About Our School
Early Years Curriculum
Our pupils follow the Early Years Foundation Stage curriculum which focuses on the three prime areas of development; communication and language development, physical development and personal, social and emotional development. These areas are taught through four specific areas of learning, literacy development, mathematics development, understanding of the world and expressive arts and design.
The focus on learning is through play and developing the early skills that will form a solid platform for all future development. A multi-sensory approach is used for all pupils enabling them to gain a greater understanding of the world around them. Pupils’ achievements are supported and celebrated by a learning journey profile to record their progress.
Primary pupils have a broad and balanced curriculum delivered through a topic approach. We aim for our pupils to be excited about coming to school, engaged in learning and to take part in a variety of fun activities.
The curriculum has been developed as a four year rolling programme based on the National Curriculum. This is adapted to enable all children to access it using makaton signing, Picture Exchange Communication System (PECS), Treatment and Education of Autistic and related Communication handicapped Children (TEACCH), intensive interaction and augmentative and alternative communication (AAC). The development of communication, social interaction and independence skills are a priority for all children and are promoted throughout the school day.
Each pupil’s individual needs, strengths and interests are planned for in individual education plans and targets are shared with parents.
Pupil’s achievements are supported and celebrated by work learning journals to record their progress and are assessed in line with p level guidance.
Profound and Multiple Learning Difficulties (PMLD) Provision
The pupils have a broad and balanced curriculum delivered primarily through a multi-sensory approach. This enables pupils to widen their experiences of the world delivered at a level of understanding appropriate to each pupil’s individual needs. The pupils continue to receive input and support from appropriate therapy provision to support learning. Achievements are assessed by allocating a p level reference to their work as and when this is appropriate.
Key Stage 3 Curriculum
Our pupils have a broad and balanced curriculum which is based on the national curriculum with an emphasis on independence skills, appropriate relationships, interactions with others and positive behaviour. Pupils are given the opportunity to develop a meaningful mode of communication and to apply their skills in a range of locations, enhancing their choice making abilities.
A wide range of different teaching strategies and approaches are used in order to meet the range of needs of our pupils. Pupils experience different environments and work as a whole class, in small groups, pairs and individually. Pupils are enabled to learn and practice new skills across a range of learning experiences.
Key Stage 4 Curriculum
The pupils at KS4 have a broad and balanced curriculum with emphasis given to an age appropriate approach delivered at a level of understanding appropriate to each individual pupil’s needs.
All KS4 pupils study ASDAN (Award Scheme Development and Accreditation Network) Transition Challenge award which provides a framework of activities to develop and accredit independent living and personal skills. All pupils work through areas of activity relating to statutory programmes of study for National Curriculum subjects, complemented by activities contributing to the skills of adult living.
Pupils complete a choice of 8 out of 14 activities from each of the five modules:
- Knowing How
- Making Choices
- Feeling Good
- Moving Forward
- Taking the Lead
The 14 areas of activity within each module are:
The pupils' achievements are assessed by allocating a p level/National Curriculum reference to their work, as and when this is appropriate.
Levels of support are used to show how the student has achieved the activity. They show individual progression and differentiation between students. These are:
All pupils compile a portfolio to demonstrate how they have met the requirements of these modules. These portfolios are then externally moderated by ASDAN.
Post 16 Curriculum
The main focus in Post 16 is preparing the pupils for leaving school, building on and generalising everything they have previously learned, and developing these skills within both school and the community.
The curriculum is divided into 4 main areas:
- Functional skills: communication and literacy, maths and ICT
- Personal and social development, including PSHE and life skills: meal preparation and cooking, housekeeping skills, accessing the community and using public transport, as well as learning about personal care, relationships, emotions, safety, healthy living, etc.
- Vocational: mini enterprises, work experience, college links visits and transition, planning for leaving school, planning for work.
- Enrichment: including residential experience, sport for everyone (swimming, adventurous activities, gym), and a selection of photography, cookery, gardening, the environment, art, textiles, health and beauty, performing arts and film making.
All pupils in Post 16 study ASDAN (Award Scheme Development and Accreditation Network) Entry Level 1 qualification in Personal Progress. This Foundation Learning Programme assists progression for all pupils. It provides a framework for designing personalised learning programmes to support individual progression. The qualification has been developed for pupils working between p levels 1-8 and Entry Level 1 to have their achievements recognised within a qualification framework.
The Personal Progress award is made up of units which can be broadly divided into the curriculum areas above.
Each unit has a credit value (1 credit is equal to approximately 10 hours of learning). To achieve a qualification pupils must gain credits by completing their chosen units and provide clear evidence that they have met the full requirements of the unit. The teacher is then required to provide a unit transcript for each unit completed by the pupil; this will detail the specific skills and/or knowledge that the pupil has demonstrated. The teacher will also use an achievement continuum to record pupil attainment and progress which will be recorded on the unit transcript.
Pupils compile a portfolio to demonstrate how they have met the requirements of the units. These portfolios are then externally moderated by ASDAN.
- Students who gain 8 credits will receive an Award qualification
- Students who gain 14 credits will receive a Certificate qualification
- Students who gain 37 credits will receive a Diploma qualification
- Students who gain fewer than 8 credits will be awarded a unit certificate
In addition to this, all pupils in Post 16 will complete a work experience placement each year. Where appropriate, these placements are in the local community, e.g. Sainsbury’s, a local pre-school, charity shop, garden nursery, and cafe. For some pupils, a work placement within school is more appropriate, e.g. working with the site manager, undertaking a catering or gardening project. Pupils in their final year at school will have an additional work experience placement.
Most pupils in Post 16 are given the opportunity to attend a residential experience, whereby they can generalise and develop the skills they have learned, particularly their life, independent and social skills. Recent residentials have included a farm in the New Forest, Marwell activity centre, and Butlins. Each one has a slightly different focus, whether it be work related, activity based or social and independence based.
At Limington House School we have an outreach team who work with our mainstream colleagues to offer continued support to pupils who have transferred to different schools and for schools who may have been sign posted to us for a particular need.
Our team comprises of-
Jo Glasspool- Outreach teacher, outreach co-ordinator and behaviour support
Jo Spencer-Busby – Outreach LSA
We work by assessing your needs and arranging to visit the teacher/staff and pupil. We then tailor a package to meet your needs.
We can provide ongoing support in the following areas:
Planning and differentiation
Behaviour strategies and positive behaviour management plans
Basic Makaton training
Reading programme and regular support
Access to symbols, visual aids and timetables
Work Experience Placements
We offer work experience opportunities to students who have a genuine interest in working with young people with severe learning difficulties. It is a demanding but rewarding job. A long term aim to work in this specific area would be preferable.
Work experience requests are subject to an interview/induction process, when applicants will visit Limington House during school time, and spend time in class with pupils. If the applicant's visit is successful, placement will then be agreed and paperwork signed. Applications are also dependent on our availability and number of students applying at that time.
We do not offer interviews out of school time or during school holidays, and do not accept students without interview/induction. Placement is only guaranteed once the paperwork has been signed.
We enjoy sharing our expertise and experience with interested students, so please contact us if you would like the opportunity of working with pupils and staff at Limington House.