Manor Mead School

Curriculum

At Manor Mead we recognise the importance and value of providing a curriculum which is

  • Balanced and broadly based and develops the knowledge and skills of pupils as appropriate to their age and stage of development
  • Prepares pupils for future life
  • Promotes spiritual, moral, cultural, mental, social and physical development of pupils
  • Promotes independence

However the curriculum must be accessible and relevant to pupils.  The national curriculum forms part of the whole school curriculum: the programmes of study for each subject are followed where they are relevant and accessible though this may well be at a different key stage. Some parts are not accessible to the pupils attending Manor Mead.  A Project cycle is used to support planning to ensure breadth of curriculum cover and provide links between subjects.

The whole curriculum at Manor Mead includes a much broader offer in terms of therapy, work on specific areas of development such as Attention and Independence and a focus on priority areas such as developing communication.

The Curriculum Statement and appendices provide much more detail and information about the structure and content of the curriculum.

 

Early Years Foundation Stage (EYFS)

The curriculum for the youngest children in the school is based on the Early Years Foundation Stage statutory framework.

Most pupils work through the EYFS curriculum until the end of Reception, then work is planned from the National Curriculum.

 

National Curriculum

The curriculum planning for pupils in Years 1 – 6 is based on the National Curriculum. Planning addresses all subjects in the National Curriculum except Languages but work is focused on areas which are accessible to our pupils: the content and activities change as pupils progress through the school. The activities planned to deliver the curriculum are chosen to be relevant and accessible to Manor Mead pupils.  Curriculum planning is regularly reviewed.

A number of Reading Schemes are used at Manor Mead.

The proportion of time spent on the subjects in the National Curriculum and on other areas of work such as Personal, Social and Health Education (PSHE) and therapies, will depend on the needs of the class group and individual needs.


     

 

Personal, Social, Health and Economic Education (PSHE)

We believe that this curriculum area is extremely important for the pupils at Manor Mead: included in this area is the time allocated to developing pupils’ independence, play and social skills which are so critical for their future lives.

Much of this curriculum is incorporated into the routine of the school day e.g. learning to feed independently, dress, working towards achieving continence.

Some aspects are taught during opportunities in the school day e.g. play and social development and other aspects are taught during timetabled PSHE sessions in class e.g. Emotional development, Stranger danger, people who help us.

 

Religious Education (RE)

The curriculum for RE is based on the ‘Revised Surrey Agreed Syllabus' (Foundation Stage and some aspects of Key Stage 1).

The teaching of RE reflects religious traditions in Britain which are, in the main, Christian whilst taking account of the teaching and practices of other principal religions represented in Britain (particularly religions followed by pupils attending the school).

Parents may ask for their children to be withdrawn from RE and alternative activities will be provided for pupils appropriate to their needs.

 

Collective Worship

A daily act of collective worship is held in each class, this is planned to meet the needs of the pupils in the class group and is often used for a time of reflection.

Parents may ask for their children to be withdrawn from Collective Worship and alternative activities will be provided for pupils appropriate to their needs.

 

Additional areas

At Manor Mead the curriculum includes an emphasis on some areas which are of particular importance to our pupils such as work on Attention, Play development, Music.

 

Therapies: Speech and Language Therapy, Physiotherapy, Occupational Therapy

Many pupils have programmes set by Therapists. These programmes may be addressed through timetables sessions such as Physiotherapy, through withdrawal from class such as Sensory circuits, or the activities on the programme may be incorporated into the teaching session e.g. work on developing language during snack time. The therapists work with school staff to train them so they can carry out programmes regularly: they then review the programmes and set new ones when required.