Deane Discovery Centre (Primary)
At Deane Discovery Centre (DDC), we provide a creative and exciting learning journey for pupils across KS1 and KS2. DDC is a small centre with a dedicated, skilled team of teachers, HLTAs, TAs, and a pastoral lead to support our pupils in achieving throughout all areas of their learning journey.
Within our setting, the delivery of curriculum is based around English, maths, RSHE and project work. With all our students having access to enrichment activities based on their needs and personal timetables, giving all students the opportunity for success during their school week. All students are also able to access numerous interventions; sensory play, Lego therapy, SEMH sessions and play therapy.
We provide a bespoke timetable for all our pupils, ensuring to take into consideration all areas of their needs. This may sometimes mean that our pupils are provided with alternate provision that is off-site. Offering forest school, swimming, outdoor education opportunities, play therapy and other alternative provisions.
Our centre-based pupils are split into two classes; Forest, which focuses on a more formal approach to learning and, Woodland, which has a play-based approach. Pupils are placed within the appropriate classroom based on their individual needs.
Assessment
At DDC, we are constantly monitoring and observing the needs of our pupils. Many of which, have everchanging needs and behaviours. In response to this, our assessment timetable may change dependent on need.
Beginning of term
- Phonics Twinkl assessment proforma
- Salford Sentence Reading and Comprehension Test
- White Rose maths topic assessment proforma
End of term
- Phonics Twinkl assessment proforma
- Salford Sentence Reading and Comprehension Test
- White Rose maths topic assessment proforma
Alongside our academic assessments, we undertake a variety of other assessments to further support our pupils with their SEMH, processing and social skill needs.
- Boxall profiles
- CTOP – processing skills
- Working memory
- BPVS – British Pictorial Vocabulary Scale
- Quick checker – sensory and social communication
- Sensory checklist
- Strengths and difficulties checklists (Play therapy referral)
- Emotional literacy
Phonics
At DDC, we follow the DfE approved, Twinkl phonics programme. The pupils are taught in appropriately levelled groups for 30 minutes each day. We do understand that some of our pupils need a more active approach to help apply their knowledge, therefore, resources such as music, movement and play based learning is also incorporated.
Our phonics lessons consist of learning target phonemes through repeating the sound, becoming familiar with the phonemes and corresponding letters and learning to blend phonemes together to support early reading. We also look at tricky words that are non-decodable, we do this through our classroom curriculum.
Each child is assessed using the Twinkl assessment format, which helps inform the appropriate level needed to support our pupils to succeed in their spelling and reading journey.
For those who are confident in their phonetical understanding, a weekly spelling lesson followed by regular opportunities to share their ability is provided, in line with the appropriate National Curriculum expectations.
Early Reading
One of the biggest barriers for our pupils, is the ability to read. As so many of them have become disengaged due to the fear of failure, creating a new love of reading is incredibly important to us. This is implemented throughout the curriculum as well as a dedicated reading slot each day where each pupil reads individually with an adult. They are also given the opportunity to explore a book of their choice from the school library. For those working through their phonic levels, an appropriate levelled book from the Twinkl ‘Rhino Readers’, is used to ensure consistency. All students are encouraged to choose a book of their choice from the school library to enjoy with an adult at home or at school.
Both our curriculum approaches have a class text, students are able to enjoy a story being read to them throughout the week. This is followed up by comprehension questions to help better assess pupil understanding.
The Salford Sentence Reading and Comprehension Test is used to formally assess our pupils on both their reading ability and comprehension.
Woodland Class
The Woodland class curriculum is a play-based approach to learning which enables students to develop a sense of security in the school environment, which is comprehensible and meaningful to them. The curriculum acknowledges what learners can do by supporting and developing their strengths and abilities. The curriculum focuses on developing the learner’s understanding both of the world around them, and of social interactions and relationships. It values the process as much as the achievement and it is flexible in order to be responsive to the needs of the individual learner. All students will be given maximum opportunities to achieve the highest level of independence possible. It gives teachers the opportunity to support student’s strengths and fill their gaps, whilst using the best approach to their learning style. The curriculum topic content allows students to access a personalised curriculum, structured around their learning style. As there is a changing and younger cohort accessing DDC, we are developing a play-based curriculum to more appropriately meet the needs of more complex KS1 and KS2 students.
Each term, a new topic is introduced (Appendix A), this is then discussed with pupils who help build the curriculum with their teacher to ensure engagement and everyone feels valued and included in their learning journey. Helping build independence and resilience for future adventures.
Forest Class
The Forest curriculum consists of adapted National Curriculum subjects, along with some life skills and creative aspects. Students working within this curriculum, tend to be able to access more formal learning with subject specific knowledge and skills. Students access the range of topics and personalised formal curriculum opportunities as well as National Curriculum subjects for their Key Stage, modified in the light of their developmental level and EHCP requirements. Life skills and independence skills will also form a large part of the curriculum. There is generally a higher level of formal teaching/structure; teachers ensure that learning is linked to topics, practical activities and consolidated and applied in practical sessions. The day starts with a tutor period where there is the opportunity to work on SEMH strategies and social skills. The afternoon consists of sport, Outdoor Education, Play and Enrichment opportunities where the focus is on social skills, teamwork, self-esteem and resilience.
Each term a new topic is introduced linking to national curriculum subjects.