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Curwen Primary School

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Inclusive Learning

North Beckton Primary School promotes a highly inclusive learning environment and is committed to ensuring all students receive a high quality education and realise their potential regardless of any challenges they may face. In order to ensure progress, the pupils work in a vibrant, inclusive and welcoming atmosphere, making use of specially adapted classrooms as well as working alongside their mainstream peers, benefiting from a wide variety of  learning styles and stimulating resources  which are appropriate to their level of  progress .

In order to meet the needs of our pupils with SEND we have developed three pathways. Every pupil’s individual learning needs are carefully considered to ensure they are on the correct pathway:

Blue Pathway: for pupils who have profound and multiple physical, sensory and communication needs, following a pre-formal curriculum.

Orange Pathway: For pupils who have severe needs related to language, communication and interaction as well as sensory difficulties, following a semi-formal curriculum.

Purple Pathway: For pupils who have moderate learning needs including a combination of sensory and/ or communication difficulties. Pupils work on the core subjects of maths and English and  are working at a level below their peers in the mainstream classroom.

Pupils receive teaching and support that is appropriate to their needs from highly qualified , trained and experienced teachers and support staff to ensure individual progress in key areas such as communication, cognition and knowledge, physical and self help skills.

We are supported by, and receive advice and strategies from, a variety of specialist outside agencies such as physiotherapist, occupational therapist, dietician, speech and language therapist,  language, communication and interaction team , complex needs and dyslexia team amongst others.

Individual learning targets are set at annual review with full participation of parents and specialist practitioners and these are rigorously monitored and assessed throughout the year to ensure each pupil is fulfilling their potential.

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The PURPLE PATHWAY is a KS2 provision for children with SEND that are unable to access mainstream Maths and English curriculum. As a result, a curriculum based on the Year 2 national curriculum is tailored to meet the individual needs of the children. Many of the children in the group either  have a diagnosis or are in the process of gaining one which consists of ASD, DLD (Developmental Language Disorder), moderate learning difficulties, dyslexia and SEMH.

English is taught through the use of genres and chapter books. Children take part in a range of activities that are purposeful and practical to the children. Work is appropriately differentiated within the provision with the support of the school’s speech and language therapist and Reading recovery trainer. Children also learn through educational trips and extracurricular activities such as swimming and horse riding.

The teaching of Maths is based on the CPA approach (Concrete, pictorial, abstract). This is based on the Singapore Maths approach. Children take part in range activities to develop their skills in problem solving and reasoning which is aimed to prepare the children for the world beyond school. Every opportunity is taken to ensure there are outdoor learning within our Forest Schools and community links. ‚Äč

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The Orange Pathway is for children with social communication, behavioural and learning needs who may or may not have a formal diagnosis of ASD.

Children are learning at a pre-key stage 1 level. Children take part in literacy, fine motor, maths and zones of regulation lessons through the week.

Literacy lessons are delivered through the ‘Reading for Language Intervention’ supported by Newham’s Complex Needs team. Fine motor needs are supported through the ‘Printing like a Pro’ handwriting intervention and weekly fine motor work.

To support emotional literacy, the children take part in weekly Zones of Regulation lessons, following the Zones curriculum.

Maths focuses on understanding number using physical manipulative and developing number sense.

Behaviour is supported using positive reinforcement, understanding the function of behaviour, with an emphasis of replacing inappropriate behaviour with language and socially appropriate conduct. 

Children are taught in small groups of 2-3, using a blend of group time, table time and extended learning time when the children have the opportunity to practise social skills and extend their play skills.

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The BLUE PATHWAY is for children with Profound and Multiple Learning Disability.

Children follow an individualised  timetable based on personally tailored targets which are agreed with parents at annual review.

The official DFE definition of pupils with PMLD states that these pupils have complex learning needs. In addition to very severe learning  difficulties, pupils have other significant difficulties, such as physical disabilities, sensory impairment or a severe medical condition.  Pupils require a high level of adult support, both for their learning needs and also for their personal care. They are likely to need sensory stimulation and a curriculum broken down into very small steps. Some pupils communicate by gesture, eye pointing or symbols, others by very simple language.

Pupils on the blue pathway will have access to a focused curriculum- the four main areas are:

  • Communication
  • Cognition
  • Self help and independence
  • Physical development

Pupils on the Blue pathway are at very early stages of development and it is more appropriate for them to access a more focused curriculum starting at their individual needs. These pupils, who are working at the lowest levels in all areas of their development, need specific teaching and learning experiences in order to reach their potential and maximise their school learning experience. The focus for this curriculum is on developing skills and capabilities rather than knowledge.  

Therefore, pupils on the Blue pathway have

  • A significant adaptation to the curriculum
  • A curriculum that is delivered at the right pace, focusing on overcoming their barriers and emphasising their highly individual needs
  • A high level of specific multi agency support
  • A modification of the physical environment
  • A high level of specialist resources
  • A high level of individual care and support 

The Blue Pathway at North Beckton is driven by the identification of individual personal targets. However, elements from the wider curriculum and relevant therapies provide a rich context within which to develop  fundamental skills and understanding.

All of our pupils on the Blue Pathway have a unique and multiple set of challenges;

  • All have severe physical disability; most are wheelchair users
  • Almost all are non-verbal
  • All have some form of cognitive difficulty
  • Most have a sensory impairment, some have more than one
  • Most have complex medical needs
  • Some have degenerative conditions.

This diversity and multiplicity of the needs and abilities of our Blue Pathway learners, means that a standard assessment scale, with a predefined set of level descriptors is not possible to create or use. This means it is not possible to use numerical data to compare the progress of  learners on the Blue Pathway to “national statistics “or to “similar” learners in other schools, or to each other. We use ‘MAPP’ targets to measure progress in an Ipsative way. To ensure we have the highest expectations of each pupil’s progress, we rigorously monitor our input to them, ensuring that the progress made by that pupil, will be the very best that can be expected.