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School Curriculum

Langham Oaks School vision extends from the vision of the SEAX Trust, whose vision is:

  • to provide outstanding educational experiences for children and young people with special educational needs;

  • to put the well being and achievement of pupils at the heart of all decision making.

Our Curriculum offers learning opportunities which are rich and varied and focus on the positive, celebrating and rewarding success and progress.

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The long-term aims of the school are toattempt to resolve in some part the social disadvantage these pupils experience through excellent preparation for:

  • future employment

  • a healthy, proactive and positive role in society

To do this, pupils must be equipped with:

  • the knowledge, skills and attributes to access further education at 16 to increase chances of employment and widen choice into adulthood.

So, in order to start closing the academic and social gap between these and pupils and their peers in other schools, we aim for all pupils to leave with:

1. Appropriate accreditation to facilitate entry into further education courses at 16.

Ideally, this would be at least 3 GCSEs Grade 1-9 to access Level 1 or 2 courses. Other students will leave with a portfolio of Entry Level or AQA awards with a minimum of the core subjects of English and Maths at Entry Level or Level 1. This

will provide external validation that pupils have basic skills as a starting point for continued learning and internal validation that success is possible.

2. The necessary personal skills for employment, i.e. critical thinking, dependency and flexibility, interpersonal skills, problem solving and motivation

3. Aspiration for the future and an understanding of the world of employment, through work experience and experiences of employment. (This will include listening to visiting speakers, visiting different sites and venues to understand what opportunities may be available and having the opportunity to develop skills ready for employment such as form filling and interview skills.)

4. The emotional resilience and mental health to support the focus, attention and pressures of academic achievement and then to sustain the rigour of continued employment

Langham Oaks seeks to address the social disadvantage these pupils find themselves in. To do this these five core areas must be developed simultaneously through a curriculum which is planned and sequenced to accommodate the beginning of the pupils’ journey at Langham Oaks and which builds on developing skills.This will culminate in the relevant accreditation and self-knowledge, attributes and skills to move forward confidently into adulthood.

 

At Langham Oaks school we have developed 5 key outcomes which are embedded into everything we do at school and in our residential setting.

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Engage in Learning

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Engaging in positive learning experiences is paramount to the success of pupils at Langham Oaks School. The curriculum is designed provide the pupils with everything they need to be successful in life after Langham Oaks. Being actively involved will maximise their college, work and life opportunities.

Aspire for future

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School is the stepping-stone to higher education and the world of work. At Langham Oaks we are passionate about providing a clear route forward for our pupils. We aim to provide the support, knowledge and skills that will make our pupils feel comfortable with their next steps into the wider world.

Value Self

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Pupils at Langham Oaks School have a range of social, emotional and learning needs. Left unsupported, this would drastically impact on the potential progress our pupils can make. Supporting pupils to believe they can be successful and value themselves is embedded into everything we do in school. Providing opportunities to foster this belief can be seen everywhere you look, from activities in class, trips and visits, clubs, sporting fixtures or residential opportunities to name but a few.

Be Proud

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Pupils in SEMH provisions often have a negative opinion of themselves and can suffer from self-esteem, anxiety and confidence issues. Making pupils feel valued and have a sense of belonging is of huge importance. Creating an atmosphere where pupils feel proud of themselves has a significant impact on their development.

 

Learn to Learn

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A large part of the learning experience in SEMH schools, is teaching pupils the behaviours that will improve their learning potential. Many pupils have had difficult experiences in mainstream settings where they have struggled to meet the demands of the curriculum and expectations around behaviour. This can often be because their underlying social, emotional and learning needs have not been met. At Langham we aim to address this deficit in their learning by coaching the necessary behaviours for Learning and  social skills. In essence, pupils are taught how to learn a be successful in school.

