Curriculum Implementation

This pathway has been created for pupils with profound and multiple learning disabilities who have complex learning needs. Pupils learn through a holistic sensory approach.

The curriculum supports pupils to learn through:

• Personalised learning focusing on individualised targets
• Sensory experiences allowing them to engage with their environment
• Specific therapy interventions to develop physical skills
• Early communication that allows them to express their feelings and make choices

The curriculum supports pupils to live in fully dependent living after Nexus.

 Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Routes for Learning, MOVE, The Engagement Model, Intensive Interaction, Learning Journey’s, naturalistic observation, anecdotal records and Life skills Framework. B Squared Engagement Steps Framework.

 *This is not a definitive list; frameworks will be included which are relevant for each pupil’s personalised curriculum.  

This pathway is designed for pupils who have significant learning, communication and sensory needs who benefit from working in a highly structured environment, whilst giving them the opportunity to learn through exploration and begin to generalise their learning.

Pupils are working towards:

• Personalised learning focusing on individualised targets
• Developing their communication skills using a variety of methods including, but not limited to, PECS, Communication Books and Boards, Symbols, Makaton and VOCA devices.
• Early Numeracy and Literacy skills for functional use.
• Increasing their team work and social skills to allow them to build positive relationships.
• Learning skills that will allow them to be more independent in adult life.

This curriculum is designed to allow pupils to access fully supported living in adult life.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Autism Progression Framework, Engagement Model, MAPP, Life skills framework, naturalistic observation and anecdotal records.

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s personalised curriculum.  

This pathway has been developed for those pupils who have severe learning difficulties, who can require adult support to access and organise functional learning opportunities.  

Pupils could face barriers within their social communication, emotional regulation and transactional needs.

Pupils are given opportunities to learn through:

• Functional Literacy and Numeracy such as the use of money, calendar or time.
• Community based learning, for example shopping for ingredients at the local supermarket.
• Development of communication skills in order to be understood by a wider audience within their community.
• Opportunities to develop life skills to increase independence both within school and out in the community.

Pupils learn through practice and using skills in different contexts to develop greater knowledge and understanding. This pathway is working towards supported or independent living and assisted employment.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, B Squared, Progression Steps Framework, Life skills Framework,  

Appropriate accredited courses;

Maths:

KS4 and KS5: AQA Entry Level Certificate in Mathematics, AQA Level 1 and 2 Functional Skills Mathematics

English:

KS4 and KS5: AQA Entry Level Certificate in Step up to English, AQA Level 1 and 2 Functional Skills English

Science:

KS4 - AQA Entry Level Science

Creative Subjects:

KS4 and KS5: WJEC Creative Media and Performing Arts

Other Subjects:

KS4 and KS5 Duke of Edinburgh, KS4 Bronze, KS5 Silver and Gold

KS4 and KS5 Challenger Troop (BTEC Level 1 and Level 2)

KS5 WJEC Pathways to Employment (Entry Level and Level 1)

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s  Personalised curriculum.  

Pupils on this pathway have additional/moderate learning difficulties; a personalised curriculum allows them to become independent learners.  

Pupils access a more traditional range of subjects, allowing them to work towards gaining qualifications and preparing them for college or the world of work. Post-16 pupils will have opportunities to attend college. Learners will be provided with opportunities to integrate into mainstream learning environments where appropriate. Pupils continue to work on social skills, particularly respect for others and being part of the wider community whilst developing their own confidence.

This pathway works towards independent living and independent work/vocational learning.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Engagement Model, B Squared Progression Steps.

Appropriate accredited courses;

Maths:

KS4 and KS5: AQA Entry Level Certificate in Mathematics, AQA Level 1 and 2 Functional Skills Mathematics, Level 3 Core Maths

English:

KS4 and KS5: AQA Entry Level Certificate in Step up to English, AQA Level 1 and 2 Functional Skills English

Science:

KS4 - AQA Entry Level Science

Creative Subjects:

KS4 and KS5: WJEC Creative Media and Performing Arts

Other Subjects:

KS4 and KS5 Duke of Edinburgh, KS4 Bronze, KS5 Silver and Gold

KS4 and KS5 Challenger Troop (BTEC Level 1 and Level 2)

KS5 WJEC Pathways to Employment (Entry Level and Level 1)

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s  Personalised curriculum.  

