Curriculum

Curriculum

Chantlers Nurture Curriculum

At Chantlers Primary School our aim is to ensure that we provide an inclusive, creative curriculum that can be accessible to all. As a school, we use varied approaches from The National Nurturing Schools Programme to improve the Mental Health and well-being of children. We support children by removing barriers to learning by promoting nurture in education through NurtureUK Principles.

Nurture approaches have been an educational intervention since the 1960’s developed by Majorie Boxall. The Boxall Profiles are assessment tools for identifying the pupils’ obstacles to learning which then allows the planning of effective intervention. It can highlight a wide range of concerns that might not be initially obvious and help ensure transparency in communication between staff with the school setting and can also open discussions with parents.

The Boxall Profile consists of two sections:

1. Developmental strands which describe different aspects of the pupil’s developmental process.

2. Diagnostic profile describing behaviours that inhibit or interfere with the pupil’s involvement in school.

An intervention approach was devised to improve the social, emotional development of such children, which in turn will improve their cognitive functioning and learning.

With early identification of potential social, emotional, behavioural and/or mental health issues we aim to use the Boxall Profile assessments for children who may find this challenging, through the six principles embedded in the curriculum.

 

6 Principals of Nurture

Approaches for Personalised Learning

There are various approaches that we use and adapt to provide personalised learning opportunities for children at Chantlers. These include:

  • Speech and language therapy: Our pupils receive support from qualified speech and language therapists to aid their communication skills.
  • Occupational therapy: We provide occupational therapy to assist our pupils in developing their motor and sensory skills.
  • Sensory processing assessments: We access assessments to understand our pupils' sensory processing needs and provide appropriate support.
  • Individual EHCP: Each pupil has an individual education plan tailored to their specific needs and targets.
  • Individual behaviour support plans: We develop personalised plans to support our pupils' behavioural needs.
  • Social stories: We use social stories to help our pupils navigate social situations and understand appropriate behaviour.
  • Low visual and auditory environments: Our classrooms provide a calm and focused environment by minimising visual and auditory distractions.
  • Access to sensory and movement rooms: Pupils have access to specially designed spaces where they can either withdraw or engage with sensory activities based on their individual needs.

The Nurture Curriculum ensures that all our pupils, regardless of their special educational needs, have the opportunity to learn and develop in a supportive and inclusive environment.

 

The Nurture Curriculum

The Nurture Curriculum aims to provide a curriculum that meets the specific needs of learners. It focuses on developing independence and engagement, using meaningful contexts for learning, and recognising the importance of play and games. The pathway also emphasises the development of awareness and interest in oneself and the immediate surroundings, as well as the generalisation and application of skills and knowledge across curriculum areas.

The curriculum provides explicit instructions and sufficient time for learners to repeat, practice, maintain, and consolidate skills. This repetition and consolidation are essential for developing independence. By repeating tasks and activities, learners gain confidence and become more proficient in specific skills.

To ensure high levels of engagement, the curriculum takes into account learners' interests and motivators. By finding out what captures their attention, educators can tailor learning experiences accordingly. When learners are engaged, they are more likely to actively participate and take ownership of their learning.

The curriculum also supports learners in developing an awareness of themselves and their immediate surroundings and environments. This self-awareness helps learners develop a sense of identity and understand their place in the world. By recognizing and valuing their own experiences, learners can better relate to the concepts they are learning.

Our pathway acknowledges that play and games are not only enjoyable, but also important curriculum activities. Play and games allow for repetition and consolidation of skills in a motivating and enjoyable way. They provide opportunities for learners to practice and apply what they have learned in different contexts.

The curriculum also provides opportunities for generalizing and applying skills and knowledge across different curriculum areas. By making connections between subjects, learners can see the relevance and interconnections of their learning. This holistic approach supports learners in developing a deeper understanding of the concepts they encounter.

In summary, the Nurture Curriculum aims to provide a curriculum that promotes independence, engagement, meaningful learning contexts, self-awareness, play, imagination, critical thinking, generalization of skills, and physical well-being. By incorporating these elements, the pathway ensures learners receive a comprehensive and inclusive education.

The Nurture Principles

The Nurture Principles are the core principles that individuals base their practice on and are key to any Nurturing school. These basic principles are underpinned by the essential components of trust and relationships. These are:

  • Children’s learning is understood developmentally.

Independence develops through dependence. Staff responding to children at their emotional/development level enables them to move on.

  • The school offers a safe base.

Importance of structure and consistency with firm, clear boundaries and adults and children working together supportively.

  • The importance of nurture for the development of self-esteem.

Staff listening and responding to children in ways that shows they are valued and thought about or kept in mind.

  • The importance of transitions in children’s lives

Staff who acknowledge the feelings aroused by transitions and who understand that even small changes in routine (e.g, a visitor, school photos, going to lunch) can be overwhelming and unsettling for some children.

  • Language as a vital means of communication

Some children and adults in the school community need to be helped to understand and to express their feelings and given opportunities for extended conversations.

  • ·All behaviour is communication

Children and adults use behaviour to communicate how they are feeling, sometimes when they don’t have an opportunity to verbalise what they are saying or sometimes when they can’t find the internal resources to translate their feelings into language.

The National Curriculum

The curriculum is based on the statutory framework for Early Years and Key Stage 1 National Curriculum and is adapted according to each pupil’s stage of development.

At Chantlers, we prioritise the seamless integration of our Nurture and National Curriculum, allowing our pupil’s to transition between the two as their development calls for. This personalised approach ensures that our pupils can thrive in an environment that is best suited to their individual needs.