CURRICULUM POLICY
Mayfield School
Curriculum Policy Statement at Mayfield School
Mayfield School is a day school for pupils between the ages of 2 - 19 years, all of whom have a
special educational need. Whilst we recognize that all of our pupils have significant learning
difficulties we value all highly as individuals and acknowledge that they are entitled to the kind of
education that will best meet their particular needs. Therefore all pupils will receive their full
entitlement to the National Curriculum.
With this in mind we aim to provide for our pupils an education that is appropriate and stimulating
in a safe, caring and happy atmosphere. For this to be accomplished we feel as a school that
certain common values must underpin our curriculum philosophy and must be internalized - we
hope these will be respected by all who come into contact with our pupils.
We all agree that positive relationships are the foundation of all learning and therefore have
developed an ethos that values these above all else. Providing good role models for our students
is essential if we expect considerate, appropriate behaviour from them. We also believe that
praise and encouragement is the best way to improve self-esteem and foster motivation
amongst our pupils. We want to enable pupils to generalize the skills they learn in school, so that
these become useful in helping them to understand the world outside. Most of all we want our
pupils to make their own informed and meaningful choices wherever possible. The above values
will be at the forefront of our minds, both at work and play in and out of school.
We also believe that all children learn best when their basic needs are met. Therefore we will
work closely with parents and other agencies to ensure that pupils are safe, nourished, warm,
appropriately mobilized and provided with the means to communicate. We also recognize that
children learn best in practical activities which may be in school but equally provided through
local, regional, national and international communities. We will ensure that pupils have access to
a broad range of learning activities outside of the classroom including residential opportunities.
Being an all age school presents us with many challenges to provide learning that will eventually
prepare pupils for the adult life beyond school. Person centered planning is central to our work
with students as they reach transition. From 14years old students follow the Moving On
curriculum which will provide accreditation of their achievements and support preparation into
adulthood.
Mayfield School welcomes the opportunity to work parents, members of the local community and
other agencies, with a professional interest in the well being of our pupils. We endeavor to
provide all pupils with extended opportunities and encouragement to participate, achieve and
enjoy their learning.
The whole curriculum is defined is as comprising:
 The Foundation Stage curriculum
 the core and other foundation subjects of the Primary and Secondary curriculums
 religious education
 additional subjects beyond the ten subjects of the NC
 The Moving On curriculum
 cross-curricular elements
 extra-curricular activities
 therapeutic activities
Further contribution to the curriculum will be made through:
 the spirit and ethos of the school
 using the most effective teaching methods
 the effective use of ICT for learning and disability access issues
 the efficient and imaginative management of the curriculum and the school community
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The main aims of our curriculum are: to develop the potential of every pupil recognising that outcomes will vary greatly from
one pupils to another.
 to offer a stimulating, challenging educational environment where pupils individual
needs are met at an appropriate level.
 to encourage high standards of personal achievement and to recognise, value and
celebrate attainment and effort.
Pupils will access a personalised curriculum. This will be in direct response to the relationship
between a pupil's individual needs, determined through Person Centered Planning, their
statement of educational need, the annual review process and the learning plans devised by
staff in consultation with a range of other professionals.
School Organization
As Mayfield School is designated as a school for pupils with severe and profound & multiple
learning difficulties, we do have separate classes for these two pupil groups. This is in order that
they may have access to expertise and facilities that will help them access the National
Curriculum. As far as is possible, pupils are placed within their year groups, and key stages
including the Foundation Stage. Exceptions in the main body of pupils occur where poor social
groupings would impede the education of an individual or their peer group. Every attempt is
made, however, to ensure that correct year / key stage groupings are observed. Although our
pupils may be based within distinct classes, they are integrated with their peers for certain
subjects where the timetable allows.
Each class has an appropriate number of support staff and class numbers are usually no more
than 10 pupils. In very extreme circumstances a pupil may have a totally personalized curriculum
away from their peers if that meets their needs. In both secondary and primary departments we
now teach in ability groups. The primary pupils have Maths taught in ability groups and the
secondary pupils have both English and Maths taught in ability groups. Additionally in the
secondary department there are Enterprise groups which are of the pupils own choice on
Thursday mornings.