The Bridge is an academic based curriculum specifically for pupils attending the Nexus Wouldham Primary Satellite (Wouldham All Saints Church of England Primary School) and Nexus Secondary Hub Provision. This pathway is designed to prepare students for further study and employment. Pupils following this pathway may have a significant need in an aspect/s of their development. However, this is typically accompanied by a need/s in other areas near expected level, which is best supported through highly bespoke, planned inclusion opportunities within the mainstream setting. Inclusion ensures these pupils develop their personal strengths in relation to the academic curriculum and/or enable social communication and interactions with peers of the same age within the mainstream setting.

Pupils access the breath of subjects from the National Curriculum allowing them to work towards gaining a range of accredited qualifications and preparing them for future college or the world of work. The themes and genres predominantly follow that of the mainstream setting to aid smooth inclusion practices and ensure coverage of the broad curriculum. However wherever necessary, this will be highly differentiated and personalised to meet the individual needs of learners.  

Alongside the academic curriculum opportunities there continues to be a focus on the areas of their EHCP and independent skills. This is to reduce barriers to learning such as difficulties with self-regulation and ensure they are as independent as possible in the community and beyond. EHCP targets are addressed through specific interventions and therapeutic approaches. The onsite SLT and OT therapists work closely with class teams to ensure pupils receive the support they require. Interventions are delivered through carefully planned 1:1, group or whole class sessions by therapists, the class team or both in collaboration.

Learning outside the classroom, offsite visits and enrichment activities aim to nurture wellbeing, confidence, and self-esteem in our pupils. These activities not only encourage pupils to find out more about their own interests and potential hobbies but also develop independent skills needed for life in the community and work. As well as going offsite in their class hubs they also join with their mainstream link classes to access activities such as swimming, forest school and residential/adventurous activities.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks. 

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Engagement Model, B Squared Progression Steps.

Appropriate accredited courses;

Maths:

KS4 and KS5: AQA Entry Level Certificate in Mathematics, AQA Level 1 and 2 Functional Skills Mathematics

English:

KS4 and KS5: AQA Entry Level Certificate in Step up to English, AQA Level 1 and 2 Functional Skills English

Science:

KS4 - AQA Entry Level Science

Creative Subjects:

KS4 and KS5: WJEC Creative Media and Performing Arts

Other Subjects:

KS4 and KS5 Duke of Edinburgh, KS4 Bronze, KS5 Silver and Gold

KS4 and KS5 Challenger Troop (BTEC Level 1 and Level 2)

KS5 WJEC Pathways to Employment (Entry Level and Level 1)

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s  Personalised curriculum.  

Our Post-16 department caters for students with a range of moderate, severe and complex learning difficulties and continues to support pupils across the 5 pathway areas. We continue to focus on a broad range of subjects with a focus on putting these skills to use in a wider context out in the community. Where necessary, students may also develop their skills and passions in a College environment with specialist providers.    

Our Post-16 curriculum is designed to meet a wide range of needs from each pathway with every aspect focussing on “Preparation for Adulthood”, providing students with the relevant learning experiences they require, enhancing their ability to live as independently as possible and play a positive role within the community. This is to ensure that our students leave school at 19 years old being as independent as possible to enable them to move onto the next stage of their lives. Our curriculum is relevant and reflects what our students and their families want, preparing them for the opportunities in life after school whether it be supported living, further education, apprenticeships or employment. 

Document link -Upper School

Literacy Curriculum Intent Statement

Intent

The aim of the Literacy Curriculum is to develop the key skills of literacy (spoken language, reading and writing skills) by providing a rich, stimulating language environment in which each pupil can be nurtured to reach his or her own potential.

The Literacy Curriculum aims are to:

• To enable every pupil to develop meaningful modes of communication to ensure that they have ‘a voice’ and can express their needs, share their stories and be understood by others.

• To provide all children with methods of communication appropriate to their needs; verbal/signed/symbolic/tactile/augmentative/written. This will support their learning and provide functional access to literacy, reading and recording.

• For pupils to access a curriculum pathway that develops and fosters literacy skills that can be shared and enjoyed with others throughout pupils’ lives and support independent living skills.

