Pre-Formal Curriculum and Assessment

“Children with complex needs need to be taught in ways that match their individual learning styles by educators who recognise their abilities and potential for engagement and learning. Our work must be to transform children with complex needs into active learners by releasing their motivation, unlocking their curiosity and increasing their participation; key to this are relationship processes – warmth, sensitivity and responsiveness. From there the child becomes engaged, and their personalised learning journey begins.”
Engaging Learners with Complex Learning Difficulties and Disabilities – Barry Carpenter (2015)

“Pre-intentional learners may exhibit responses and potentially communicate behaviours, but do so without any intent to convey meaning to a communication partner. Any meaning is interpreted by an adult.”

“Intentional learners are beginning to learn that they are agents, and about their ability to influence people and objects. Somebody who knows them well can interpret their like/dislike responses and explain them to another adult. Their responses are increasingly reliable and consistent and they are beginning to learn about the reciprocity of communication.”
Rosewood Free School (2017)

Professionals must be highly observant, patient and allow time to pause and process as appropriate to each individual child. The team will be skilled in supporting children with additional medical needs and alternatives to oral feeding and nutrition. Trans-disciplinary teams will support each child and develop a 24 hour approach to position and postural care shared with families and carers.

Repeated activities may support and in time create new neurological pathways and help promote control, response and memory.

Classroom environments support experiences by ensuring the children’s opportunities to engage are maximised. What this looks like at Manor Green Primary School is:

  • The ability to be able to ‘black-out’ the classroom environment for focussed visual stimulation programmes
  • An extensive range of multi-sensory resources
  • An in-class specialist dark room with voice and switch control features
  • A fully multi-way HD plasma screen
  • A wide range of switch adapted lights, toys and appliances
  • Wireless switches and drivers to access a range of multisensory and educational software on computers and plasma screen
  • A full ‘H’ track overhead tracking system with two motors
  • A fully accessible outdoor play area with swing and outdoor musical instruments
  • A purpose built hygiene room and disabled toilet

Daily routine for pupils with CLDD at Manor Green Primary School looks like:

  • Arrival – reposition, intensive interaction and building relationships
  • Good morning – multi sensory
  • Activity – touch and explore
  • Activity – computing and control
  • Taste/oral stimulation/sensory experience
  • Play or reposition
  • Activity – communication
  • Taste/oral stimulation/sensory experience
  • Play or reposition
  • Reflection
  • Activities or movement – hydro/rebound/physio/OT or Community and Place – outdoor learning and local area
  • Story or singing and building relationships
  • Reposition, coats and home routine

Children with complex needs have opportunities to learn and play following a non-subject specific approach. These opportunities for learning and play are themed to multi-sensory and single sense thematic environments, interactions and stimuli chosen as they are motivators to the children.

Suggested Themes

  • Kaleidoscope Colours
  • Food, Glorious Food: Food
  • Wet, Wet, Wet: Materials (Hot, cold, wet, dry etc.)
  • Where I Live, Around the World, Down at the Sea, Down at the Farm: Environments
  • This is Me: People
  • Spectacular Senses: Lights and Sounds
  • On the Move: Movement

Educational visits will be used to enhance and extend learning at least once a week.

Our curriculum focuses on:

  • Communication, Cognition and Interaction
  • Sensory and Physical including therapy
  • Social, emotional and building relationships

Ways in which we Learn and Play

In all areas of learning and play children will be encouraged to be as independent as possible.

What this looks like at Manor Green Primary School:

  • Responsiveness: sustaining alertness for increasing amounts of time in a wide range of activities, interactions and routines
  • Curiosity: sustaining active engagement for increasing amounts of time in new and repeated activities and interactions
  • Discovery: exploring different ways to access the world around us
  • Anticipation: showing a repeated response and developing clear likes and dislikes
    Persistence; seeking new ways to express ourselves and making small steps to achieve our goals
  • Initiation: making the first move and exploring new technology to make things happen
    Investigation; sustaining interest for increasing amounts of time in a wide range of activities and interactions