Pupils who fall into the category of SEMH have a range of complex and varied needs. However, typical and frequently occurring features are: 

  • Lack of academic achievement and disengagement from learning
  • emotional dysregulation
  • mistrust of adults and peers
  • extremely low self-esteem and academic and personal self-concepts
  • hypervigilance with resulting difficulties in attention
  • very low resilience to disappointment, change and perceived academic failure
  • avoidance of new situations, unfamiliar experiences and academic
  • low motivation and aspiration

These all accompany an academic profile which typically feature: 

  • significant gaps in learning and performance several years below and sometimes significantly below actual potential.
  • at times social interaction or speech, language and communication difficulties
  • an impoverished experience of the broad curriculum other mainstream peers will have experienced at school

The range of young people who are encompassed within the broad category of SEMH, fall approximately into the following groups, with these conditions often combining for many pupils creating further complexity in presentation and need: 

  • Pupils who have experienced significant traumaand who have
  • experienced attachment difficulties
  • Pupils with autism
  • Pupils who live in disorganised and sometimes complex and challenging family circumstances
  • Pupils with a range of diagnoses and conditions 

As a consequence, pupils struggle to exist and learn alongside each other without extreme anxiety and resulting confrontation.  

A therapeutic environment, a range of trusted and skilled adults, a small number of peers and a well-matched curriculum are required for these pupils to succeed.

Empirical research and anecdotal evidence demonstrate quite emphatically that to make any significant impact on social inclusion, achievement and future employability these pupils require the following to thrive and achieve: 

  • A sense of safety and secure base with consistent adults operating a consistent approach in a safe and predictable routine, timetable and environment
  • A curriculum which addresses gaps in knowledge and skills and alsoengages and develops the appropriate range of skills, knowledge and attributes necessary to equip the pupils moving into adulthood thus closing the social disadvantage gap.  This means active learning in very small groups in a variety of activities as well as core and foundation subjects. Precise and regular assessment and knowledge of pupils will identify the most appropriate learning pathway to offer tailored solutions for learning.  Pupil and family views will be integral to pathway planning.
  • Opportunities to access varied approaches to learning and accessing education through other professional expertise offered on site withopportunities for some pupils to access off site, such as from Youth Service, Rallysport and YMCA. 
  • Multi agency support to engage all families, many of whom are hard to reach and have barriers to positive engagement. For example, family support workers will offer support and guidance in tandem with school strategies and a specific careers or transitions officer will signpost and offer specific direction moving out of the school
  • A well developed and comprehensive transitions programme into the next stage of education

The end point of continued education, employment and social integration depends on a curriculum which can develop the four core areas outlined above, i.e.  accreditation, personal skills, aspiration and understanding of employment, emotional resilience and mental health.

Central to the core purpose of Langham Oaks is to be ambitious for our pupils and to support them in developing their own self-belief and aspiration for the future.

The curriculum will focus on:

  • The core skills of English and Maths
  • a broad but select offer of subjectswhich have clear pathways to accreditation
  • active learning

This curriculum will incorporate and have at its heart:

  • a will to continually adapt to individual need
  • therapeutic approaches
  • outdoor learning
  • varied and flexible approaches to learning
  • A focus on re-engagement and building self-esteem

 

Pupils typically enter Langham Oaks at Year 6 or Year 7 from schools where they have: been isolated from peers, working closely with a single adult, had reduced opportunity and success working with peers in groups, reduced experience of the full curriculum and limited positive interactions within school. 

The initial task of the school is to regroup and refresh pupils’ attitudes to self, others and learning through to leaving the school with confidence and a renewed attitude and experience of learning.  The school will structure this journey in 3 phases:

 

 

PHASE 1: Year 6 and Year 7   Entry Pathway: Stabilise, Baseline, Plan and Engage

Subject Coverage

Subject Coverage

Subject Coverage

English x 4 sessions each week

Maths x 4 sessions each week

Science x 2 sessions each week

Outdoor learning x3 sessions each week

Performing Arts x 2 sessions each week

Art x 2 sessions each week

Design Technology x 2 sessions each week

Swimming x 2 sessions each week (year 6 only)

PE x 2 sessions each week

PSHE x 2 sessions each week

 

Therapy and Subject Intervention available: Play/Art therapy, Horticulture therapeutic opportunities, English and Maths intervention

 

Organisation

The class will operate for most of the week as a group developing attachment and relationship with consistent adults and peers. 

·   The first25minutes of the day will be a time to regroup and refresh as a group to talk, eat and plan the day.  Pupils will have the opportunity in this time to have the appropriate sensory experiences to regulate and begin learning.

·   Creative curriculum, designed to create re-engagement with the learning process.