Implementation

Literacy skills are not only taught and developed in literacy lessons, but throughout the curriculum. Communication and interaction is at the heart of every lesson, with each pupil being given a voice to share their ideas, whether that is through non-verbal language, speech, AAC devices or signing.

Role play and drama experiences allow pupils to develop key literacy skills in a safe environment where they can challenge their thinking, and develop their communication skills.

Visitors play an important part in our literacy curriculum with drama specialists, immersive story authors and poets being on list of resources to provide exciting and memorable experiences throughout the year.

Real life application is something which we strive for and is particularly important in the upper school departments.

The learning pathways at Nexus provides pupils with opportunities to develop core skills, extend their subject knowledge and to practice, generalise and apply these skills in real life and practical situations at level which meets their needs.

Literacy in the Sense and Experience Pathway

This pathway is for pupils with profound and multiple learning difficulties who have complex learning needs and who are working at the early stages of development. In addition to profound learning difficulties, pupils may have significant difficulties, such as physical difficulties, sensory processing needs or a severe medical condition. Literacy in this pathway requires:

Sensory exploration which encourages children to use an appropriate means of communication to show understanding.

Sensory storytelling and experiences.

Use of objects of reference in order to extend vocabulary and enable association.

Literacy in the Discover and Explore Pathway

This pathway Is for pupils who have significant learning, communication and sensory needs who benefit from working in a highly structured environment which helps them to consolidate and generalise learning. In addition, these pupils require high levels of adult support. Literacy in this pathway requires:

• Developing imitative, perception, cognitive verbal (expressive) and cognitive performance (receptive) skills. 
• A multi model approach, ensuring that pupils use their preferred method of communication. This can be non-verbal communication (gestures such as Makaton, nodding, pointing and giving), as well as signed and symbolic units of communication (PECS, communication books and choice boards).
• A multi-sensory approach where children can explore using all their senses in order to develop their vocabulary and understanding of language.
• Developing play-based skills to widen children’s experiences, knowledge and understanding of life skills.
• Following simple instructions to support independence in a variety of different sessions during the day; unpacking their bags, using the toilet, washing their hands, cooking etc.
• Symbols and Makaton will be used to support children’s understanding of language and support them to widen their vocabulary use.

Literacy in the Develop and Enquire Pathway

This pathway Is for pupils who have severe learning needs/delay, sensory and/ or communication needs, may need adult support to work with others and organise themselves for a task. Literacy in this pathway requires:

• Pupils to practice literacy skills in different contexts, with books, drama and writing based around termly topics. 

• Pupils to deepen their literacy skills through phonics, and increasing their understanding and use of vocabulary. All pupils will access the Sounds-Write programme for phonics.
• Pupils to begin making predictions and responses to drama and books
• Using typing as well as handwriting to write labels and short captions using their phonic knowledge.
• The use of colourful semantics around meaningful experiences for the children in order to develop their sentence structure.
• Imaginative story telling using props.
• Pupils undertake standardized assessments throughout Nexus School and undertake the AQA Step up to English levels 1 and 2.

Literacy in the Apply and Extend Pathway

This pathway is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working, when the curriculum is personalised and appropriately resourced. Literacy in this pathway requires:

• A broad range of books to be used to embed reading skills in a variety of different ways such as 1:1 reading, paired reading, shared reading and guided reading.
• A wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language. 
• To develop their phonics knowledge taught to enable them to use this independently in their reading and writing.

• Writing clearly, accurately and coherently, and adapting their language and style in and for a range of contexts purposes and audiences.
• Using discussion to learn, making presentations and participating in debate.
• The use of colourful semantics around meaningful experiences for the children in order to develop and extend their sentence structure and move towards more independent writing styles.
• Imaginative storytelling and writing using supports such as drama.
• Pupils undertake standardized assessments throughout Nexus School and undertake either AQA Step up to English or AQA Functional Skills. Some may be able to obtain GCSE English.

Literacy in the Bridge Pathway

This pathway is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working; students have inclusion opportunities within a mainstream setting. Literacy in this pathway requires:

• A broad range of books to be used to embed reading skills in a variety of different ways such as 1:1 reading, paired reading, shared reading and guided reading.
• To develop their phonics knowledge taught to enable them to use this independently in their reading and writing.
• Imaginative storytelling and writing using supports such as drama.

