Curriculum

“Sustainable learning can occur only when there is meaningful
engagement. The process of engagement is a journey which
connects a child and their environment (including people, ideas,
materials and concepts) to enable learning and achievement.”
(Carpenter et al., 2015, p.22)

Through collaborative processes and self-evaluation with all staff, pupils, parents and partners we have developed and keep under constant review a curriculum rationale which responds to our particular local context and is designed to exploit the unique talents, strengths and personalities of our pupils as well as meet their complex and often multiple learning difficulties.
The rationale for our curriculum is based on shared values and respects the entitlements as outlined in Building the Curriculum 3 so that every pupil at Croftcroighn school can achieve success as:

• Successful Learners
• Effective Contributors
• Confident Individuals
• Responsible Citizens.

This is achieved through children actively experiencing a curriculum which is:

 coherent – building on prior knowledge, skills, individual strengths and enriched through close partnership working with parents, allied health professionals, therapists and organisations within the local and wider community.
 innovative and aspirational – responsive to individual strengths, interests and needs with opportunities for overlearning in different contexts and through real life experiences with appropriate levels of support and challenge to ensure deep learning and the acquisition of transferable skills for life, learning and work.

Our curriculum is further elaborated, enriched and individualised to take account of the 7 design principles with a particular emphasis on personalisation and choice, relevance and enjoyment.
With regard to skills across the curriculum there is a strong emphasis on developing communication skills and a consistent focus on Health and Wellbeing (social, emotional and mental) within a holistic approach to understanding and supporting pupils so that they can flourish as they progress in their learning.

The school day is responsive to individual needs with age and stage appropriate tasks and resources used to ensure maximum engagement so that all children can develop self-esteem, confidence and the broader capacities. Daily routines allow pupils to take on roles and responsibilities with enriched opportunities for them to develop communication skills through:

• leading
• listening
• responding to others
• taking turns

Play based approaches continue to be developed to take account of the very early, pre-formal developmental stage which many of our pupils are presently working at and for some will remain their developmental stage through life.

At Croftcroighn we have 2 minibuses provided by Glasgow City Council which allow us to make regular educational and social visits to our local and wider community as meaningful contexts for learning. This gives pupils opportunities to learn life skills in real life situations, applying skills and drawing on knowledge from the classroom to ensure deep learning experiences with transferable skills.

Pupils actively participate in a range of classroom, campus and wider community activities to support Health and Wellbeing. This includes: The Daily Mile, disability sporting events, yoga, dancing, massage, lunchtime football, healthy cooking lessons and a focus on healthy lifestyles through activities and lessons which promote independence and give pupils the skills to take care of themselves or engage in personal care as a collaborative, interactive learning experience responsive to their individual needs.

Curriculum for Excellence 3-18

Curriculum for Excellence has been introduced to raise standards of
learning and teaching for all 3 to 18 year olds. It aims to help prepare children and young people with the knowledge and skills they need in a fast changing world.

As part of Curriculum for Excellence all children from pre-school to the end of S3 will receive a rounded education known as a Broad General Education (BGE). Curriculum for Excellence is all about bringing real life into the classroom and taking lessons beyond it.

At Croftcroighn we are committed to providing children with a meaningful, broad general education and focus on eight curriculum areas.

Expressive Arts Health & Wellbeing Languages Mathematics
Religious & Moral Sciences Social Studies Technologies

Useful websites

www.curriculumforexcellencescotland.gov.uk
www.educationscotland.gov.uk/parentzone/index.asp

Religious Observance

Our school is fortunate to have a close link with the local church. The minister assists with the Christianity element of Religious and Moral Education. Parents have the right to withdraw their child from religious observance and should inform the school in writing.

We also acknowledge and celebrate the many different faiths of families in our school community.

Parents and carers from religions other than Christianity may request that their children may be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on up to 3 occasions in any 1 school session.

Assessment & Reporting

Children with complex Additional Support Needs may follow a highly
individualised learning journey and staff will require a deep understanding of the pupils they support to appreciate the subtle yet significant steps each child may take to progress in their learning. Teachers at Croftcroighn adopt a variety of assessment methods and through professional enquiry and collaborative working have developed an assessment tool using the Foundation Milestones to measure levels of engagement and progress.

All children at Croftcroighn have an individualised Wellbeing Assessment & Plan (WAP). In consultation with parents and partners specific areas for individualised focussed learning will be identified at the start of each school session.

Long and short term targets are established and reviewed by teachers each term. Our school based Review process ensures that each pupil’s progress is formally reviewed at least once during the school session.

Assessment records are kept by the class teacher and form the basis of discussion at Parents’ Evenings in October and February. An annual report is sent to parents towards the end of each school year.

If you have any concerns about your child’s progress please do not hesitate to contact the school.

Individualised support for Pupils

The school has a duty to ensure that all pupils have equal access to the curriculum, with appropriate support for their needs, as required. This applies to the content of lessons, teaching strategies and minor adaptations to the school environment. There are a wide range of factors which may act as a barrier to learning. We are committed to working closely with parents and carers to ensure that they are fully involved in any decisions about support for their children’s needs.

Any parent or carer seeking further advice regarding this policy should contact the Headteacher in the first instance.

Further information relating to additional support needs is available on the Glasgow City Council website – https://www.glasgow.gov.uk/article/18941/Meeting-Additional-Support-Needs
Information on the Glasgow City Councils’ Parental Involvement Strategy can also be found at https://www.glasgow.gov.uk/index.aspx?articleid=17870

Getting It Right For Every Child (GIRFEC)

The GIRFEC approach ensures that all staff working in children’s services work together to support families and ensure that our children’s needs are met and they can reach their full potential.
www.scotland.gov.uk/gettingitright

Nurturing City

The Glasgow City Council vision ‘towards the nurturing city’, puts building positive, trusting relationships at the core of our work. We ensure children, young people and families feel they belong, they are listened to and they are valued by embedding the principles of nurture across our early years, primary and secondary establishments. Staff are trained in attachment and nurture which deepens understanding of child development and enhances effective practice by responding to the needs of all children and young people in a consistent and caring way. Nurture is a universal approach which builds resilience, helping to reduce the impact of adversity. Effective communication and collaboration with parents and carers builds an ethos of partnership working putting the child at the centre, fostering high quality learning contexts.
Each of our nurturing establishments contribute to the development of Glasgow as a nurturing city, creating safe environments which allow our children and young people to flourish by raising attainment and promoting positive mental health and wellbeing.