EYFS  

(any pupils ready for formal phonics curriculum will develop letter formation and spelling as part of their daily phonics sessions)  

Phonics is taught five times per week using the Pre-Phonics Skills Plan (see Phonics and Early Reading Policy). Planning is regularly reviewed and adapted in response to pupil progress. Sessions focus on sound awareness, early sound discrimination, body and self-awareness, sensory exploration, and the foundations of letter recognition and formation where appropriate.

Pupils work towards individual sensory and physical targets identified within their EHCPs and personalised learning programmes.

Write Dance sessions are delivered three times per week to develop body awareness, coordination, movement patterns and the physical skills that underpin mark-making and writing.

Pupils are provided with regular opportunities to develop pre-writing skills, including grasp and release, hand-eye coordination, manipulation and control, exploration of a range of materials and tools, and the development of independence and self-help skills such as fastening zips and buttons, pouring, and using everyday equipment.

Fine and gross motor skills are developed through a combination of structured teacher-led activities and opportunities within continuous provision, enabling pupils to practise and consolidate skills throughout the school day.

Communication development is embedded across the curriculum through a Total Communication approach. This may include Intensive Interaction, PECS, Makaton, communication books and boards, PODD, and Speech and Language Therapy interventions, ensuring pupils have meaningful ways to express themselves and engage with learning. Opportunities to develop communication, mark-making and early writing skills are embedded across all areas of the curriculum, enabling pupils to apply and generalise their skills in a range of meaningful contexts.

A variety of alternative recording and communication methods are used to ensure accessibility for all learners, including switches, sequencing boards, communication devices, symbols, photographs and assistive technology.

Multisensory pathway – pre formal phonics 

(any pupils ready for formal phonics curriculum will develop letter formation and spelling as part of their daily phonics sessions) 

For pupils following the Multi-Sensory Pathway, writing development focuses on the earliest foundations of communication, engagement, physical development and self-awareness that underpin future literacy learning. Provision includes:

Phonics is taught five times per week through the Multi-Sensory Pathway Pre-Phonics Skills Plan (see Phonics and Early Reading Policy). Planning is regularly reviewed and adapted in response to pupil progress. Sessions focus on developing awareness of sounds, early sound discrimination, sensory engagement, body and self-awareness, and the foundations of letter recognition and formation where appropriate.

Write Dance sessions are delivered three times per week to promote movement, coordination, body awareness and the development of early pre-writing skills.

'My Independence' sessions, provide additional opportunities for children to develop their fine motor skills, hand-eye coordination, and communication skills. The children engage in four activities over a two-week period, with adaptations made to ensure continued progress.

Individualised physiotherapy programmes are implemented to support pupils’ physical development, posture, mobility and access to communication and recording activities.

Pupils work towards individual sensory and physical targets identified within their EHCPs and personalised learning programmes.

Tac-Pac sessions are used to develop communication, body awareness, anticipation, attention and engagement through structured sensory experiences.

Rebound Therapy is provided for individual pupils where appropriate to support physical development, sensory regulation, body awareness and engagement. Pupils have three communication and problem-solving sessions a week. In these sessions writing is covered through one of the carousel activities. This will look like fine motor activities, reach and grasp activities and/or mark making. Sessions continue into the second week to enable pupils to make progress and revisit skills. Pupils have a key worker to work alongside them to make sure that learning can be built upon through the sessions. Key workers record evidence of progress on Evidence for learning at the end of the two weeks.

Communication is developed through a Total Communication approach and may include gestural communication, AAC systems, objects of reference, visual supports, switches, communication technologies and other personalised communication systems.

Opportunities to develop communication, mark-making and early writing skills are embedded across the curriculum to support the transfer and generalisation of skills in a range of meaningful contexts.

A range of alternative recording and communication methods are used to ensure accessibility for all learners, including switches, sequencing boards, communication devices, symbols, photographs and assistive technology.

Engagement pathway – pre formal phonics 

(any pupils ready for formal phonics curriculum will develop letter formation and spelling as part of their daily phonics sessions) 

For pupils following a pre-formal curriculum, writing development focuses on the foundational communication, sensory, physical and cognitive skills that underpin future writing. Provision includes:

Phonics is taught five times per week through the Engagement Pathway Pre-Phonics Skills Plan (see Phonics and Early Reading Policy). Planning is reviewed and adapted in response to individual pupil progress. Sessions focus on early listening skills, sound discrimination, sound-symbol awareness, mark-making, letter recognition and formation, alongside the development of fine and gross motor skills.

High-quality texts form the basis of three weekly sensory story sessions. These sessions provide meaningful opportunities to develop communication and engagement.

Write Dance sessions are delivered three times per week to support body awareness, motor planning, coordination, and the development of pre-writing movement patterns.

Individualised physiotherapy programmes are implemented where appropriate to develop the physical skills required for communication, mark-making and writing.

