At Queensmill School we know that each one of our pupils is starting their learning from an unusual point due to their autism and attendant special educational needs.
We recognise that our pupils will have somewhat spikey profiles, having preferences and aptitudes in certain areas, and that they struggle in other areas. As a school we are committed to excellence and have an ambitious vision for each and every one of our children. We know that life and learning in general can be very difficult for them, we endeavour at all times to present the curriculum to them in a way that they can understand and make use of, and we celebrate every small step of progress that they make. We want to empower our pupils to manage their own autism and to be able to learn as independently as possible. We know that our pupils benefit from a well-ordered and positive environment and this is what we provide for them. We know that our children progress at different rates and we therefore individualise the curriculum for each child in order that pupils can realise our high expectations of them, despite their starting points.
We have agreed practice in terms of the planning, delivery and assessment of the curriculum and all areas of the curriculum are evaluated regularly by senior staff. We lay this knowledge and practice over an undercarriage of up to date autism knowledge based in research from our scientific partners. We believe that it is this accountability that keeps our teaching at an outstanding level and enables pupils with autism to learn at a fast pace in an adapted and yet stimulating environment. We are grateful to a staff who accept that constant and rigorous monitoring of classroom practice each term, with focus for instance on Ofsted criteria for teaching and learning, autism-specific strategies, use of TEACCH (Treatment and Education of Autistic and Communication Handicapped Children), PECS (Picture Exchange Communication System), SI (Sensory Integration), teaching of basic skills – reading, writing and communication, use of ICT (Information Communication Technology), results in consistency of approach and improvement of practice. We believe that it is this process that raises standards and ensures that our pupils are making outstanding progress
The ‘My Learning’ curriculum at Queensmill is constructed from three areas dependent upon the each of each student.
Early Years Department
Students in Early Years follow a ‘My Learning’ curriculum informed by the EYFS Profile with teacher led targets and assessment in the following curriculum areas: Literacy, Numeracy, Personal Development and Use of Technology.
More information can be found in the EYFS section.
Primary and Secondary Departments
Students in KS1 – KS4 follow a ‘My Learning’ curriculum informed by the National Curriculum with teacher led targets and assessment in the following curriculum areas: English, Maths, Science and Computing.
The learning for KS1-KS4 student is focused around the following areas:
- Functional use of English to communicate and understand the world and be successful
- Application of skills and knowledge
- Functional use of Maths to understand the world and be successful
- My world and my environment
- Personal science – understanding my sensory needs
- Sex and relationships (covered in KS3 and KS4)
- Use of technology
- Functional use of technology to understand the world and be successful
- Safety when using technology
- Technology to learn and for leisure
Students in Post-16 and Post-19 follow a ‘My Learning’ curriculum informed by the Preparation for Adulthood (PFA) progression framework.
The learning for Post-16 students is focused around the following areas:
- Vocational skills and preparation for further education
- Independent skills
- Understanding and managing health and living a health life-style
- Community inclusion and access
- How to use leisure time and activities
Students are set targets each term by their class teacher, which are primarily informed by their Statement or Educational Health Care Plan. Where appropriate young people in KS1 and KS2 may be working towards targets which are more commonly found in the EYFS profile and young people in KS3 and KS4 may have begun their journey towards Preparation for Adulthood. This reflects the unique nature of our autistic learners and that we aim for their learning, and our curriculums, to be personalised and functional. When setting targets classroom practitioners are tasked with identifying targets which will make a clear difference to the quality of life and functioning of the young people they support.
Information on how we assess ‘My Learning’ can be found in our assessment reports.
Detailed assessment report
KS2 data report
KS4 data report