Our aim is to provide children and young people with profound and multiple learning difficulties with targeted provision to support their development in the four main areas of need (Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health and Sensory and/or Physical).
Pupils who attend our school will have an Educational and Health Care plan and will be working significantly below their chronological age.
In addition, pupils may have:
- Pupils with profound and multiple learning difficulties (PMLD).
- Pupils will mostly have complex multi-sensory differences / range of health needs that require multi professional services.
- Require a high level of adult support, both for their learning needs and for their personal care.
- Likely to need sensory stimulation.
- Pupils may need an extended amount of processing time for learning.
Most of our pupils will have accessed the EYFS/KS1 provision which will determine which pathway best suits their individual needs. If it is decided that the Pre-formal provision is most appropriate, we will work with parents/carers and professionals to ensure that they effectively transition from this assessment phase.
As pupils will be working before the National Curriculum and are unlikely to be accessing any pre key stage standards pupils will be accessing a provision not a curriculum. This is an important difference as we acknowledge that before pupils can access a curriculum, they need to have the prerequisite skills to be able to be ready to learn.
The provision is personalised to each pupil, as it is centred on what the child needs, knows and can do. Each child has personalised targets, derived from a variety of sources (EHCP and professional reports). This ensures that learning and provision is relevant to each pupil. The learning intentions facilitate small steps of progress to be observed and built upon, based on each child’s starting points, motivators and engagement. It ensures reflective practice to provide support, stretch and challenge.
For many pupils, they will be at the very early stages of attention and engagement and therefore the Engagement model will be used to support pupils to access their immediate environment and sustain and increase attention to desirable and less desirable activities. The Engagement Model and the five core aspects to engagement:
- Exploration
- Realisation
- Anticipation
- Persistence
- Initiation
Provision Implementation
Long Term Plan
