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 Curriculum

 

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.
 
 
 
All KS3 pupils study ASDAN (Award Scheme Development and Accreditation Network) New Horizons programme. This is an activity-based programme which supports the delivery of PSHE, citizenship and careers education. The activities also offer an opportunity to develop communication and numeracy skills of pupils in a life skills setting.
 
 
 
Pupils complete five modules:
  • Personal
  • Social
  • Health
  • Citizenship
  • Relationships

 

Levels of support are used to show how the pupil has achieved the activity. They show individual progression and differentiation between students. These are:

 

aboutourschool

 

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 either ASDAN (Award Scheme Development and Accreditation Network) Transition Challenge (Sensory) award or Transition Challenge (Introduction and Progression) award which provide 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 four modules in the ASDAN Transition Challenge (Sensory) award:
 

 

  • Communication and Interaction
  • Cognition
  • Physical
  • Self-help and independence

 

 
 
Pupils complete a choice of 8 out of 14 activities from each of the five modules in the Transition Challenge (Introduction and Progression) award :
 

 

  • Knowing How
  • Making Choices
  • Feeling Good
  • Moving Forward
  • Taking the Lead

 

 
 
The 14 areas of activity within each module are:
  • English
  • Mathematics
  • Science
  • Design and Technology
  • Modern Foreign Languages
  • ICT
  • Religious Education
  • Citizenship
  • Community
  • Expressive Arts
  • Family/Home
  • Recreation
  • Sports & Leisure
  • Work Related
 
 
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:
 
 
 
aboutourschool
 
 
 
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
 
All pupils in Post 16 also study ASDAN (Award Scheme Development and Accreditation Network) Entry Level 1 qualification in Personal and Social Development.
 
 
 
The award consist of the following units:
  • Community action
  • Healthy living
  • Making the most of leisure time
  • Preparation for work
  • Managing own money
  • Personal safety in the home and the community
  • Using technology in the home and the community
 
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 6 credits will receive an Award qualification
  • Students who gain 13 credits will receive a Certificate qualification
 
 
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.

 

 

 

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.

 

Priority is given to placements via Basingstoke Consortium. However students can apply independently providing their school/college provides information on how their students are insured for work experience. Please apply via the school telephone number, or via email at a.saunders@limingtonhouse.hants.sch.uk

 

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.

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