Old Park School
Curriculum Policy
Aims and Objectives
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Old Park School aims to provide a curriculum that is relevant, stimulating and which meets all
statutory requirements
The curriculum is taken from the new National Curriculum (September 2014) and is designed to be
broad, balanced and suitably differentiated for all pupils.
The curriculum places the pupil at the centre of the planning process and so provides an approach
aimed at meeting individual needs
Personalisation and the Every Child Matters Agenda are at the heart of our Curriculum
Each area of the school provides learning experiences appropriate to the individual pupil with
regard to age, prior attainment, diversity and age-appropriate resources
A variety of teaching styles will be adopted to meet the different learning styles of pupils
Each pupil will be encouraged to maximise their skills, become as independent as possible and to
achieve their full potential.
The school will deploy highly qualified and motivated staff dedicated to providing a quality
education for the pupils. The staff will be supported by the learning culture of the school.
The priorities for curriculum development are detailed in the School Improvement Plan.
Curriculum Organisation
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Old Park is a large SLD / PMLD School catering for pupils aged between 4 – 19 years. Pupils have
a diverse and complex range of primary and secondary needs including: ASD, Challenging
Behaviours, PMLD, SLD, complex medical conditions, Gifted and Talented pupils, VI and HI.
The school has held Specialist Status in Communication and Interaction since 2008.
The current organisation is influenced by National Curriculum Year Groups, pupils’ individual
needs, learning styles and numbers of pupils in cohorts. It is organised as follows:
Primary
Lower Phase
Ladybird, Butterfly, Bumblebee, Giraffe Classes
Middle Phase
Dolphin, Tiger, Parrot Classes
Upper Phase
Leopard, Bear, Eagle, Owl Classes
14-19 Phase
Classes 1, 2, 3, 4
Secondary
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The EYFS curriculum is adapted and delivered to Foundation Stage pupils and pupils in Year 1 as
this is appropriate to their individual needs.
Modern Foreign Languages are taught in Key Stages 1 & 2 and in Key Stage 3. MFL is an option
available for students via Foundation Learning Individual Learning Pathways
The National Curriculum is taught and developed by use of multi-sensory experiences, enrichment,
inclusion and off-site experiences
Lower, Middle and Upper Phases use a thematic approach to some subjects. The Upper Phase has
developed a creative curriculum to support personal, learning and thinking skills (PLTS). The
thematic approach has proved to be beneficial for pupils at Old Park. Long Term thematic
planning is now in place within the Lower, Middle and Upper Phases. Themes run over a two or
three year cycle, depending upon the Phase of the school.
The ethos of Foundation Learning is now embedded in the 14-19 Phase of the school and all pupils
are entered for accredited qualifications.
Accredited courses and awards are offered to all students in areas appropriate to each individual:
functional, vocational, personal and social development. Each pupil in the 14-19 Phase has their
own individual learning plan based on a final destination Post 19. This plan is discussed with
parents and carers each term. Accreditation leads to a Diploma by the end of their time in 14-19
Phase.
The classes throughout the school are organised carefully with consideration of the primary need
and learning style of each pupil in mind
R.E. is taught to all pupils in the school and is in line with National Curriculum guidance.
The school benefits from a hydrotherapy swimming pool and swimming teachers who are trained
in the Halliwick Method of supporting learning with PMLD pupils.
A multi-sensory room is available and designated pupils access this learning environment regularly
Old Park recognises the benefits of the outside environment for our pupils. The school has an
Outdoor Learning area and a member of staff trained to Level 3 as a “Forest School Practitioner”.
The school moved to its new site in November 2011. Mature trees offer the opportunity to develop
this outdoor specialism.
Old Park School employs Higher Level Teaching Assistant’s (HLTA’s) who support learning
within classes. The HLTA’s also have whole-school responsibilities. These are: Autistic Spectrum
Disorders, Total Communication; Risk Assessment and Safer People Handling training;
symbolisation of reading schemes; Makaton, Behaviour; the Multi-Sensory aspects of the
Curriculum.
Development of these areas is detailed in the School Improvement Plan.