• Writing for different purposes which will support life skills for example; writing a recipe, a shopping list, a menu and so on.
• Reviewing books commenting on what they liked/didn’t like, how the story made them feel and so on.
• Writing and reading non-fiction including; fact files, recounts, encyclopaedias etc.
• Pupils undertake standardized assessments throughout Nexus School and undertake either AQA Step up to English or AQA Functional Skills. Some may be able to obtain GCSE English.

Impact

At Nexus School we believe that our students are able to make progress and diversify their skills. The students will continue to develop their Literacy skills both linear through the curriculum and also learn to apply their knowledge to further and wider environments, therefore preparing them for their own individual next steps. Pupils will have an effective means of communication that will support their independence by enabling them to have their own ‘voice’ to make choices and express needs and opinions.

To support the tracking of this at Nexus there are a range of measures used to evaluate the impact of the curriculum. These include:

• Progress measures using formative and summative assessment via B Squared
• Monitoring of EHCP targets
• Sounds Write assessments to continuously analyse where children’s levels are in their phonics learning.
• Monitoring and assessment of whole word learning approach.
• Observation of pupil engagement during drop-ins, lessons observations and learning walks.
• AQA Step up to English 1-3.
• AQA Functional Skills Levels 1 and 2.

Lydia Topping

November 2021

Topic Framework Literacy across the Key Stages

At Nexus, we follow formal phonics teaching using the ‘Sounds Write’ phonics program for those children who are developmentally working at, at least 36-48 months or above. All children working at the correct levels are assessed using the Sounds Write assessments in order to pitch their learning at the correct phase of the ‘Sounds Write’ program. Nexus have chosen to follow the ‘Sounds Write’ program as it teaches all of the sounds through building and blending words from the onset, this method suits a wide variety of our learners as it places the sounds in an appropriate context.

As this is a new program which we started at Nexus in the academic year of 2021-2022, we will be completing ‘Sounds Write’ assessments with all the pupils that meet the developmental requirements, in order to identify the cohort of children which will embark on the Sounds Write program and the level they will enter at. Through three time yearly screening the progress of children will be carefully monitored and interventions and training put in place where required.

Nexus aims to provide a secure, stimulating and enriching environment where there is equal access to phonic knowledge and understanding. To ensure that pupils receive access to phonic activities that raise attainment within the Communication, Reading and Writing area of learning by providing a high quality, systematic, synthetic phonic programme.

We aim to;

• To have a high quality systematic synthetic phonics program in place in school to develop phonological skills.
• To understand how to recognise the written sound and be able to say those sounds in order to develop their pre-reading, reading and writing skills.   
• To promote pupil self-esteem and motivation through a multi-sensory approach to phonics learning.
• To provide a baseline assessment for each pupil in order to ensure all pupils start the program at their appropriate level.
• To have principled, professional judgements about when to start on a systematic, synthetic program of phonic work.
• To have a range of strategies for delivering phonics in place in order to cater for a wide range of learning styles.  

We plan to meet these aims by implementing the following;

• Delivering phonics on a regular basis for approximately 10 - 30 minutes based on the individual children’s learning needs.
• Assessing each child’s progress using the ‘Sounds Write’ program three times a year in order to address any gaps in knowledge and move children on when they are ready.
• A multi-sensory approach which is tailored to children’s individual learning styles, in order for them to complete activities which are designed to secure essential phonic knowledge and skills.
• Following the ‘Sounds Write’ program of work in order to ensure all aspects of reading and writing are covered and all children are supported to make appropriate progress.

Each child will be assessed three times a year using:

• Sounds write assessment program.
• B Squared
• Teacher judgement
• Evidence collected through Evidence for Learning.

This is evaluated regularly to ensure that progress is being made, where this is not the case they will follow a whole-word approach to support their reading and writing. 

