over-stimulating or crowded classrooms, being unable to tolerate others sharing the learning space or resources, finding routine challenging to manage and struggling with communication needs.
of directing our students, the ‘being’ stage appr oach is based on child-led learning. Our students are given opportunities to make their own choices and problem-solve themselves. This will lead to enhancement of confidence, self-esteem and trust in themselves. Allowing our students to be more engaged in their environment develops ownership of their progress and identifies individual interests.
The ‘becoming’ stage aims to discover what is essential to young people now and in their future. Learning should be used as part of an individualised approach for each student, supporting as independent life as possible and transferable to the real world. We need to ask what achieving an outcome would do for the young person: What would it give them? Do for them? Make it possible for them? As the academic year progresses, we focus on integrating our students into the wider school community. Our students will expand their social, communication, and problem solving and independence skills by accessing different areas of our school. E.g. hair salon, laundrette, Equals café. Each student will take on job roles within these areas to develop skills they can take with them into the wide world. In addition, our focus on each individual is to prepare them for their next placement and the transition from life at Bladon to elsewhere. We aim to prepare the young person to be as successful as possible, to achieve the best possible next placement for Post-16/Post-18.
How we assess progress
Baseline assessment – At the start of every academic year, each young person is baselined on their developmental progress. This assessment identifies vital development areas for the young person. This baseline assessment will be used to create learning intentions alongside EHCP outcomes.
MAPPS – Learning Intentions provide stepping stones towards the young person’s EHCP outcomes. The team around the young person will c reate each Learning Intention and assess them at a termly RAP meeting. Learning Intentions will be created termly through the baseline assessment.
Learning Journey Folders: These Learning Journeys will showcase each young person's development, progress, and WOW moments throughout the year. Each folder will be taken to RAPP, EHCP, and parent visits to showcase work and progress. All assessment evidence will be recorded in each young person's learning journey.
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