In the Pears, every child has access to a broad, balanced and exciting curriculum suited to their individual needs and interests. Each child is central to everything we do and offer in the Pears in order to ensure they are able to make the best possible progress in every area of their development. Children are supported and challenged to produce learning which demonstrates their ability to the fullest.
The curriculum offered in the Pears is:
Designed individually pupils based on their needs, interest and EHCP outcomes.
Based on each individual’s developmental stage and next steps in learning.
Ambitious and appropriate to each individual.
Holistic and focussed on developing the whole child – including social skills, emotional literacy and life skills.
Delivered in line to with the whole school curriculum vision – to develop vocabulary, knowledge of the world and understanding of people and places.
Children who are educated in our Key Stage Two Specialist Communication and Interaction Unit, follow a broad and balanced subject specific timetable. This timetable is individualised for each child in order to ensure they access every provision they need to enhance their development. Every national curriculum subject, with the exception of a Modern Foreign Language (MFL), is included in explicit lesson times at the level of each individual. Where appropriate, some children engage in MFL based activities, such as daily greetings in foreign languages. Our curriculum has been developed to ensure children have access to evidence -based programmes of learning and interventions which support their development in the 4 broad areas of need – Cognition and Learning, Communication and Interaction, Social Emotional and Mental Health and Sensory/ Physical – as appropriate for them. The Pears team work closely with external professionals including speech and language therapists, behaviour specialists, the Dyslexia Outreach Team etc. to develop the curriculum for each child and ensure teaching practice is enhancing learning.
Parents/carers of our pupils are always part of our planning and progress discussions. Regular communication with them is crucial in order to ensure children make the best possible progress.