Our curriculum is designed to address unique learning barriers, with highly personalised provision to meet each child's needs. Hedgewood’s broad and balanced curriculum is taught in conjunction with the personalised targets set out in each child's Personal Learning Plan (PLP).

We have four distinct curriculum phases, each having a clear focus and progression. These four phases provide a comprehensive overview of our school's curriculum.  We ensure staff have a clear understanding of how the subject content within each phase is linked and contributes to the overall curriculum.

Whilst the phases are distinct, we continually review pupils’ progress, moving pupils (across phases) as their learning needs change, ensuring a seamless learning experience.

The four phases enable us to tailor curriculum content, pedagogy and pace to ensure each child can fully access and engage with the learning, optimising their progress and success.

The Four Curriculum Phases:

Pre-Phase 1: The Pre-Phase 1 pathway is designed for our pupils with the most complex learning needs. This phase focuses on the development of pertinent skills to significantly improve their quality of life. We utilise the ‘Necessary 9 Skills’ as outlined in Patrick McGreevy's ‘Essential for Living’ curriculum, teaching these skills within functional contexts to enhance responsiveness and application.

Phase 1: Pupils in the Phase 1 pathway are assessed using the VB-MAPP (Verbal Behaviour Milestones Assessment and Placement Program). This addresses the common barriers to communication, attention, and interaction. The curriculum for this pathway is focused on an early core curriculum through which pupils develop their generalisation skills through event-based teaching.

Phase 2: The curriculum for pupils on the Phase 2 pathway is structured around early concepts underpinning the National Curriculum, while also addressing fundamental barriers to learning. These barriers include challenges that impede pupils’ ability to engage in group discussion, expand their vocabulary, and work and play cooperatively with peers. We use the ABLLS (Assessment of Basic Language and Learning Skills) assessment criteria to identify pupils’ barriers and track their progress.

Phase 3: Our Phase 3 pathway is based on the National Curriculum, ensuring pupils are taught the essential ‘need-to-know’ knowledge in each subject. Learning is carefully structured to engage pupils through highly motivating and relevant topics. The curriculum is both broad and balanced. Individual needs are addressed through targeted interventions.

Every pupil has a Personalised Learning Plan (PLP) to address specific needs and learning gaps. Through our precise use of evidence-based tools, where and when appropriate, we ensure a smooth transition from functional to formal learning.

Personal Learning Plan (PLP) targets are derived from the objectives set out in each pupil’s Education, Health and Care Plan (EHCP) and from our own assessments of the child’s current needs. The purpose is to ensure each pupil develops the critical learning behaviours and functional life skills, including the ability to self-regulate and independence in self-management.

All phases have equal importance in shaping a pupil’s learning journey, but the significance and focus on particular barriers to learning may change as the pupil progresses through the curriculum and acquire more complex skills.

Our initial ‘on-entry’ assessments place each pupil in one of our four pathways, ranging from functional learning to more formal learning, based on the pupil’s specific skill deficits. Regardless of the pathway, every pupil’s Personalised Learning Plan (PLP) serves as a mid-term strategy for addressing their unique needs and learning gaps. We encourage parents and carers to actively engage with a pupil’s PLP, becoming a ‘learning partner’ with their child’s class teacher. In this way, working together, they help their child to achieve the best possible outcomes.  Two PLPs are set for each pupil, each year (PLP 1 is set in Autumn term 2 and reviewed in February, while PLP 2 is set in February and reviewed in July.)

Curriculum Areas:

As well as addressing pupils ‘barriers to learning’ through a pupil’s PLP, our broad and balanced curriculum includes:

• Literacy,
• Maths,
• Science, and Design and technology
• Humanities,
• Creative Arts,
• Personal, Social, Health and Economic education
• Emotional Development,
• Physical Development.

Core subjects:

• English,
• Maths,
• Science,

Foundation subjects include:

• Design and Technology,
• History,
• Geography,
• Art,
• Music,
• Physical Education,
• Computing,
• Religious Education,
• Relationships and Health Education.

For each subject area there is a curriculum map setting out a clear sequence and progression of knowledge and skills (knowledge in action) for each phase of the curriculum. 

For each Phase, there is a comprehensive overview of the coverage of the school's curriculum. 

• Long-term plans outline the topics for each year in each phase.
• Medium-term plans outline the termly coverage for each phase, with an individual pupil’s Personal Learning Plans (PLP) providing a mid-term strategy to address their specific needs and barriers to learning.
• Short term personalised lesson plans are adapted on a daily basis to meet individual needs. Short term planning is based on curriculum maps and termly coverage.

 

Acheivement and Assesement 

We celebrate our pupils' achievements throughout the year through pupils' see-saw learning journeys, certificates, participation in School Council, Eco- Council and Play buddies, messages sent to parents and our regular reports. We have created our own Assessment framework which ensures that we are able to assess our children accurately in all aspects of the curriculum. 

We share pupil progress with parents through our Seesaw app. Through the App parents can view pictures, videos, and notes about their child's learning. This platform allows parents to engage with their child's education by commenting on updates and working collaboratively with teachers to support a child’s learning at home. Achievements are reported in relation to each pupil’s Personal Learning Plan (PLP) targets and the Learning Goals, ensuring that progress is clearly communicated and celebrated. By maintaining this ongoing dialogue, we create a strong partnership between home and school, helping pupils to build on and apply their learning in meaningful ways. 

 

Our systems are rigorous and every small step in progress is celebrated. Below are the many sources of achievement in which we assess, map and report every child's progress and overall assessment, recording and reporting through:

• Baseline assessment on admission to the school
• Teacher assessment
• Disapplication from the end of Key Stage Tests and Tasks if appropriate
• Person Centred Annual Reviews
• Personalised Learning Plan (PLP) Targets
• A bespoke assessment framework
• Seesaw Learning Journey entries
• Pre Key Stage Standards and National Curriculum standards
• Pupil profiles, where appropriate, on eating, drinking, toileting, communication, behaviour.
• Reporting takes place through the review of the Education, Health and Care Plan, through evaluated termly targets each term and through the year on year Pre Key stage standards assessments