Ambergate Curriculum Rationale
Curriculum Statement
The “Building Communities of Specialist Provision” scheme. An £86 million investment from the Local Authority across many of the county’s special schools is being used to expand and improve special school provision to ensure the needs of all pupils can be met as close to their homes as possible. The strategy will see Ambergate Sports College and Sandon School amalgamate to become one all needs all through school, operating on three sites by 2025. The start of the hydro-pool build at Sandon School has prompted an early redistribution of pupils between the two schools. As a result, Ambergate Sports College is now providing education to a wider range of learning needs, having previously been specialised in MLD.
The curriculum of the individual schools and the close partnership is acknowledging the forthcoming amalgamation and redistribution of pupils between the two schools. Each school has a clear curriculum intent and implementation with the vision of a one school model. Where required, pupils can move between sites, during their educational journey, to access suitable and challenging curriculum provision. Such decisions are made by school leadership in collaboration with the local authority.
At Ambergate, our curriculum intent is as follows:
‘A tailored curriculum designed to prepare our pupils to be confident and successful individuals who make outstanding progress and are prepared for life after school.’
What does this look like at Ambergate?
The curriculum at Ambergate is structured into four main areas:
• Early Years/Key Stage 1
• Lower School
• Middle School
• Upper School
The curriculum at Ambergate consists of a Semi-Formal and Formal curriculum.
Early Years/Key Stage 1:
The pupils accessing this curriculum will be assessed using PLIMs, Engagement Model and Engagement Steps. The curriculum has a strong focus on overall pupil development. The curriculum takes a holistic approach with a focus on enabling positive interactive relationships with others, proactively exploring the world around them and gaining environmental control skills. All pupils will be given maximum opportunities to achieve the highest levels of independence possible.
Semi-Formal Curriculum:
The pupils accessing this curriculum will be assessed using B Squared Progression Steps. The semi-formal curriculum has a strong focus on the whole child and on their personal development and targets. It takes a cross curricular approach, the teaching approach reflects the age and learning style of the pupils. The areas covered support pupils to make connections between key areas of development, ensuring the environment is stimulating with creative learning experiences.
Formal Curriculum:
The pupils accessing this curriculum will be assessed using B Squared Progression Steps and accreditations where appropriate. The formal curriculum is designed to maximise progress and develop potential. The formal curriculum is based on the National Curriculum subjects modified to take account of pupil’s individual needs. In the formal curriculum, pupils build on their knowledge in subject specific lessons. In 14-16, pupils working at the formal level work on accredited courses.