Mathematics Curriculum Intent Statement

At Nexus School, we believe that Mathematics is a fundamental building block for all students to develop their own individual independence and allow students to develop the fundamental skills to lead as independent a life as possible. To achieve this the students will need to develop:

• Their ability to understand money and use in real situations from shops to budgeting
• Their ability to manage a range of calculations and use these to solve real life problems
• Their ability to understand time from understanding what will happen next to telling the time and planning trips.
• Their ability to work by themselves or with others to solve problems
• Their ability to explain their solutions to problems to others
• Their ability to be resilient and preserve when things are difficult

Mathematics Curriculum Implementation

At Nexus School education is about the individual student and recognises the skills and abilities of that pupil. The curriculum is highly differentiated to ensure that challenge is maintained and managed as well as to recognise the individual achievements of our students.

All of our students benefit from small managed steps and the opportunity to over learn. As well as the opportunity to apply their knowledge to a range of practical uses. By introducing life skills and using Maths in cross curricular ways it is the belief of Nexus School that we will increase engagement, allow for a meaningful curriculum and allow our students to recognise a purpose of their maths work.

Number and calculation will be embedded across the curriculum to ensure that the links are formed between mathematical concepts, an ability to use number and calculation skills in a wide range of areas. As well to develop this key area which will allow for an increased fluency in all other areas. 

Our students benefit from high level of manipulatives to support their mathematical development. This methodology reduces anxiety and allows for links between mathematical concepts to be understood. Over time we allow our students to reduce use of manipulatives and will encourage students where appropriate to use pictorial or abstract understanding of mathematics.

We categorise the different stages and abilities of children into pathways to make them more accessible for individual pupils.

Mathematics in the Sense and Experience Pathway

Is for pupils with profound and multiple learning difficulties who have complex learning needs and who are working at the early stages of development. In addition to profound learning difficulties, pupils may have significant difficulties, such as physical difficulties, sensory impairment or a severe medical condition.

• Pupils require a curriculum that focuses on the processes that support early communication, social interaction and cognitive skills.
• This would include a sensory approach to Mathematics
• Opportunities to explore Mathematical concepts in wide variety of environments and ways
• Opportunities to overlearn and self-explore and discover mathematical concepts

Mathematics in the Discover and Explore Pathway

Is for pupils who have significant learning, communication and sensory needs who benefit from working in a highly structured environment which helps them to consolidate and generalise learning. In addition, these pupils require high levels of adult support.

• Pupils are working towards greater intentionality and awareness.
• This could include a sensory approach to Mathematics
• Opportunities to explore Mathematical concepts in wide variety of environments and ways
• Opportunities to overlearn
• High level use of physical manipulatives to support mathematics.
• Mathematics embedded in all activities to promote mathematical understanding and develop the ability to apply skills in all areas

Mathematics in the Develop and Enquire Pathway

Is for pupils who have severe learning needs, sensory and/ or communication needs, may need adult support to work with others and organise themselves for a task.

• Opportunities to self-explore and discover mathematical concepts through play (EYFS, Key Stage 1)
• High level use of physical manipulatives to support mathematics.
• Mathematics embedded in all activities to promote mathematical understanding and develop the ability to apply skills in all areas
• Students move to understanding Mathematical in the abstract ways, supported where needed with physical manipulatives

• Students encouraged to develop a problem solving attitude and ability to solve problems by finding and recognising patterns.
• Students undertake standardised assessments throughout Nexus School and undertake Entry Level AQA Mathematics at Key Stage 4 and 5
• Science, Technology, Engineering and Maths (STEM) activities used to develop problem solving, team skills and mathematical ideas in practical scenarios.

Mathematics in the Apply and Extend Pathway

Is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working, when the curriculum is personalised and appropriately resourced.

• Opportunities to self-explore and discover mathematical concepts through play (EYFS, Key Stage 1)
• Reducing use of physical manipulatives to support mathematics (objects are available to students and they are encouraged to use objects when they need greater support)
• Increased ability to apply mathematical understanding across multiple subjects
• Students Increasing taught through the abstract and then apply their knowledge to mathematical problems

• Students encouraged to develop a problem solving attitude and ability to solve problems by finding and recognising patterns.
• Students undertake standardised assessments throughout Nexus School and undertake E2-L2 AQA Functional Skills. Some may be able to obtain GCSE Mathematics
• Science, Technology, Engineering and Maths (STEM) activities used to develop problem solving, team skills and mathematical ideas in practical scenarios.

