Highfield curriculum rationale :
At Highfield School we provide a student-centred curriculum, delivered in an inclusive environment. Students develop their communication, independence and social skills to make outstanding personal progress towards their EHCP outcomes. We prepare them for the responsibilities and experiences of adult life, building resilience opportunities throughout the curriculum.
We implement this through our three pathway curriculum offer:
Semi-Formal – Students in the semi-formal classes tend to be our more sensory learners. In all key stages, students access the curriculum through a class-based model with some teaching in specialist areas of the school. Students following this pathway would access our post 16 department at the end of key stage 4. SEND college exit route predicted for post 19 if continuing in education.
Formal pathway – Students in the formal classes are our more independent learners. Students in key stage 3 will access the curriculum through a class-based model with some teaching in specialist areas of the school. At Key Stage 4 pupils will have a form tutor but will access their learning with specialist teachers in different areas of the school. Students following this pathway may apply to SEND or Mainstream colleges for post 16 education.
Blended – Students on the Blended pathway may be classed as a supported learner for a variety of reasons it may be cognitive, social, and emotional or linked to their diagnosis. Students will access the through a class-based model with a range of teaching in specialist areas of the school. Students following this pathway may access our post 16 department or go onto SEND college exit route at the end of key stage 4. If attending our Post 16 students may then move onto life skills/work skills college exit route for post 19 if continuing in education.
We build in flexibility between our three pathways and no student’s has to begin and end on the same pathway. We look at what is the best fit for each pupil so we can ensure we are ‘maximising potential for confident and independent futures.’