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Learning at Woodside

Our aims at Woodside are to ensure that all children are safe and are heard, and to offer a curriculum which is ambitious, personalised, promotes a love of learning, and ensures that children are excellently prepared for the next stage of their life or education.

Together with parents and carers, we hope to equip our learners with resilience, independence and creativity, alongside appropriate qualifications and skills, which will open doors for them in the future. We aim to develop a deep knowledge of each child so that we can understand them and ensure that we set up the correct approach and environment for them to progress and grow on their journey through the school and beyond. 

For each individual and from whatever their start point, we want them to know more, to be able to remember more and to be able to do more. So we adapt and personalise our offer to meet children’s needs with the expectation that they can make sound and sustained progress towards their academic and EHCP outcomes and targets. We work in close partnership with parents and carers and a range of external professionals including Speech and Language therapists, Occupational therapists, Educational Psychologists, SEMH advisors.

We implement our curriculum through a range of mechanisms including :

  • The Early Years Framework
  • The Engagement Model (where appropriate)
  • The National Curriculum (with greater emphasis on core subjects for Woodside to include RSE, PSHE, Communication and Life Skills)
  • The Woodside holistic curriculum which maps out opportunities to reflect our values and skills across the school
  • Individual personalised learning plans, ( PLP)- which identify each child’s next steps towards their EHCP and academic targets
  • Individual personal behaviour and wellbeing support plans ( PBS), to promote children’s personal development and awareness
  • Accreditation and qualification opportunities which are reviewed every year to facilitate personal preference.
  • In EYFS-KS2, some children take statutory assessments as appropriate

We operate an EYFS or primary model curriculum, dependant on individual and class needs, from Reception through to Year 9 and class groups are taught the majority of their lessons with a named class teacher. 

Once children reach Y10, a tutor group model is introduced and children are taught by a range of specialist teachers to work towards their qualifications.

We measure the impact of our curriculum through a variety of means and at different times throughout the academic year. Pupil progress meetings are regularly held between the teacher and leadership team. Here we consider the whole child, their progress, any barriers we need to address and next steps towards personal and academic targets. Parents and carers are encouraged to attend the progress review day and parent /carer evening.

Assessment and Reporting

 

EHCP progress 

Academic progress*

Personal development**

EYFS

Annual Review PLPs, PBS plans

EYFS framework

Annual Review

PLPs

EYFS Profile

PLPs, PBS plans

KS1

Annual Review PLPs, PBS plans

PIVATS, PLPs

Phonics Screening Check *

SATs *

PLPs, PBS plans

KS2

Annual Review PLPs, PBS plans

PIVATS, PLPs

Multiplication Tables Check *

SATs *

PLPs, PBS plans

KS3

Annual Review PLPs, PBS plans

PIVATS, PLPs

PLPs, PBS plans

KS4

Annual Review PLPs, PBS plans

Qualifications criteria, PLPs

PLPs, PBS plans

P16 ( KS5)

Annual Review PLPs, PBS plans

Qualifications criteria and PLPs

PLPs, PBS plans

* Statutory requirements (where individually appropriate)

** We have a system in place to capture development and progress in individual behaviour and attitudes. 

Annual reports are shared with parents and carers in the summer term.

 

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