In addition to classroom bases, we have a number of subject rooms; i.e. food technology, design
technology / science, art, music and I.C.T. We also have multi-sensory rooms, a hydrotherapy
pool, two soft play rooms and extensive grounds.
The Primary Care Trust provide the support of two part time speech therapists, two part time
physiotherapists and two part time physio assistants. They also part fund a full time pediatric
nurse. We also employ lunchtime supervisors on a part time basis. As well as our three admin
team, we also employ three resource staff, a part time network manager and a part time ICT
technician
Planning the Curriculum
The curriculum comprises all subjects of the Early Years curriculum 2-5 years, National
curriculum 5-14 years, and the Moving on curriculum 14-19 years It also includes, SEAL, PSHE,
Careers education and Transitions Choice and Change which develop work related learning
opportunities. Collective worship is managed departmentally.
Curriculum coordinators have planned their subject’s scheme of work for each key stage on a
two (Primary)or three ( KS3) year rolling programme. The medium term planning sheets take
regard of the National Curriculum’s programs of study as well as QCA and Equals schemes of
work. Learning objectives are devised to enable pupils’ access to a broad breadth of study in
each subject over their time at school. The planning sheets are available on the school share.
Class teacher’s have the responsibility to plan the subject’s delivery as appropriate to the needs
of their pupils. They plan their teaching activities and have in mind the learning outcomes for
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each pupil taking into consideration their IEP (including BLP) targets, and their assessed P levels
/ NC levels or Moving On targets.
All medium term plans are submitted to the curriculum coordinator at the beginning of each half
term. The coordinator then produces a report to the Primary assistant head teacher which
summarizes what is on offer to the pupils, what assistance and resources are available and
identifies any development needs.
Regardless of Key Stage, ‘Literacy’ and ‘Numeracy’ and PSHE are the foundation stones of
everything we do. Speaking and Listening and Communication skills are essential for pupil
progress in other aspects of the curriculum: knowledge and understanding enables pupils to
apply themselves, move around and generally make sense of their environment. We also
recognize that students will need to revisit aspects of their learning throughout their school
careers.
The Foundation Stage follow the Early Years Foundation Stage curriculum. Key Stage 1 and 2
pupils will follow a predominately class based curriculum provided by their own class teacher. At
Key Stages 1 and 2 and within the PMLD classes, the curriculum maybe theme or topic
basedand is based on the National Curriculum. Staff plan the general content of the topic
looking at individual subject planning sheets, to ensure balance and progression. More detailed
planning is then undertaken by individual class teachers. Where it is impractical to teach discreet
modules of work within the theme or topic these are planned separately to run alongside the
theme e.g. History, Geography, Maths and Science, so that all programmes of study are
addressed.
At Key Stages 3 the curriculum is organized primarily on a subject specific basis for the core
aspects and in a thematic approach for foundation subjects. Class teachers plan and deliver
Literacy and Numeracy lessons that are usually delivered in the mornings to ability groups. In
the afternoons they have their own groups for all other teaching. In Key Stage 4 the curriculum
other than Literacy and Numeracy is delivered through the Moving On curriculum modules of
Explorer and Traveller.
In both Key Stages 3 and 4 there is an additional element of work related learning for which we
use the local community and the construction, car mechanics, plumbing and hairdressing
modules at Combe Pafford Business and Enterprise College.
In the Further Education Unit 1 the curriculum focuses more on Life Skills and makes greater
use of the community as a means of developing learning. The curriculum is the delivered
through the Voyager and Globe Trotter modules of the Moving On curriculum and through this
transition planning is developed. The Further Education Unit 2 which is for pupils with a higher
level of need the Moving on module used is Adventurer.
The curriculum for all pupils is differentiated according to the individual needs of pupils.
Generally differentiation is offered through:
 IEP targets
 individual outcomes based on assessment in B squared or Moving On levels
 adapted activities and resources
 increased support from therapists
 increased support from class staff or school based teams such as the pastoral or
Language intervention teams
Resources
The school prides itself on having resources that are of high quality and range. Many of the
resources will have been made by resource staff to provide the modifications teachers require to
support curriculum delivery.
