King's Hedges Adaptive Teaching Groups
The King's Hedges Pathway
King's Hedges Adaptive Teaching Groups
Vision
Excellence achieved through care, creativity and challenge.
Intent
We know that with planned and skilled adaptions most pupils are able to access and learn the age appropriate curriculum, delivered by their teacher. Many of our pupils have barriers linked to our catchment demography. We have high EAL, high PP / FSM and increasing number of children with challenges that mean they are vulnerable, this impacts on pupils’ ability to be ready to learn. Some of our pupils struggle to learn in a class of 30 pupils, where learning is more open-ended. Some of our pupils need to have more time to build effective relationships with their teacher, in order to be ready to learn. Some of our pupils need more guidance and reassurance, where others are more independent with self-confidence and resilience to tackle challenging learning. Some pupils need more repeated vocabulary and experiences in order for their learning to transfer into the long-term memory. Adaptive Teaching Groups enable teaching teams to deliver a well-adapted curriculum.
Implementation
Teachers and senior leaders work together to identify any barriers to learning, the pupils are then grouped according to need for each subject/area of learning. We identify pupils who are able to access learning in a bigger, less supported group (ATG1) and pupils who would overcome their barriers with more adult support and modelling of learning over time (ATG3). In some year groups, we have identified that three teaching groups would support the children making accelerated progress (ATG2).
Impact
Assessment for learning and summative assessments evidence that pupils learn more and remember more. An increasing number of children are secondary ready and meet age related expectations.
The King's Hedges Pathway - The Hub
Vision
Excellence achieved through care, creativity and challenge.
Intent
We believe that through quality first teaching all pupils can make progress and many pupils can achieve age related educational outcomes or meet their targets. We believe that all pupils should be taught by their class teacher in their classrooms with their peers. However, with the increasing complexity of pupil needs we support that some children need an alternative curriculum offer – the KH Pathway, which is a morning only offer.
Our offer is not to replace specialist placements. It is a short-term intervention in order for children to either transition to a specialist placement or into mainstream, successfully. We want all children to be included in the life of the school as much as possible. We want to see happy, safe and calm children and adults. We aim for children to be able to have a positive self-image, be resilient, pay attention to what is going on and have school ready skills.
Implementation
With specialist support from inside and outside agencies, we have planned the KH Pathway provision to be well-structured, with short sharp bursts of learning opportunities.
Every pupil in the Hub will be offered a more personalized curriculum offer (the KH Pathway), linked as much as possible to their individual targets. The KH Pathway offers children a basic skills curriculum (reading - decoding, handwriting / fine motor skills, word/ simple sentence writing and maths – numberwork) alongside a project focused curriculum using the Early Years Foundation Stage curriculum and themes. The Hub will also offer specific interventions such as Attention Autism, Play Circles, Touch and Taste – where deemed necessary. The KH pathway will be matched with the KPI core learning from the KH Education so that the children can transition between classroom and Hub if ready and able. The project work will align to the curriculum taking place in the year group classes, it will include over learning.
Vocabulary development is promoted through both taught sessions and by using Makaton. Children will be given regular movement breaks and a combination of 1:1 work, group activities and whole class learning opportunities.
There is a well-planned timetable, where the children have access to short chunks of learning. The areas of learning in the classroom have been mapped with both the National Curriculum ambition and how the foundations of this are developed using the Early Learning Goals.
Impact
Children who attend the KH Pathway offer make good progress towards their targets set. They leave, equipped with the skills and confidence to be ready for the next stage in their education.
Some children will transition to specialist placements seamlessly and others will integrate into the main body of the school, either part or full time to meet their individual needs.
Enhancements
Access to whole school provisions where appropriate.
