Uplands School

Uplands School
A Vibrant and Caring Community Where Learning for Life is Fun
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Uplands School Uplands School

Houses and LMP

Uplands School is organised into houses and groups in order that educational experiences are relevant, enjoyable and beneficial in enabling students to make the best possible progress. The flexibility of the curriculum enables students to access activities in classes other than their own if this best meets an aspect of their individual needs.

Stanton House

Students in Stanton House are supported in a variety of ways. These classes,  in which the predominant diagnoses of the students is PMLD, provide a sensory curriculum tailored to best meet their needs and enable them to engage with learning activities.  These classes provide a high staff to student ratio.  Staff access a range of professional expertise to support the complex needs of these students including medical, physical and communication needs.  The school is well equipped to provide specialist support to pupils with profound and complex needs, in particular in terms of physiotherapy and health programmes, using the hydrotherapy pool and therapy programmes provided by the Multi-Agency Unit.

Lydiard House

Students with Complex Learning Difficulties are supported in a variety of ways. The classes within the school in which the predominant diagnoses of the students is Complex Learning Difficulties, provide a range of support to enable students to have positive learning experiences offering individualised learning pathways.

In key stage three a topic based approach is followed, based predominantly on the National Curriculum, with a commitment to engage with the interests of the student and opportunities for inclusion. The curriculum is tailored to best meet the needs of the students and enable them to engage with learning activities.

As students progress throughout key stages four and five, the curriculum is broadened to focus on gaining accredited qualifications and focus on vocational and life skills.

Avebury

Avebury House supports students that often have complex needs and require a structured approach to the learning environment or to access sessions delivered in a variety of ways. The classes operate in a structured way, providing the necessary scaffolding to enable students to have positive learning experiences. In key stage three a highly structured approach is followed, based predominantly on the TEACCH principles of classroom organisation, personalised schedules, individual work stations, physical activity and a commitment to engaging with the interests of the student in order to enable them to access the learning experiences. The curriculum is tailored to best meet the needs of the students, enable them to engage with learning activities and develop flexibility of thought. As students progress throughout key stages four and five, where possible the scaffolding is removed as students prepare for life in a world which is not autism aware. However, the commitment to physical activity, a sensory curriculum, individualised learning pathways and a functional curriculum remain at the core of the curriculum for students within Avebury.

Learning Mentor Group

All pupils in the Learning mentor programme have been identified as having pre-existing special educational needs that are often linked with behavioural difficulties

Our pupils have access to a range of on-site/ off-site school facilities (The Farm, shops, the Community Enterprise Centre, UET College, Cookery rooms) as well as Swindon’s Community resources (Libraries, gym and sports facilities, Rein and Shine- horse riding and Forest schools) many of these facilitate the access to accredited courses such as BTEC and ASDAN. 

The programme offers bespoke packages for individual pupils that are matched to best meet the needs of the learner, and 1:1 support from a Learning mentor is provided where identified as necessary.

Activities within lessons are designed to be engaging (and where possible practical/ hands on) - this being the tool that manages pupil behaviour rather than over reliance on sanction and reward. Given the range of pupils with ASC we work with, the work environments we use are diverse.