At our school, we are dedicated to providing a curriculum that addresses the unique barriers to learning each of our pupils may face. Teaching and learning at Hedgewood is highly personalised to best meet a child’s needs. The broad and balanced Hedgewood curriculum is taught daily in conjunction with the personalised targets set out in a child’s Personal Learning Plan (PLP).

Personal Learning Plan (PLP) targets are derived from the outcomes set out in your child's Education Health and Care Plan (EHCP) and our own assessments of your child’s current needs to ensure the development of crucial learning behaviours and functional life skills.

We know that the personalised planning of Hedgewood’s curriculum, alongside the daily teaching of your child’s PLP targets will ensure the best educational experience for your child, enabling them to thrive in a supportive and inclusive learning environment.

We utilise a range of evidence-based tools tailored to different stages of a child's education to ensure a smooth transition from functional to formal learning. This approach simultaneously equips pupils with essential skills to enhance their academic performance. Our initial assessments place each pupil in one of three pathways, ranging from more functional learning to formal learning, based on their specific skill deficits. Regardless of the pathway, every pupils Personalised Learning Plan (PLP) serves as a mid-term strategy for addressing their unique needs and gaps in learning. We encourage parents and Carers to actively engage with your child's PLP and be a ‘learning partner’ with their class teacher so, together, we help your child achieve the best possible outcomes.

Pre-Phase 1

The Pre-Phase 1 pathway is designed for our most complex pupils, focusing on the development of pertinent life skills that significantly improve their quality of life. We utilise the "Necessary 9 Skills" as outlined in Patrick McGreevy's Essential for Living curriculum. Given the challenges with generalisation, these skills are taught within functional contexts to enhance responsiveness and application, aiming for generalisation across different people, contexts, and settings.

Phase 1

Pupils in Phase 1 are assessed using the VB-MAPP (Verbal Behaviour Milestones Assessment and Placement Program), which addresses common barriers to communication, attention and interaction. The curriculum during this phase is centred on an early core curriculum where pupils continue to develop generalisation skills through event-based teaching. This method allows pupils to apply their skills across various settings that align with their interests and motivations. Events in this phase are often general and frequently occurring in the child's life or involve activities and places that they regularly encounter, such as a garden centre or supermarket.

Phase 2

Phase 2 pupils transition to a curriculum structured around early concepts in the National Curriculum, while also addressing more academic barriers to learning. These barriers include challenges that impede their ability to engage in group discussions, expand their vocabulary, and work and play cooperatively with peers, using the ABLLS (Assessment of Basic Language and Learning Skills) assessment criteria. This phase expands pupils' access to a broader curriculum that includes subject-specific learning and continued skill building. While maintaining a play-based learning environment, there are moments of increased targeted learning with the teacher.

Phase 3

Phase 3 draws its coverage from the National Curriculum, ensuring pupils are taught essential core knowledge. The learning material is carefully selected to engage pupils through highly motivating and relevant topics, making the curriculum both broad and balanced. Their individual needs continue to be addressed through targeted interventions. Pupils in this pathway may encounter challenges in emotional regulation, social interaction, self-help, self-care, E-Safety, and personal safety. They can engage in both small group and whole class learning activities.