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Many resources are stored in subject specialist rooms i.e. Food Tech, Art, Science and Design
Technology and PE. Other resources are stored in specific resource areas, the resources office
or in different classrooms. As well as the usual general teaching resource materials each class
has an interactive whiteboard, television, video, cd / radio player and multimedia computer.
Providing pupils with the appropriate access to learning is vitally important. The use of switches,
communication aids, support from specialist peripatetic teachers, the use of PECS, Makaton,
symbols and total communication environment all contribute to achieving this.
We have at Mayfield School two library areas and a book store (including big books, sensory
teaching boxes and e-book resources). Three sensory rooms are also available for use by the
whole school, two soft play rooms, a hydrotherapy pool and a trampoline in the hall which is
used for rebound (with properly trained staff).
Evaluating the Quality of Teaching and Learning
At the beginning of each half term the teachers pass on their planning sheets to the curriculum
coordinators for evaluation. The coordinators then pass on their evaluation sheets to the Primary
assistant Head teacher to monitor. Feedback is given to the senior leadership team and staff
members. Senior leadership staff members visit classrooms regularly as a means of informally
monitoring how the lessons are being delivered and to discuss the progress of pupils
Each teacher has formal lesson observations on the curriculum linked to school improvement
priorities and Performance Management. From these the school can evaluate the quality of
Teaching and Learning in a given aspect, provide feedback to teachers and set targets for
school improvement.
Assessment
The school has consistent procedures for ensuring that pupil’s progress is recorded and used to
inform planning. These are recorded in the Assessment Policy but are briefly described here
At the end of each half term teachers record the achievements of their pupils on the individual
pupil school report pages on the school network. Pupil progress is also recorded on the school’s
B’Squared electronic assessment package. From the assessments pupils have an Individual
Education Plan which provides English, Maths ICT and learning behaviour targets in detail.
Standards achieved by pupils are monitored in the following ways:
 Through classroom observation, pupil tracking and work sampling by senior
management
 Through the monitoring of progress against targets (access, subject specific and end
of Key Stage Targets)
 At the school annual review by a multi-disciplinary team
 By the annual report to parents
Teachers collate Pupils Progress profiles which contain baseline evidence and examples of
progress over time.
Curriculum Access Statement
In our work we endeavor to maintain the conditions most likely to facilitate learning for all pupils
through:
 provision of appropriate information technology, hardware, software and peripherals.
 appropriate use of positioning and mobility aids.
 a total communication environment featuring signs, symbols and tactile cues.
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observance of therapeutic regimes ~ whether based in speech and language therapy,
physiotherapy or medication.
implementation of strategies to alleviate sensory impairments.
consistent and sensitive applications of programmes designed to moderate
challenging behaviour.
a commitment to inter-disciplinary collaboration and partnership with parents, fellow
professionals, pupils and the community of which we are a part.
In ensuring access teachers should note that progress for our pupils might:
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follow similar patterns as that of other pupils but at a much slower pace.
take place in some areas but not in others.
be followed by regression.
apparently reach a "plateau".
occur when skills learnt in one situation are transferred to another situation.
be demonstrated through responses to sensory stimuli even when there may be no
other discernible purpose in acquiring knowledge or skills.
deteriorate according to medical condition or syndrome or terminal illness; at best the
planning changes to minimize the effects of such.
Time Allocation
There are many factors which place constraints upon the teaching time available during the
week. These include the time taken to move from place to place, transport, the effects of
medication on time awake, management of fits and time taken for pupils with eating difficulties to
be fed either orally or by tube. Issues of concentration span, time for responses to be made,
positioning and the need to assist pupils to relax spasms or the management of challenging,
disruptive behaviour all need to be considered in planning.
Teachers endeavour to maximize every aspect of the school day in daily routines such as using
the toilet, feeding, positioning and taking medication since the time taken for these is
unavoidable and cannot be reduced. All staff therefore look for potential learning opportunities
around these activities.
Supporting Policies
Assessment Policy
SEN policy
Curriculum subject policies
Sex Education Policy
Drugs Education Policy
Collective Worship Policy
Total Communication Policy
Guidance documents on Pupil Profiles and Pupil Record Folders
April 2008
Revised September 2008
Revised November 2008
Reviewed January 2011
Reviewed July 2012 as part of Ofsted preperation
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