We offer a broad and exciting curriculum for pupils aged from two to nineteen.
All lessons are differentiated and planned to meet the wide range of needs of our pupils.
Pupils in class 1 follow the curriculum for Early Years Foundation Stage through a topic based creative curriculum.
Pupils in classes 2,3 ,4, 5 and 6, (key stages 2 and 3) follow the national curriculum requirements , supported by extra curricular activities to develop independence, self care and self esteem.
Class 7 (key stage 4) pupils continue to study the core subjects of English, maths, science and computing. Functional and communication skills are developed in line with each students needs. Vocational and life skills are introduced following Edexcel externally accredited courses.
Class 8 (post 16) pupils develop skills learnt in class 7 developing functional and communication skills and computing. Vocational and life skills are developed further following Edexcel externally accredited courses. The focus is for students to be supported to become as independent as possible in preparation for moving to adulthood. Pupils attend Boston COllege one day a week as a College Link course studying subjects that include hair and beauty, construction and media.
Mathematical skills and especially numeracy are basic skills and are therefore given a high profile on the curriculum. The school scheme of work is based on the national curriculum. It is the policy of the school to meet the needs of all the students, many of whom are working well below their chronological age. This is achieved through individual target setting and differentiated work. Many mathematical concepts are taught through cross-curricular links with all subjects. Maths activities are appropriate to the age and ability of pupils and linked to life skills.
The national curriculum requirements are followed throughout the school, covering the three strands of reading, writing and speaking and listening. Individual targets are set for each strand at the level of each student.
Phonics is taught as discrete lessons in classes 1-4, but continues to be taught across the whole school integrated into the curriculum.
Reading is developed through 1:1 sessions, group sessions and cross curricular and functional. The schools reading scheme supports phonics.
Our school aims to adapt a total communication approach throughout the school where pupils have access to their own means of communication throughout the day and are supported and encouraged to use it. We aim to develop means of communication appropriate to each childs individual needs to ensure all students have a functional methos of communication. To support our aims we create oppertunities throughout the curicullum to enable each child to communcate to the best of their ability.
We encourage and develop unaided communication methods such as speech, gestyre, eye contact as well as reading and understanding facial expression and body language.
We also recognise the importance of and develop aided communication methods such as Makaton, Picture Exchange Communiation Systems (PECS), symbol aided communication and photo aided communication; use of communication aids inculding Big Macs, Voice Output Communication Aids such as Eyegaze and specialist Ipad programmes such as AssistiveWare Proloquo2Go.
The school works with closely with the speech and language therapist to produce individual plans and targets.
In computing pupils are taught how to control a variety of systems such as computers, robots, cameras and tablets. Pupils are also taught how to input simple code into a computer and how to operate a range of simple programs. All pupils have at least one lesson dedicated to computing throughout the week. Computing is used throughout the curriculum to enhance learning, independence and communication. All pupils are regularly taught how to stay safe when using a computer through activities related to e-safety. All pupils have their own individual targets in computing.
Science, Design and Technology, Art, Geography, History, Music, French and PHSE are taught following the national curriculum requirements and differentiated to meet the needs of the individual pupil.
We follow the Lincolnshire agreed syllabus (SACRE.) From key stage 1 to key stage 5, pupils will look at all religions and make a comparison with Christianity.
Pupils with profound and multiple learning difficulties are included and we use sensory work and communication aids and makaton signing to record an encounter through to a growing awareness.
We believe that physical education, experienced in a safe and supportive environment, is vital and unique in its contribution to our students physical and emotional development and health. The physical education curriculum aims to increse students self confidence through an ability to manage themselves successfully in a variety of situations. Outdoor education is an integral part of physical education across the Key Stages.
- To develop an ability to plan a range of movement sequences, organise equipment and apparatus, and begin to design and apply simple rules.
- To develop an ability to remember, adapt and apply knowledge, practical skills and concepts in a variety of movement based activities.
- To promote positive attitudes towards health hygiene and fitness.
- To develop psyco-motor skills through a range of relevant movement based activities.
- To develop a sense of fair play and sportmanship.
- To develop communication skills, encouraging the use of correct terminology, to promote effective co-operation.
- To foster enjoyment, and positive attitude to, the subject in school.
- To enable students where possible to work towards independence and to communicate postitively towards others.
- To give our students the opportunity to try new activities, develop new skills and grow in confidence.
We are also extremely lucky to have an outside bike track and a wide range of bikes accessible to all our pupils, which is used by students at playtimes and during certain lessons. The benefits of cycling are:
Crucial for physical and mental health
Fun way to exercise
Breathing and blood circulation
The digestive system and quality sleep
Trunk control and balance
To enable PE to be accessible for all pupils including PMLD students many activities and sports are adapted, a program is in place across the school and the school pool is in constant use for hydrotherapy sessions. We also look at developing physical wellbeing for students with PMLD, which include activities such as aromatherapy and didgeridoo therapy.
The school participates in a number of sporting competitions such as rounders and athletics against other schools as well and organising charity challenges.
The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain. A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted in each class at Eresby School.
To find out more about British Values at this academy please download the document on the left-hand side of the page.
For further information about the curriculum followed at Eresby School please contact us.