Curriculum Intent:

At Little Bridge it is our aim to encourage pupils to feel safe so that they can connect with the learning process. This relationship building forms the core of our approach to learning and we ensure that our pupils learn about social and emotional aspects of learning as well as develop their skills in literacy and numeracy.

Our pupils come to us with a variety of ‘gaps’ in their academic knowledge and we use baseline assessments in reading, phonics and Maths to enable us to plan a starting point for each pupil’s personalised curriculum. We recognise that pupils may have barriers to learning that are entrenched and we try through our approach to the curriculum to ensure that pupils are not penalised for work avoidant behaviour.

In order to plan for sequences of learning and to assess small step progress in the time that pupils are with us, we have taken up the use of PIVATS:

Performance indicators for valued assessment and targeted learning (PIVATS)

Assessment of learning, performance monitoring and effective target setting for pupils well below national expectations for their age.

Raising standards of achievement within an inclusive education system is an essential expectation for all pupils. All young people in our schools have the right to receive an education of the highest quality which is appropriate to their needs and aptitudes. They should have every opportunity to develop skills which will help them to contribute effectively to an increasingly complex and changing society. They should achieve their full potential, regardless of special educational needs or disabilities, social or other contextual factors - and their achievements should be recognised.

PIVATS provides a structured approach to assessing, planning for learning, tracking and measuring small steps in attainment, focusing within the PIVATS structure on small steps within the P scales up to the revised national curriculum Y4 age related expectations.

(Sample page c/o PIVATS website)

Pupils who are working above Yr 4 age related expectations will follow the National Curriculum statements for English and Maths.

SEAL is embedded throughout our curriculum in the explicit teaching of social skills and play as well as through individual and group interventions. We use the McSherry RRS to enable us to target and measure progress in soft skills.

Curriculum Implementation

At Little Bridge we value the special interests of our pupils and wherever possible, we will use this to drive how we implement our curriculum.

Our base rooms follow a different delivery model for personalised learning, so the curriculum offer in each classroom is shaped as follows:

KS1 Base: Explicit daily sessions in Phonics, Literacy and Numeracy

  • Circle Time
  • Phonics (group or 1:1 intervention)
  • Literacy
  • Numeracy
  • Topic based learning
  • Choosing time

KS2 Base: Project- based learning to encourage engagement in core subjects/social skills

  • Settling in social activities
  • Morning projects (individual work)
  • Afternoon play/ teamwork activities
  • 1:1 intervention for reading, Maths and catch-up phonics where needed

Our curriculum delivery model places importance on multisensory and experiential learning where possible, as well as reducing the stress around the learning process by ‘disguising’ learning in games and team work. We are reflective and respond to pupil feedback to continually shape our approach to curriculum planning.



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