Some pupils will access end of KS2 formal assessments (SATs) in: Grammar, Punctuation and Spelling; Reading and Maths.

Pupils working below the level of the formal assessments will receive a teacher assessment for Reading and Maths.

All pupils will receive a teacher assessment in Writing at the end of KS2.

New pupils are baselined within six weeks of starting at Dovedale, using the SEN Toolkits for English and Maths. This allows our teachers to identify the most suitable pathways and interventions for each pupil.

If pupils demonstrate that they are able to access SATs at the end of KS2, this is identified as early as possible in order to adequately prepare them for the process and to allow gaps in learning to be addressed quickly.

The Primary class at Dovedale is a mixed ability Year 5/6 group of up to nine pupils, taught by a class teacher and HLTA.

Through a carefully sequenced, personalised and inclusive curriculum that aims to ‘fill the gaps’, all pupils are enabled to succeed and begin to take pride in their achievements.

The curriculum is tailored to each cohort’s specific needs and is largely skills-based to allow pupils to become proficient learners, in readiness for secondary education. For all pupils, there is a clear focus on basic skills and ‘real-life learning’, taught in ways that are relevant and motivational.

Cross-curricular links are created wherever possible and the curriculum is broad and balanced to ensure pupils are engaged and motivated.

Depending on the subject and task, pupils are either taught together or in two separate ‘stage not age’ groups to allow for more targeted, personalised learning.

Topics and texts studied are dependent on pupil interest and engagement and are regularly adapted to meet the needs of the changing cohort.

Primary pupils also access ‘Wellbeing Wednesdays’ on Wednesday afternoons, where a wide variety of enrichment activities are on offer.

A typical weekly timetable for Primary Bluebirds:

• Maths (4 lessons a week)
• English (4 lessons a week)
• Literacy Skills (1 lesson a week)
• Numeracy Skills (1 lesson a week)
• Science (1 lesson a week)
• Computing (1 lesson a week)
• Art/Design Technology (1 lesson a week)*
• Geography/History (1 lesson a week)*
• PD/RE (1 lesson a week)
• Cooking/Music/Drama (1 lesson a week)*
• PE (1 lesson a week)
• Swimming (1 lesson a week)
• Social Skills (1 lesson a week)
• Life Skills (1 lesson a week)
• Thrive (1 lesson a week)

*Taught in alternate half terms

2 Wellbeing Wednesday Lessons a week, including:

• Park Walk
• Art/Craft
• ICT/Devices
• Music
• Cooking
• Outdoor Cooking
• Gardening
• Football

All our pupils have Autism as their primary need. Most have additional barriers to learning, including some who have experienced Adverse Childhood Experiences (ACEs). Many of our pupils have Social, Emotional and Mental Health needs in addition to their Autism. Pupils’ personal development is embedded into all we do at Dovedale; we aim to develop the whole child.

At Dovedale, we teach from the National Curriculum, adapted to the needs of our specific cohort. For some pupils, this will mean learning content from KS1 and LKS2, even though pupils are chronologically Years 5 and 6.

While some pupils will be entered for end of Key Stage 2 assessments in Year 6 if they are able, for all pupils there is a clear focus on basic skills and ‘real-life learning’ to allow pupils to become proficient learners in readiness for secondary education.

Our mission is to help children and young people become more emotionally resilient and better placed to engage with life and learning. We do this through our whole-school approach to wellbeing. Our Primary provision is underpinned by Thrive principles; which are interwoven throughout the curriculum and have been carefully considered when designing the classroom environment.

• Weekly social skills lessons (right time intervention)
• Weekly Thrive lessons (reparative intervention)
• One to one Thrive interventions with identified pupils
• Areas in the classroom to promote self-regulation
• Dark den to regulate sensory overstimulation
• Regular emotion check-ins
• Supported playtimes in a small group
• Weekly positive circle time
• Movement/sensory breaks between all lessons
• Class pets

Many pupils arrive at Dovedale having had disrupted schooling and negative experiences in previous academic settings. All pupils begin in Upper Key Stage 2 at different starting points, both academically, socially and emotionally. Our main aim is to ‘fill the gaps’, build confidence and resilience and to re-ignite pupils’ love of learning in readiness for secondary education.

At Dovedale, we use the SEN Toolkits for English (Speaking and Listening, Reading, Writing) and Maths to both assess and plan. A number of Primary schools in Birmingham use this system and this has aided some pupils’ transition to Dovedale as it means we have up to date assessment information when they arrive.

Pupils are taught a highly personalised, targeted curriculum, aiming to ‘fill the gaps’.

