICT and Science in addition to preparation for adulthood sessions. They will also access targeted sessions that cover the most appropriate areas for each student within the yellow curriculum (My Communication, My Care and Independence, My Community, Myself (physical and emotional) and My Thinking).
By the end of the school journey students will have realistic, yet aspirational destinations. They will have developed skills in independence and be more confident members of society with appropriate social, receptive and expressive communication skills. They will have achieved qualifications and awards to support their chosen next steps.
To gain a breadth of knowledge and skills to support them on their next step as confident and resilient members of the community. To develop economic and employability skills that support future stability and sense of worth in adult life.
Students will access a breadth of learning to include English, Maths, ICT, Science, PSHE, RE, RSE, PE and additional work related and community based activities to prepare them for their Adulthood. All lessons are differentiated to meet individual needs and taught in a creative way to maximise engagement and promote student led learning. All students will be given opportunities to work towards their EHCP outcomes. Embedded throughout the student’s learning is a focus on social communication, emotional regulation and physical development. Skills Builder underpins learning for students.
Accreditations and awards are covered within Skills for Life and Foundations for the Future to include Functional Skills in English, Maths and ICT.
By the end of the school journey students will have realistic, yet aspirational destinations. They will have achieved qualifications and awards to support their chosen next steps.
Post 16 Pathways
Pathways are identified differently in post 16 to align with the ethos of the curriculum. Based on identified, aspirational outcomes for adulthood, students are placed in 4 different pathways:
Pathway 1 – Supported Living, Residential College, Day Services
Pathway 2 – Life Skills, Life Enriching Activity, Work Skills, Specialist College
Pathway 3 – FE College, Supported Employment, Traineeship
Pathway 4 – Employment, Apprenticeship, FE College
Pathways in post 16 are vertically grouped to provide stronger peer support and meaningful learning opportunities