In the afternoons children have access to a range of learning activities including, but not exclusively, horticulture, small animal care, cooking, Forest School, PE, swimming, Commando Joe’s , dance, African drumming and community-based activities, supporting the whole school aims. All off-site activities are pre-planned with clear objectives and risk assessed in line with SENAD Health and Safety procedures.
English/Literacy: All children engage in daily literacy and reading activities in relation to their abilities, position within the Writing Framework and in accordance with their individual Learning Intentions. Progress is recorded on the Writing Framework and evidenced on E4L. The Framework details learning expectations from EYFS to KS4. The skills are developmental and each stage builds on the next. Rather than age expected learning, the stages follow a linear pattern but are not linked to age and year group. Daily reading activities are scheduled, but also encompassed throughout the school day; reading for pleasure is actively promoted. The Twinkl phonics programme is used for early readers and the Rapid Reader scheme for developing readers. Where appropriat e for the child’s developmen tal levels, the specifics of grammar, punctuation and spelling are taught as are writing for a range of audiences and in a range of styles, often with a functional focus. Handwriting is practiced. Skills and knowledge are embedded and further developed throughout the school day within cross- curricular activities. Maths/Numeracy: All children engage in daily numeracy activities in relation to their abilities, position within the Numeracy Framework and in accordance with their individual Learning Intentions. Progress is recorded on the Numeracy Framework and evidenced on E4L. The Framework details learning expectations from EYFS to KS4. The skills are developmental and each stage builds on the next. Rather than age expected learning, the stages follow a linear pattern but are not linked to age and year group. Daily numeracy activities are scheduled and also encompassed throughout the school day, including within off-site activities. All aspects of mathematics are taught, however there is a focus on functional and practical numeracy for the children. In line with their developmental levels, they are taught to recognise, count and handle money in exchange for items. They also learn the concepts of time be able to better understand and organise their day. The Growth Framework: Our Growth Framework details the neuro- typical development of a child from birth to 5 years. The framew ork is designed to document children’s developmental progress pre the formal Maple View Numeracy and Writing Frameworks, it dovetails into these and therefore some children may be assessed against both when they are around stage 1 or 2 of the formal frameworks. The Growth
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