Curriculum Overview

Curriculum Intent

At Maple, we believe that all of our pupils deserve the best

Maple pupils have a wide range of needs and vulnerabilities and we provide them with the knowledge, skills and experiences they need for learning, life and work. At all Key Stages, the overall intent is each pupil, engages, achieves, and makes the most personal progress they can over time to enable them to have the most fulfilling, enjoyable, and independent life possible

Maple has 2 curriculum models- The Nurture Provision Curriculum and Maple Core Curriculum

Nurture Provision Curriculum

The nurture provision curriculum is mapped out for pupils who are working significantly below age related expectations. All of our nurture provision pupils are working towards/within subject specific learning and the school has mapped out the intended progression of fundamental key skills and knowledge leading to end points that are outlined in the national curriculum. Nurture provision pupils work on 12-month outcomes set with parents/carers at annual review of EHCP. The outcomes target key next steps to achieve and retain

For each pupil within the nurture provision their next steps will be based on their previous skills and knowledge rather than for their age or year group, it is highly personalised. Pupils who remain within the nurture provision throughout their education will go on to achieve Entry Level qualifications and AQA unit awards

Some pupils within the nurture provision will access elements in the continuum of the Maple core curriculum based on their next steps. The nurture provision curriculum therefore is designed to build knowledge and skills that will enable those pupils that are able to, to progress on to the Maple core curriculum

Maple Core Curriculum

Maple core curriculum is mapped out for pupils (key stage 3 and key stage 4) who are working towards/within subject specific learning at age-related expectations to maintain parity with mainstream peers. The school has mapped out the intended progression of skills and knowledge leading to end points that are mapped out by the national curriculum. Pupils who access the Maple core curriculum will go on to achieve GCSE standard qualification

Progression at Maple is not necessarily about movement up a ladder of skills and knowledge. Lateral progression is important in being able to apply skills and knowledge that have been learned e.g., to different contexts, situations, with less scaffolding and support, with different people and in different environments. Retention of the fundamental skills and knowledge to embed into the long-term memory is also important- to know more, do more and remember more

At Maple we want all of our pupils to have successful transition into and out of our setting

The content of our curriculum in Key Stage 3, Year 10 and Year 11 is detailed below:

Key Stage 3

• Mathematics
• English
• Science
• History
• ICT
• Geography
• PSHE
• Careers
• PE
• Big Picture News
• Art
• Design & Technology
• Enrichment

Year 10

• English
• Mathematics
• Science
• Art & Design
• IMedia
• Careers
• PSHE
• Personal Growth & Wellbeing
• Enrichment

Year 11

• English
• Mathematics
• Science
• Art & Design
• Independent Living Skills
• Personal Growth & Wellbeing
• IMedia or Information Technology
• Careers
• PSHE

Curriculum Implementation

At Maple (Cedar Road site) we have 8 groups, these are dependent on age and/or need of our pupils

• 4 Nurture provision groups (Spruce Class, Rowan Class, Aspen Class and Elder Class)
• Key Stage 3
• Year 10
• Two Year 11 groups

At Maple we ensure that all of our pupil's access-

Quality First Teaching

• Staff have high expectations of themselves and of all the pupils
• Teachers are expected to impart knowledge accurately and with enthusiasm
• Teachers are expected to take into account prior knowledge and experiences and to build upon this in a systematic way
• High levels of interaction for all pupils
• Appropriate use of teacher questioning, modelling and explaining
• Emphasis on learning through dialogue
• An expectation that pupils will develop resilience and accept responsibility for their own learning and work independently
• Regular use of encouragement and praise to motivate pupils
• Teachers carefully assess each pupils' abilities

Target Setting

• Individual pupil's progress tracked
• Individual SEND outcomes reviewed and evaluated regularly
• Strengths and weaknesses identified, supporting planning and intervention
• Data collected on a regular basis and shared with staff and pupils
• Parents and carers are regularly updated on their pupil's progress

Focussed Assessment

• Rigorous assessment and tracking of pupil's performance takes place to inform classroom practice allowing pupils to make good progress and close gaps in learning
• Day to day, Periodic and Transitional assessments used effectively
• Assessment for Learning (AfL) evident across Maple - learning objectives, learning outcomes, success criteria, self and peer evaluation (when appropriate), questioning

An Enriching Learning Environment

• Organisation of the classroom/learning environment adapted to the pupil's need
• The use of learning resources and ICT developed to allow pupils to work independently and successfully
• Make effective use of other spaces - outdoor space, hall space
• Displays to be a mixture of celebration of children's work, supportive resources

Subjects we offer

At Maple we are proud to be able to offer our pupils a unique curriculum experience that is high quality; ambitious for all; and enables pupils to fulfil their unique potential without compromising high aspirations and opportunities. We therefore cover a range of academic, national curriculum subjects as well as subjects that encourage personal and social development

Within the nurture provision curriculum, we offer:-

• English
• Maths
• Science
• Geography
• History
• PSHRE
• RE
• PE
• Life Skills
• Personal and Social Development

*Qualifications are dependent on time of entry and curriculum pathway

Enrichment and Wider Curriculum Opportunities

Through clear planning, our nurture and core curriculum provide not only memorable experiences for our pupils but is rich in opportunities from which the pupils can learn and develop transferrable skills

At Maple we strive to enrich our learning experiences with a variety of contexts such as:-

• World Book Day
• Red Nose Day
• Sports Day
• National Celebrations
• Sponsored whole school events e.g. Festive Fun Run
• External coaches/ professionals e.g. Ping Pong Pete, Chris Hill Boxing, Planetarium, Swimming
• Religious Festivals e.g. Chinese New Year, Diwali, Christmas
• Enrichment afternoons, every Friday

Curriculum Impact

The aspiration for all pupils who attend Maple is they achieve their potential in all aspects of their development. All pupils who attend Maple have complex needs- medical needs, mental health needs, autism, and learning difficulties. Many of our pupils have co-occurring conditions. We work in a determined way to ensure that all pupils can achieve the most they can

The outcome of our curriculum’s is highly individual. All achievement and progress is celebrated. Progress for our pupils can be demonstrated by:-

• Achieving external accreditation for secondary aged pupils e.g. GCSE, Entry Level and/or AQA unit awards
• Pupils making progress towards/achieving their intended outcomes set with their parents/carers within their individual pupil profiles
• Pupils making progress towards/achieving their intended outcomes set with their parents/carers within their annual review EHCP meetings
• Pupils making progress/achieving in the curriculum planned by teachers
• Using existing skills in a wider range of contexts
• Supported transition within, in and out of the setting

If you wish to find out more about our curriculum, that isn't on this webpage or the Long Term Planning, then please contact Jane Morgan, using the contact details on our Hompage

Parents and carers have the legal right to withdraw their child from all or part of Religious Education (RE) provided at Maple Medical PRU, as outlined in the School Standards and Framework Act 1998. This includes RE lessons and any associated activities. If you wish to exercise this right, please contact Jane Morgan to arrange a discussion. While you are not required to give a reason, the school may offer information about the inclusive and educational nature of RE at Maple Medical PRU. If a child is withdrawn, the school remains responsible for their supervision during RE lessons unless alternative arrangements are made. Requests should be made in writing and will be reviewed annually. Please note that withdrawal time cannot be used for teaching other subjects, which is inline with statutory requirements