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The children are grouped according to their stage of development, the areas of need identified in their EHCP and their predominant sensory style. Phase 1 is overseen by Sally Davidson, Assistant Headteacher. Your child’s teacher will always be the first port of call if you have any day to day questions or concerns but Sally is also available for additional support when needed.
In Phase 1 there are three bespoke curricula which pupils are grouped into according to their needs and abilities. These curricula are called Explore, Evolve and Establish. Pupils often remain in these curriculum groups for much of their school career, however, there is flexibility to move between where necessary and appropriate. Relationships, Health and Sex Education (RHSE) is embedded throughout all the curriculum areas and is delivered in a variety of ways on a daily basis. RHSE is a vital part of our curriculum for every child with a real focus on supporting regulation and developing independence.
The intention of the Explore curriculum is to enable pupils to develop positive, interactive relationships with others, establishing early communication and cognitive skills. Pupils will access lessons which aim to develop:
- Communication
- Physical Development
- Functional Skills
- Understanding of the world
- Creativity
The intention of the Evolve curriculum is to enable pupils to develop the core skills they need to take their place in the wider community as confident and independent communicators, with a strong sense of self.
The intention of the Establish curriculum is to enable pupils to generalise and transfer skills,whilst establishing their sense of self, independence and life skills.
Both the Evolve and Establish curriculum will aim to develop skills and knowledge in the following areas:
- English and
- Communication
- Physical Development
- Maths
- Understanding the world
- Creativity
- Essential Skills development through Forest school and landbased learning
At The Chiltern School, we integrate a therapeutic approach into all our classrooms using the expertise of our multidisciplinary therapeutic team. These include two Speech and Language Therapists (SALTs), two Sensory Integration Occupational Therapists (SI OTs) and a number of Therapeutic Learning Support Assistants. This means that there is a common language between teaching staff and therapists, this shared vision means everyone in school is working towards the same shared goals for your child.
Every child has access to a ‘Total Communication’ approach, communication rich classrooms encourage, model, accept and reward all forms of communication. This approach gives the children the best chance in being able to both understand others as well as express themselves through whatever means they find most effective. Pupils also benefit from sensory rich learning.