Whole School Overview

We strive to provide a personalised curriculum for every learner that;

• promotes the acquisition of new skills 
• encourages the development of self help and independence 
• actively involves parents and carers
• makes effective use of the wider community 

Learners at The Coppice School are aged between 2 years and 19 years over six Key Stages; 

Early Years Foundation Stage: 2 years - 5 years, KS1: 5 years - 7 years, KS2: 7 years - 11 years, KS3: 11 years - 14 years, KS4: 14 years - 16 years and KS5: 16 years - 19 years.

We place great importance on the balance between meeting pupils’ complex learning needs and giving a sense of progression through the school as our children grow and mature into young adults.

To ensure we offer a broad and balanced curriculum, the school operates a thematic approach with rotating focus on curriculum areas. There is a 4 year rolling programme of topics which was introduced in September 2019.

The staff have worked together to modify the way the curriculum is planned to better reflect the needs of pupils of all abilities and learning styles as described in the statement below. 

Staff plan together as well as individually, to ensure that we maximise  expertise both in subject knowledge and in skills in meeting the needs of learners with different abilities and learning styles. Broad learning outcomes in the different areas of the curriculum for learners on each pathway can be seen through the links below. We continue to analyse the impact of the curriculum and make any ongoing changes needed to keep it vibrant.

Pupils’ progress is rigorously assessed via the annual review process of the Education, Health and Care Plan (EHCP) and on an academic year cycle using the following tools:

EYFS: The Early Years Developmental Journal

KS1-5: Evidence / observations analysed using the Engagement Model

and / or

Twice yearly assessment of English, Mathematics, and Personal Social and Emotional Development using the Lancashire Performance Indicators for Valued Assessment and Targeted Learning (PIVATS)

EYFS – KS5: On-going assessment against Personal Learning Intention Map targets (PLIMs) using the Evidence for Learning app

Where required: Sensory needs assessments e.g. Sensory Profiles, SCERTS (Social Communication, Emotional Regulation and Transactional Support)

These assessments follow two distinct annual cycles as shown below:

When each pupil reaches Key Stage 3, staff work collaboratively to determine Individual Learning Pathways that will lead to appropriate accreditation and work related learning in preparation for adulthood - see the format below. This is reviewed at least annually to map progress and to see if change is needed or additional opportunities can be identified.

For further information about the curriculum at The Coppice School, please contact Wendy Parsons, Deputy Headteacher.