Pupils work towards individual sensory and physical targets identified within their EHCPs and personalised learning programmes.

Tac-Pac sessions are used where appropriate to develop body awareness, communication, attention and engagement.

Pupils participate in at least one adult-supported writing or fine motor activity each week through carousel provision, enabling them to practise and apply emerging skills in a range of contexts.

Communication development is embedded throughout the curriculum through a Total Communication approach. This may include Intensive Interaction, PECS, Makaton, communication books and boards, PODD, and Speech and Language Therapy programmes and interventions.

TEACCH-based tasks are used to develop fine motor control, attention, independence, and task completion skills.

Opportunities to develop early writing and communication skills are embedded across the curriculum to promote the generalisation of skills in meaningful and motivating contexts.

A range of alternative recording and communication methods are used to ensure accessibility for all learners, including switches, sequencing boards, communication devices, symbols, photographs and assistive technology.

Progression pathway

 Functional pathway 

Phonics is taught five times per week using the Read Write Inc. (RWI) programme.

RWI Spelling is taught five times per week for pupils who are secure readers and writers at the phonics level and who can accurately spell words within the RWI phonics programme.

Pupils are grouped for phonics and spelling according to their assessed stage of development. Teachers are responsible for planning for each group and ensuring that planning is shared with all staff delivering sessions to maintain consistency and progression.

Our school phonics lead oversees the organisation and regular review of phonics and spelling groupings across the school.

Pupils following a formal curriculum participate in daily handwriting sessions. These sessions focus on correct letter formation, letter orientation, relative letter size, pencil control, and presentation.

Writing is taught explicitly through two English lessons per week, using high-quality texts as a stimulus for purposeful writing opportunities.

Individualised physiotherapy programmes are implemented where appropriate to support the physical skills required for writing.

Pupils work towards individual sensory, physical, cognition and learning, and communication targets identified within their EHCPs and personalised learning plans.

Opportunities to develop writing and communication skills are embedded across the curriculum, enabling pupils to apply and generalise their learning in meaningful contexts.

A wide range of recording and communication methods are used to ensure accessibility for all learners. These may include switches, communication devices, sequencing boards, symbols, photographs, assistive technology, typing, drawing, and other alternative forms of recording.

Learners in this pathway follow either a Vocational or Life Skills curriculum.

Vocational classes:

English is taught through two timetabled lessons each week, following the Pearson Edexcel Entry Level English curriculum and adapted to meet individual learning needs.

Communication skills are developed through practical, real-life contexts, including:

· Introducing yourself and others

· Asking for help and information

· Following instructions

· Speaking politely in different situations

· Developing speaking, listening and discussion skills

Writing develops practical and functional writing skills, including:

· Completing forms

· Writing emails, messages, notes and lists

· Recording personal information

· Producing CVs and personal profiles

· Developing sentence structure, punctuation, spelling and grammar appropriate to each learner's level

Functional English is taught through meaningful life skills, including: ·

Money and shopping vocabulary

· Understanding prices, menus and receipts

· Employment and workplace communication

· Health, safety and independent living

· Reading and responding to everyday information

Speaking, Listening and Communication skills are embedded throughout the curriculum, with pupils developing confidence in:

· Asking and answering questions

· Expressing opinions and preferences

· Participating in discussions

· Listening and responding appropriately

· Using communication skills in a range of real-life situations

Writing progression is personalised and includes:

· Letter formation and handwriting

· Spelling and vocabulary development

· Punctuation and grammar

· Sentence and paragraph construction

· Writing for different purposes and audiences

Assessment is aligned to the Pearson Edexcel Entry Level English specification, with pupils working towards Pre-Entry, Entry Level 1, Entry Level 2 or Entry Level 3 outcomes as appropriate.

Life Skills classes:

Life skills pupils will carry out English tasks linked to sensory stories. These currently run over a 2 year rolling program with half a term based on a fictional story and the other based on a functional aspect.

Pupils are assessed against their pre-entry level skills on Insight using the Engagement or Progression milestones.

Teaching focusses on developing early communication, speaking and listening, reading and writing skills through practical and meaningful activities.

Pupils build confidence in recognising letters and sounds, following simple instructions, asking and answering questions, making choices and communicating their needs.

Reading activities develop word recognition, simple sentence reading, comprehension and understanding of a range of everyday texts with visual support.

Early writing skills include name writing, letter formation, handwriting, punctuation, use of capital letters and recognising the features of different text types.

Pupils who are expected to progress to Entry Level 1 begin to develop the prerequisite skills needed to access the Entry Level curriculum.

All Functional classes:

Children across both vocational and life skills classes are are split into groups for phonics or spelling based on their ability.

All pupils participate in daily handwriting sessions. These sessions focus on correct letter formation, letter orientation, relative letter size, pencil control, and presentation. (See Appendix A: Handwriting Guide.)