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ellesmere college leicester
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SCHOOL CURRICULUM

Students at Ellesmere College experience the curriculum according to their need. We operate a student-centred approach to teaching and learning and provide a broad, balanced yet flexible curriculum to all students. It is our aim to ensure each student achieves their potential.

We have the capacity to develop the whole student and, alongside traditional academic subjects, are able to work with students in the following ways:

  • Supporting the sensory needs of the student; this may be through a sensory approach to the curriculum delivery or through a specialised sensory diet
  • Supporting the student to access learning using visual communication systems
  • By using signing as a form of communication – this may be Makaton or BSL
  • Supporting students with their language development through the delivery of speech and language programmes
  • By using specific approaches such as TEACCH with our students who have a diagnosis of autism
  • Supporting students to develop their fundamental movement skills

Wherever possible, we aim to use the local community facilities to develop the independence skills of our students. This may involve trips to the local shops to work on money skills or visits to local places of worship to gain a better understanding of a particular religion.

Please read our Curriculum Intent, Implementation and Impact document for an overview of our curriculum offer:

Pathways

We have four curriculum pathways, which are outlined below. Our Connecting and Responding Pathway is based at our Knighton Fields site and is for students from Key Stage 1 to Post 16.

Our other pathways are currently based at our Aylestone Meadows site, including our Post 16 students.

CONNECTING AND RESPONDING PATHWAY

  Who?

This pathway is designed for students at the early stages of development.
They will require a higher level of adult support.

 What?

Students on this pathway will access a curriculum that enables them to develop positive interactive
relationships with others, to proactively explore the world around them and to develop communication skills.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning.
This will include the use of sensory provision, TEACCH methods and Makaton, amongst others.

 Expected outcomes

This pathway will enable students to engage with the world around them with support, regulate themselves
safely, communicate to their fullest potential, build relationships, operate functionally within their social world,
make supported guided choices and, with support, indicate preferences in relation to elements of their
Education Health Care Plan such as friendship and leisure opportunities.

 Where to next?

Students may progress to further education or supported living.

HIGH NEEDS PATHWAY

Who?

This pathway is designed for students who are developing their skills in communication, social interaction, advocacy and citizenship. They will require a higher level of adult support.

 What?

Students on this pathway will be offered a curriculum with communication and social interaction at its core, enabling students to express themselves effectively and develop independence.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning. This may include the use of sensory provision, Makaton and the use of visual communication systems amongst others.

 Expected outcomes

This pathway will enable students to engage with the world around them, possibly with support, contribute to the local community through social enterprise, make choices and indicate preference in relation to elements of their Education Health Care Plan such as living arrangements, support, friendship and leisure opportunities.

 Where to next?

Students may progress to further education or supported living and to social enterprise groups.

LEARNING FOR LIFE PATHWAY

  Who?

This pathway is designed for students who are working towards independence, but still require support from adults.

 What?

Students on this pathway will develop independence, social communication and personal skills.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning. This may include the use of visual communication systems, access to the local community, visiting speakers and putting learning into a real-life context.

 Expected outcomes

This pathway will enable students to apply a range of skills such as literacy and numeracy, communication and ICT to engage with the world around them with increased independence. They should be able to contribute to the local community through work or social enterprise activity. They should be able to demonstrate a level of self-advocacy in relation to elements of their Education Health Care Plan such as living arrangements, support, friendships and leisure opportunities.

 Where to next?

Students may progress to further education, work opportunities, supported living and to social enterprise or work groups.

STRETCH AND CHALLENGE PATHWAY

Who?

This pathway is designed for students who are academically or socially more advanced than those on others pathways.

 What?

Students on this pathway will develop study skills, work skills, life skills, social communication and personal skills. They will have access to Level 1 courses, delivered by both school and alternative providers.

 How?

Staff will use a range of teaching strategies to enable students on this pathway to access their learning. This will include accessing the local community to gain a better understanding of the world and how students can apply the skills taught at Ellesmere.

 Expected outcomes

This pathway will enable students to apply a range of skills such as literacy and numeracy, communication and ICT to engage with the world around them with a high level of independence. They should be able to contribute to the local community through work activity. They should be able to demonstrate self-advocacy in relation to elements of their Education Health Care Plan such as living arrangements, personal finances, support, friendships and leisure opportunities.

 Where to next?

Students may progress to further education, employment, supported or independent living

The progress of each student is reviewed regularly and, where appropriate, students may be moved from one pathway to another.
Students across all pathways have access to our range of interventions and alternative provisions, such as work placements and external college courses. 

Curriculum Overviews 2023/24

Aylestone Meadows

Knighton Fields

Post 16

Accreditations

You can find more details of our accreditation offer on our Accreditations page

Interventions

Interventions at Ellesmere are in place to support our students to engage in their curriculum. The majority of students can succeed and make outstanding progress through high quality classroom teaching. Some students however may require additional support in the form of adapted teaching, targeted programmes or bespoke timetables. At Ellesmere we have an interventions team who deliver a selection of programmes based on a wave system outlined below:

  • Wave 1 - Universal
    • Quality First Teaching
    • Inclusive teaching which considers the needs of all students in the classroom
    • e.g. targeted support; visuals; social stories; personalised targets; personalised timetables within classroom; task boxes; personal hygiene; TACPAC; PSHE curriculum
  • Wave 2 - Enhanced
    • Specific work with Intervention TA or outside agency
    • e.g. Drawing and Talking; Anger Management; Biking with Ben; Bike Maintenance; PANTS; Friendship Groups; Rock School; Independent Travel; Lego Therapy; Play Interaction; Sensory Integration; Personalised TACPAC; Cognitive Dance; Yoga; Intensive Interaction; Speech and Communication Support; Sign and Sing; Phonics; counselling
  • Wave 3 - Specialised
    • Alternative Curriculum
    • e.g. VTEC; HITZ; Trans4m; Educa8; YEP; Soft Touch; Horse Riding; Brolay

To view our available interventions please click on the button below. If after you've reviewed the options you wish to make a referral for your child please click the referral button and complete out the form.

Assessment

We assess the progress our students are making against a range of measures, which are designed to celebrate the small steps of progress many of our students will make.

From September 2023, we will be focusing on the following key areas for all students:

  • EHCP outcomes
  • English
  • Maths
  • Phonics

EFL school

 

 

 

 

We use Evidence for Learning to collate evidence of the progress our students make through photos, videos and observations.

EFL Family

 

 

 

 

We share a piece of evidence each week with home and encourage families to share evidence of out-of-school learning and progress using the Evidence for Learning Family App. If you are a parent or carer of a current student and need support with setting up the Family App, please get in touch with Debbie Shepherd, Examinations and Assessment Officer, via the main school reception.

Reporting to parents and carers

We report back to parents and carers in a number of ways:

  • Through Weduc – this will be at least weekly
  • Through EHCP Annual Reviews
  • Through twice-yearly Parent/Carer Evenings
  • Through end of year reports

 

Further information

If you would like more information on the curriculum please contact our Reception Team on 0116 289 4242 and ask to speak to your child's class teacher in the first instance. For more detailed information please ask to speak to our Heads of Centre:

  • Aylestone Meadows – Simon Coopey
  • Knighton Fields – Liz Richardson
  • Post 16 – Sally Gough