·   Each subject specifically designed as the building blocks towards future accreditation and qualifications e.g. Outdoor learning leads towards Duke of Edinburgh in the later key stages

·   Each lesson will have a personal or social skill focus to build a positive concept of self and learn how to be and work with others.

·   Progress data will continually inform teachers where above or below progress is occurring. Teachers will continually reassess targets for pupils to maximise each learners progress potential.

 

Additional Therapy Group

Pupils will be offered extra therapy to help with their complex needs if and when needed. The school currently offersPlay and Art therapy, Circle farm, Dedham farm and horticulture.The school is always looking at opportunities to increase its therapeutic opportunities to increase the support for the complex needs of our pupils.

 

 

 

 

PHASE 2: Year 8 and Year 9   Pathway Planning:  Broaden, Focus, Develop, Plan ahead
Key Concepts

 

Dependability

 

Respectful

 

Perseverance

 

Focus

 

Aspiration

 

Consequence

 

Responsibility

 

Engagement

 

Resilience

 

Motivation

 

Independence

 

Flexibility

 

Purpose

In Year 8 begin to think ahead to the future ready to work in more discrete subject areas in Year 9 and start the accreditation process. Incorporate looking outwards to the world outside and skills needed for future independence and employment.  Develop the skills for independent and focused working moving towards the concept of accreditation and aspiration for planning for the future.

 

Subject Coverage and Other Input

English x 4 sessions each week

Maths x 4 sessions each week

Science x 2 sessions each week

Duke of Edinburgh x3 sessions each week

Art x 2 sessions each week

Design Technology x 2 sessions each week

Young Sports Leaders x 1 Session a week

PE x 2 sessions each week

PSHE x 2 sessions each week

 

Options Year 9: Media, Sports Leaders, Arts Award, Horticulture

 

 

Employment experiences: Offer to include range of experiences with employers such as talks, visits and brief experiences in work places.  Begin work with Preparation for Adulthood Advisor. Positive links with the Essex Fire Service to provide work Experience and learning opportunities

Emotional and Mental Health Support:  Youth Service programme to build resilience and individual case work to restore focus for some.  Build relationships ready for focused work in Year 10 and Year 11

 

Organisation

In Year 8 and 9 the pupils will  be taught by subject specialists with a focus on social development and moving towards accreditation.

 

·   The first 25 minutes of the day will be a time to regroup and refresh as a group to talk, eat and plan the day.  Pupils will have the opportunity in this time to have the appropriate sensory experiences to regulate and begin learning.

·   In Year 8 – the focus will be around creating responsibility and engagement with their own learning. All lessons should include a social learning element from collaborative work through to improved engagement and participation

·   Year 9 – Is the tipping point for accreditation. Pupils will be entered for entry level qualifications and can bank the qualification by the end of year 9. Progress data will then inform the pathway they will take in each subject (Entry level, level 1 or 2 and GCSE)

·   Pupils in year 9 can choose options for their accredited studies. They can choose X2 options from Media, Sports Leaders, Arts Award, Horticulture, tailoring their learning pathway to fit an area of interest

·   Each lesson will have a personal or social skill focus to build a positive concept of self and learn how to be and work with others

·   Progress data will continually inform teachers where above or below progress is occurring. Teachers will continually reassess targets for pupils to maximise each learners progress potential.

 

 

 

PHASE 3: Year 10 and Year 11   Exit Pathway :  Future, Accreditation, Consolidation, Planning
Key Concepts

 

Reliability

 

Perseverance

 

Self-Management

 

Collaboration

 

Dedication

 

Energy

 

Adaptable

 

Consequence

 

Responsibility

 

Risk taking

 

Resilience

 

Motivation

 

Independence

 

Flexibility

 

Team Worker

 

Role Model

 

Purpose

The core task of Years 10 and 11 is to think ahead to the future and plan for adulthood and further education.  This will be academically, through subject focus,and also developing other personal and social skills in readiness for working with others in education and then employment.  To build confidence and support an understanding of what is ahead there will be increasing attention on looking outwards and focused experiences of the world.

