Until now we have delivered an adapted version of the National Curriculum. This curriculum was designed with neuro-typical children in mind and assumes that students will have achieved age appropriate milestones prior to starting school. We recognise that this is not the case for our students, who all have very different starting points and that many of them will continue to work at levels below the starting point of the National Curriculum for their entire school career. It is a linear developmental model, which relies on students continuing to build on prior abstract concepts, whereas we know that our students need real concrete learning experiences in order to develop the essential and meaningful skills that will equip them to be independent as adults.
Following an INSET day in June 2019, staff and students at Foreland Fields have begun a journey towards developing a new and “outstanding curriculum” for our “exceptional learners”.
Our curriculum has been influenced by the work of Peter Imray and his ongoing support, the work of Dr. Penny Lacey and the curricula of outstanding special schools.
Foreland Fields School is a Rights Respecting School. The United Nations Convention on the Rights of the Child, is at the heart of all our policies and practice.
Every child has the right to an education that develops their talents and abilities to the full.
Every child has the right to be safe
Every child has the right to a voice
Every child has the right to the best possible health
We will provide personalised pathways for each student through a curriculum that includes:
Students in Nursery, Reception and Key Stage 1 will follow the Early Years Foundation Stage Framework. From Key Stage 2, we have chosen to develop 3 distinct pathways to reflect the wide range of abilities and needs of our students. Students will follow a personalised route along one of these pathways.
Each pathway will provide an appropriate and challenging curriculum, which meets the unique and diverse needs of all our students.