Earth Wing

Earth Symbol

Earth Wing

Students based in Earth Wing (Holly and Pine class) are in Key Stages 3 and 4.

Students in Holly follow the Nurture Curriculum that revisits and rebuilds early developmental skills. Staff within the wing are trained as nurture group practitioners and their core ethos is to build strong and resilient relationships with students to enable them to start to rebuild their internal working models and overcome their individual barriers to learning.

The Nurture Curriculum focuses on the individual student and is planned around their personal interests, skills and motivators. Teaching and learning within the wing is delivered in a very creative manner that is individualised to each students needs in line with their EHCP targets. Pupil progress is measured through the Boxall Profile and academic learning is predominantly measured through B Squared.

The Nurture Group Principles are at the heart of Holly Class and across the school.

The Nurture Group Principles:

·      Children’s learning is understood developmentally

·      The classroom/school offers a safe base

·      Nurture is important for the development of self-esteem

·      Language is understood as a vital means of communication

·      All behaviour is communication

·      Transitions are significant in the lives of children

To learn more about the nurture approach, please go to www.nurtureuk.org/nurture.

Pupils working in Pine Class follow the Multi-Sensory Curriculum, this curriculum is built on early developmental skills. The curriculum provides frequent repetition to enable pupils to practice, master and reinforce core skills.

The Multi-Sensory Curriculum focuses on the individual pupils and is planned around their personal interests, skills and motivators. It encourages progression in terms of new learning but also extending and generalising existing skills.

The Multi-Sensory Curriculum is divided into 8 domains, each domain addresses a specific aspect of learning:

· Social relationships and emotional development

· Communication

· Conceptual Development

· Sensory responses

· Understanding of time and place

· Orientation, movement and mobility

· Ownership of learning

· Responses to routines and changes

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