 

Subject Coverage and Other Input

 

English x 3 sessions each week

Maths x 3 sessions each week

Science x 2 sessions each week

Duke of Edinburgh x3 sessions each week

Art x 2 sessions each week

Design Technology x 2 sessions each week

PE x 2 sessions each week

PSHE x 2 sessions each week

 

Options Year 10/11: Media, Sports Leaders, Arts Award, Horticulture

 

 

 

Therapy and Subject Intervention available: Play/Art therapy, Horticulture therapeutic activities, English and Maths Intervention

Employment and Further Education experiences: Work experience programmes plus brief opportunities for experiences of work. Focused work with Preparation for Adulthood Advisor on transition planning.

Emotional and Mental Health Support:  Youth Service Programme: Opportunity Ready for Year 11s for those struggling to find focus for transition: Emotional Health and Wellbeing Course for Year 10s in Autumn Term to support confidence moving forward plus individual case work to restore focus for some. 

 

Organisation

 

Pupils will continue to have form time with their tutor to plan the day and receive the PSHE lesson twice a week (with a focus on college and the work place). 

Learning will be in subject specific lessons

Work experience and opportunities to make visits within a planned programme will operate throughout the year

There will be opportunity for independent but supervised study time

 

 

At Langham Oaks school we use ‘Evidence for Learning’ as our primary assessment tool (see assessment information pack). The app allows us to collect evidence of progress in each lesson which provides us with real-time progress of our pupils. It also allows us to assess in different ways from gleaning written evidence in books or folders or sometimes verbal or even physical acknowledgment of skills. Pupils are subsequently more involved in the assessment process, allowing them to be clearer about the next steps forward to be successful.

So how do we measure progress?

We have a three-tiered approach to progress in school. We measure pupils progress against;

  • Their level of attainment: How well is the pupil performing against the skills set-out in each curriculum framework?
  • Their level of independence: What level of independence is being shown by the pupil. Our aim is to create independent learners by the time they leave school
  • Their level of engagement: How engaged is the pupil in each lesson? Is disengagement affecting progress? How do we change our teaching style/curriculum to improve engagement?

All three of the assessment items are crucial to the success of pupils at Langham Oaks school. Improving each of these areas is embedded into the outcomes we would like to achieve in each key stage.

Attainment

Measuring attainment is achieved by successfully baselining and projecting a flightpath for each of our pupils. Due to the complex needs of the pupils it can be extremely challenging getting an accurate baseline. Some pupil will refuse to sit exams or take part in baseline activities set by each subject, some pupils have been out of full-time education for a number of years, therefore we have to use a number of different strategies;

  1. Looking at and moderating work (from either this school or previous schools)
  2. Looking at previous baseline’s received from other settings
  3. Looking at SATS scores, Entry level or GCSE levels.
  4. Setting baseline tasks (independent writing in English or baseline maths tasks)
  5. Using professional judgement against verbal or written knowledge.

To support our judgement, the performance matrix has been designed to allow us to baseline and predict outcomes efficiently.

Our progress descriptors have been carefully mapped against old national curriculum levels, current SATS scores, entry levels and GCSE’s, so no matter what language you speak, the Langham Oaks Progress Levels (LO Progress) are accurate, aspirational and meaningful.

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Why 3 levels of progress each year?

Our pupils are expected to make 3 levels of progress each year in each subject. This is the nationally recognised rate of progress for pupils with SEMH as their primary need. This has been calibrated against other SEMH schools, national guidance, and the expert opinion of Dr Kim Taylor (Department for Education) and Kim McWilliams (Teaching and Learning Advisor for Essex Country Council).

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Pupils joining mid-term?

In this example, a year 9 pupil has come to us from a mainstream setting, with a baseline of 30% through entry level 3. Here is how we would define their level and targets.

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How do we make the judgement of progress?

In each lesson, evidence is being collected to showcase the learning that is taking place using the Evidence for Learning app. As the evidence is collected, it filters into the teachers markbook

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The evidence helps the teachers to make an informed decision about whether or not the pupil could achieve the skill and how successful they have been.

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In this example, the teacher has made a judgement that the depth of understanding is secure, the depth of support is prompted and the level of engagement is semi-engaged.

Every time a pupil achieves a secure rating, they move a small percentage through the qualification. This is how we can monitor their progress moving forwards. The evidence collected will support this judgement.

 

 

You can view the individual subjects on the following links:

Art Computer Science Creative
DT English Gatsby Bench Mark
Horticuture Life Skills Maths
Out Door Education PE PSHE
Science Social Skills  

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