The Curriculum
Children follow individualised curriculum pathways, either semi - formal or subject - specific, according to ability, with EHCP Outcomes and preparation for life after Maple View at the core of their pathway. Children are grouped with compatible peers based on development cognition levels and not necessarily chronological age. The multi - disciplinary teams work together to support development and learning through the establishment and tracking of Learning Intentions. Given the specialist focus of our school in meeting children ’ s development needs in a small - scale setting, we do not offer a sixth form. Children engage in classroom - based learning, including daily literacy, numeracy and PSHE activities. In the afternoons they can access horticulture and small animal care, cooking, Forest School and community - based activities and have the opportunity to work with children from other classes. There is a strong focus on creativity and well - being, with music at the start of the day and yoga to close. A half - termly book, accessible to all, is the focus of whole - school cross - curricular planning, encompassing the areas of music, art, literacy, science and the humanities. It also supports reading at all ages. Individual and group therapy sessions take place within the classroom, within therapy rooms, outdoors or in the community throughout the school day, with communication and sensory - regulation at the heart of the programmes. Personal, social, health and economic education (PSHE) is at the heart of the curriculum, and intertwined into daily activities, with a focus on social development and equipping children with the skills and resilience required to safely and effectively participate within a range of communities. We belong to the ‘ Kindness School ’ programme and daily acts of kindness are encouraged and celebrated.
The school day is from 9:00 - 3.00 Monday – Friday. Class sizes are between 3 and 5 students in each of the 4 classes. Children are grouped according to their age, ability, communication style, social dynamics and sensory needs. In the afternoons, children have the opportunity to work with peers from different classes.
Progress is measured, using MAPP (Mapping and Assessing Personal Progress) in four key areas:
“ We are truly excited about the next educational chapter our son will be starting in September at Maple View. The school looks absolutely amazing, and the staff extremely welcoming and enthusiastic. The inclusion of skilled and experienced speech and language therapists and a dedicated occupational therapist makes the school so unique and essential in reaching positive outcomes for our son. ” Parent
Independence: from dependent to independent Fluency: from approximate to accurate Maintenance: from inconsistent to consistent Generalisation: from single context to many contexts
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