Monitoring and Assessment
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School targets are set annually in line with Upper Quartile Progression Guidance. Targets are set
for all pupils in the core subjects of Maths, English, Science.
Data is analysed termly enabling class teams to implement interventions for pupils whose rates of
progress in the strands of English and Mathematics fall below expected rates to achieve upper
quartile challenging targets.
SLT, SMT and Governors monitor declared interventions and the impact they are having in
“closing the gap”.
Each teacher is a Subject leader for a National Curriculum subject and therefore responsible for the
monitoring and development their subject. There is an action plan for each subject. Subject leaders
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track their subject planning through the thematic approach and give their suggestions for
improvement.
The standards achieved by individual pupils and cohorts are analysed to identify areas of strength
and to focus on areas for development. Action is then taken accordingly.
Pupils are assessed against P Level and National Curriculum Level descriptors.
Individual Education Plans are written termly and shared with parents and pupils in an accessible
format.
Staff work in conjunction with Speech and Language Therapists, Physiotherapists, Teachers for
the Visually Impaired and Hearing Impaired, Occupational Therapists and other professionals on a
regular basis to ensure pupils’ needs are met. These include assessing, devising and implementing
individual programmes.
All pupils attending Old Park have a Statement of Special Educational Need or Education, Health
and Care Plan and as such participate in the Annual Review process. A pupil questionnaire is
completed to ascertain pupils’ opinions about their learning. Where appropriate, pupils are
encouraged to participate in their Annual Review
The Deputy Head teachers report on a termly basis to the Governing Body Curriculum Committee.
See reports and minutes.
All staff have responsibility for their own Continuing Professional Development (C.P.D.) needs.
Old Park School offers C.P.D. training during INSET days, staff meetings and at other times.
Information about external training is available in a file in the staff room. Performance
Management targets and C.P.D. applications are always addressed in line with the School
Improvement Plan and School Budget priorities. All support staff are offered appraisal annually in
the summer term.
Health and Safety
All staff have a responsibility to be aware of any potential hazards and risks when teaching. Pupil files
must be consulted to check for known allergies, medical conditions etc. before giving pupils certain food
or drink. Appropriate staffing levels should be maintained for safety and agreed behaviour support plans
must be consulted. Correct use of Moving and Handling techniques and CRISES interventions must be
followed. Any off-site learning must be shown in class teachers’ weekly planning folders. A risk
assessment for off-site learning must be completed on-line by class teams and authorised by a member of
SMT. Confidential information must be disposed of by shredding or handed in for confidential waste
collection.
Equal Opportunities
All pupils are encouraged to reach their full potential at Old Park School regardless of gender, ethnicity,
age, culture or heritage. All pupils are fully included and individual needs are taken into consideration
within lessons.
ECM
This policy is in line with the Every Child Matters Agenda. Pupils’ enjoyment ( ECM 3) of their lessons
and curriculum is at the heart of what we seek to do. Learning takes place throughout the day: dinnertime
is PSHE “taught time” and pupils have child-friendly dinnertime targets. Dinnertime clubs run throughout
the week and reinforce learning and opportunities to make a positive contribution (ECM4). Extended
School clubs run weekly. Residential experiences offer opportunities for an enriched curriculum off-site.
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E-safety and safe-guarding
It is the responsibility of all staff delivering lessons and enrichment clubs to ensure that all DVDs, CDs,
audio material, images, written material etc. is age-appropriate. Pupils using the Internet must be
supervised and only access appropriate sites. It is the responsibility of all staff to follow the Dudley Safeguarding Children’s Board guidelines on e-safety and social networking sites. Staff must check
photograph permission when taking images of pupils for use within or outside school.
Monitoring and review
The development of the Curriculum is monitored by the Senior Leadership Team and by the School
Governors at the Curriculum Committee. A termly report is written for the Curriculum Committee. Phase
Governors also meet with Phase Leaders annually to discuss curriculum developments within each Phase.
This policy will be updated each year, or earlier if appropriate, by the Curriculum Manager.
J. Wiggin, Deputy Head Teacher
Old Park School
April 2015
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