Mathematics in the Bridge Pathway

Is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working; students have inclusion opportunities within a mainstream setting.

• Opportunities to self-explore and discover mathematical concepts through play (EYFS, Key Stage 1)
• Reducing use of physical manipulatives to support mathematics (objects are available to students and they are encouraged to use objects when they need greater support)
• Increased ability to apply mathematical understanding across multiple subjects
• Students Increasing taught through the abstract and then apply their knowledge to mathematical problems

• Students encouraged to develop a problem solving attitude and ability to solve problems by finding and recognising patterns.
• Students undertake standardised assessments throughout Nexus School and undertake E3-L2 AQA Functional Skills. Some may be able to obtain GCSE Mathematics
• Science, Technology, Engineering and Maths (STEM) activities used to develop problem solving, team skills and mathematical ideas in practical scenarios.

Mathematics Curriculum Impact

At Nexus School we believe that our students are able to make progress and diversify their skills. The students will continue to develop their mathematical knowledge both linear through the curriculum and also learn to apply their knowledge to further and wider environments, therefore preparing them for their own individual next steps. 

To support the tracking of this at Nexus there are a range of measures used to evaluate the impact of the curriculum. These include:

• Progress measures using formative and summative assessment
• Monitoring of EHCP targets
• Sandwell Testing
• Observation of pupil engagement during drop-ins, lessons observations and learning walks
• AQA Examinations: Entry Level Maths, Functional Skills Level 1 and Level 2, Level 3 Core Maths

Document Link - Topic Framework

Supporting-Maths-at-Home-1.pdf

As part of your child’s educational experience at Nexus, we aim to promote personal well-being and development through a programme of Personal, Social, Health and Economic (PSHE) education that gives our students the knowledge, understanding, attitudes and practical skills to live healthy, safe, fulfilled lives, both now and in the future.

Nexus Foundation School has decided to provide Relationships and Sex Education where this is deemed appropriate, within the Personal, Social and Health Education for lower school aged pupils and to fulfil our mandatory obligation to provide it for our upper school pupils. We are aware of the arrangements for Sex Education in the Education Act 1996 and the revised guidance (DfEE 0116/2000). We are aware of our responsibility to provide any parent with a copy of the Relationships and Sex Education Policy when requested which can be found below. We will also provide details of the content and organisation of the PSHE curriculum for all ages. This meets the requirements of the Education (School Information) regulations.

Relationships and Sex Education (RSE) is a lifelong process of acquiring knowledge and understanding and of developing attitudes, beliefs and values about sexual identity, relationships and intimacy. This education is delivered consciously and unconsciously by parents, teachers, peers, adults and the media. In school, RSE will provide structured opportunities for pupils to acquire a knowledge and understanding of human relationships and sexuality through processes which will enable them to form values and establish behaviours within a moral and social framework. This approach gives opportunities to young people to learn about relationships and sexuality in ways that help them think and act in a moral, caring and responsible manner. We have an obligation to provide pupils with high-quality, developmentally appropriate teaching of these subjects which is accessible to all our pupils.

We recognise that parents have the primary responsibility for the personal development of their children, and it is our wish to compliment that role. With the school and the family working together, the programme can have greater success. You can support the PSHE programme at home by encouraging and praising the efforts of your young person, by communicating with them about their own growth, development, friendships, decisions and health. If there are questions that your young person comes home and asks that you need any support or advice with, please feel free to contact their class teacher in the first instance.

The RSE component of the programme will take place in class groups in harmony with the ethos of the school. While we assume that all pupils will want to participate in the sessions, if you have any concerns or questions about your son/daughter taking part, please contact Holly Wheatley, Assistant Headteacher (holly.wheatley@nexusschool.org.uk).  

Please see our RSE Policy below:

Relationship-and-Sex-Education-Policy-2022.02-FINAL.pdf

Please see the following links for more information:

https://learning.nspcc.org.uk/research-resources/schools/pants-teaching

https://www.mencap.org.uk/advice-and-support/relationships-and-sex/relationships-and-sex-resources

https://www.sexeducationforum.org.uk/

Please see the following documents for more information:

Moxon-Public-Private-and-Personal-Space.pdf

Relationships-Sexual-Health-and-Parenthood-Resource-for-Young-People-with-ASD.pdf

Enrichment

At Nexus, we are creating a safe and supportive environment that encourage our students to engage and flourish in a range of opportunities. We alter their curriculum based on their Pathway criteria and their EHCP outcomes. The opportunities offered aim to give students experiences and hobbies they will use in life; this could be anything from emotional regulation tools to a new hobby such as skateboarding. We aim to use these sessions to give students new and exciting chances to enhance their time in education.