Pupils receive targeted intervention for basic skills, particularly spelling and reading.

Pupils are taught in a small group by either the Class Teacher or HLTA for Literacy Skills, Numeracy Skills, English and Maths, allowing for more targeted teaching and learning.

Computing and Science are taught as a whole class, with emphasis on basic skills and plugging the gaps in KS1 and LKS2 knowledge and skills.

The foundation subjects are largely planned around pupils’ interests, with a focus on teaching transferable skills as well as delivering curriculum content (planned using curriculum progression maps).

Pupils take part in a weekly ‘Life Skills’ lesson in order to help prepare them for life outside of school. Recent sessions have included:

• How to wash and iron clothes
• Knowing our addresses and important phone numbers
• Budgeting for food shopping
• Healthy diet
• Safety in the kitchen
• How to make simple snacks
• Road safety
• Democracy and Laws
• Career choices
• Understanding Neurodiversity
• Emergency Services/999 calls

Pupils are encouraged to discuss future career aspirations during PDR (Plan, Do, Review) meetings and annually at their EHCP (Education, Health and Care Plan) review.

Careers and the skills needed for different jobs are taught as part of the Personal Development curriculum.

We aim for pupils to transition to secondary with a clearer idea of their future career aspirations and the skills they need to achieve these.

Intent

At James Brindley School, the Primary curriculum is designed to engage all pupils, develop curiosity and inspire a life-long love of learning. It is designed to provide a comprehensive, inclusive, and adaptable educational experience that meets the diverse needs of our students. It aims to ‘fill the gaps’ so that all pupils are enabled to succeed and begin to take pride in their achievements, despite the challenges they face. The curriculum is planned and adapted to the needs of each individual cohort, with pupils able to access all National Curriculum subjects, with a clear focus on application of basic skills. Wherever possible, foundation subjects are taught via cross curricular approach based upon the topic for each half term.

We aspire for all pupils to show confidence and enjoyment in reading and staff are committed to developing the whole child to ready them for the next stage of their education and for life outside school. Pupils’ EHCP outcomes are carefully considered when planning, with their social and emotional development being a high priority.

At Dovedale, we teach from the primary National Curriculum but adapt it to meet the needs of the pupil, meaning pupils may be chronologically Year 5 or 6, but accessing KS1 or Lower KS2 objectives. At Dovedale we have high aspirations and if pupils are able, they will access end of KS2 SATs.

Thrive is interwoven throughout the curriculum, with pupils accessing a group Thrive session once a week and a discrete social skills session, both aiming to address pupils’ SEMH needs. We aspire for the Primary classroom to be a safe, nurturing environment where pupils can develop their self-worth and resilience. Our ultimate aim is for pupils to successfully transition from Primary to Secondary, feeling confident that they can take on new challenges.

Implementation

All our primary pupils have a diagnosis of Autism and many have associated co-morbidities. The primary classroom has a class teacher and Higher Level Teaching Assistant, so the class can break into smaller groups for targeted intervention if needed. This may be to address significant gaps in learning or to challenge and extend pupils who can access end of KS2 assessments. The majority of lessons are taught as a whole class, with differentiated activities based around a common theme.

Over their first six weeks at Dovedale, pupils are assessed to create a baseline and identify gaps in their learning, particularly in the core subjects. This will then inform future planning and intervention, with subsequent lessons tailored to address these gaps.

Pupils are taught all National Curriculum subjects, wherever possible adapted to appeal to pupils’ particular interests. History and Geography form the basis for cross-curricular learning, with a new topic each half term. English texts are, where possible, linked to the topic to help embed learning. There is a focus on digital literacy and ensuring pupils know how to stay safe online. A cross curricular overview is completed for each half term, which identifies what will be taught in each subject area. However, plans need to be flexible and adaptable, to ensure pupils are engaged by the curriculum and learning opportunities are maximised. Lessons are taught in a variety of ways, with a focus on practical, hands-on-learning wherever possible. Thrive developmental tasks, social skills and life skills are embedded within the curriculum as well as planned discretely, with evidence of activities recorded in a group journal.

Impact

The success of our Primary curriculum is measured by progress made by pupils throughout their time in Year 5 and 6. Progress is tracked regularly from their initial baseline upon entry to their final outcomes and may be assessed via exercise books, observations, photographs and more formal assessments.

Pupils are tracked against:

• SEN Toolkit
• National Curriculum Age Related Expectations
• Pre Key Stage Standards
• End of KS2 Assessments (SATs), where appropriate
• Thrive Developmental Strands