Pathway 1 and 2 Curriculum

We use our Enrichment sessions to provide our students with extra opportunities for exciting and engaging sensory experiences. We use these opportunities to develop their communication skills and build positive relationships with other peers and adults. Each Enrichment session is run by an experienced teacher who understands how to cater for the needs of these students.

Opportunities:

Outdoor Sensory Adventure (Sensory Garden)

Sensory Integration Room with Sensory Swing

Hydrotherapy Pool

Rebound Room

Messy Art

Sensory Cooking/Baking

Sound Exploration

Boccia

New Age Kurling

Sensory Cinema

Pathway 3 and 4 Curriculum

We offer an energetic, varied and motivating programme of activities at enable the students to progress physically, cognitively and socially. We aspire for the students of Nexus to adopt a positive mindset and believe they can do anything with resilience and hard-work. Allowing students to try and new activity can give them an interest to peruse outside of school and continue to thrive outside of Nexus.

Onsite Opportunities:

Art

Dance and Drama

Rugby (Contact)

Skateboarding

Self-Defence/Judo Lessons

Baking

Media

Horticulture

Offsite Opportunities:

Horse-riding

Clip’N’Climb

Haysden Country Park

Tonbridge Town

Challenger Troop

Golf

Water Sports

Forest School

Forest School at Nexus enables our students to access an outdoor area and to be free to choose activities which they enjoy and that they find fulfilling. In forest school we focus on allowing students time to develop respect for the environment and a connection with nature. Being outdoors is linked to physical and mental health benefits, and research shows that feeling connected to nature leads to reduced stress levels, improved concentration and behaviour and better sleep rhythms. Therefore, students are facilitated by adults in their choice of activity which may consist of really getting involved with nature through shelter building, environmental art, bug hunting, species identification, team building games, and musical activities. Students are supported in taking risks and solving problems independently and as a group within a safe environment and in all weathers.

Key Skills – Learning Intention is to include and support students in exploring the principles of Forest School through regular weekly sessions. Key skills will also include activities within art and design.

The sessions will be regular and happen in a natural environment. A range of learner centred processes to create development and learning will be available.

Forest School principals aim to develop, where appropriate, the physical, social (health), cognitive, linguistic, emotional, social and spiritual aspects of the learner.

They are as follows:

Physical

Balance, strength, fine motor skills (tying knots etc), gross motor skills (lifting, climbing), stamina, coordination, using tools safely.

Cognitive

Science

Weather, seasons, growth and decay, plants, animals, habitats, senses, materials.

Mathematics

Measurement, estimation, comparison (sizes), problem solving, sorting, ordering.

Linguistics

New vocabulary, speaking and listening, stories, reference books, information books, spotter sheets, role-play.

Social (health) and emotional

Resilience, risk taking, cooperation, collaboration, team work, independence, self-esteem, confidence

Social and Spiritual Aspects.

Awe and wonder, new life, caring for the environment, creations wonderful world and creatures.

Art and Design.

Creativity, imagination, joining materials, musical instruments (natural percussion).

Life Skills

Lifeskill sessions support pupils to develop skills which will allow them to be as independent as they can possibly be within their home, wider community and next steps after Nexus. Each pupil has an ‘Independence’ target which is assessed and adjusted at least three times a year.

Staff are supported in delivering these sessions by a ‘Lifeskills Framework’ which contains the following areas-

• Cleanliness and Health (Use of toilet, Health, Teeth, Hair)
• Clothing
• Domestic Tasks (Setting a Table, Clearing a Table, Washing Dishes, Preparing Food)
• Eating and Drinking
• Independent Travel

Independent-Travel.pdf

Engagement for Learning at Nexus School

SCERTS is an overarching approach to supporting and developing social communication, emotional regulation and transactional support.