Teaching and Learning
At Uplands we are committed to providing a vibrant and caring community where learning for life is fun. At Uplands school our core learning values are interdependence and independence; encouraging all our students to work interdependently through collaboration and, where possible, strive for independence. With a focus on communication we aim to deliver a unique and flexible curriculum designed to maximise student engagement and progress. Our curriculum will be enhanced by exceptional care, support and guidance delivered in a safe and nurturing community.
At Uplands every student will be valued and every achievement celebrated.
Achieving Effective Teaching and Learning
Effective teaching and learning is the process we adopt by which we deliver our modified curriculum which is broad, balanced, relevant and differentiated to meet the needs of the students (see Uplands Curriculum Policy). All our students are taught within small, needs led groups. The needs led provision areas are: SLD (Severe Learning Difficulties), ASD (Autistic Spectrum Disorder)/ Complex, and PMLD (Profound and Multiple Learning Difficulties).The time allocation given to each curriculum area is determined by the needs of the individual provision, for example PMLD classes will spend greater time supporting the physical development of students, ASD groups may focus more on developing social understanding and ability and SLD groups will afford greater time to developing key skills.
In addition, the Learning Mentoring Programme (LMP) supports a group of young adults with behaviour, social and emotional difficulties to engage with learning by providing a highly individualised curriculum supported by individual adult learning mentors.
Work is differentiated and personalised; adapted, not only to meet the child’s specific learning difficulties but their personal learning style, as well as ability. IEPs and target setting are used to determine teaching and learning and curriculum outcomes, which are incorporated into a thematic curriculum based on the National Curriculum, Rainbow and EQUALS schemes of work. Student Progress is regularly reviewed and interventions put in place to ensure maximum progress for all students.
Additional support, to compliment teaching and learning and ensure maximum student progress, is available, when appropriate, through a wide range of educational and health professionals including Speech and Language Therapists, Physiotherapists, Occupational Therapists, the School Nursing Service and the Education Support Services team. These professionals provide an advisory input for class staff as well as practical sessions with the young people.
At Uplands we feel that the actual provision all students receive should take into consideration the individual learning needs of the student.
The Teaching of Reading
At Uplands School the teaching of reading is informed by the two core skills of word recognition and language comprehension.The school uses an individualised approach to the teaching of reading using a variety of methods such as guided reading, individual 1:1 reading and the use of ICT. The ‘Letters and Sounds’ guidance provides a framework for the teaching of phonics. This is used alongside a variety of other reading teaching methods. Reading material is accessible in each of the classrooms and the teaching of reading forms a regular part of the curriculum.
Student’s reading progress is assessed using a breakdown of each ‘P’ level, Milestone and National Curriculum statements. PM Benchmark is used as a formative assessment to ensure students have the appropriate reading material. PM Benchmark assessments will take place at the end of September and then as and when appropriate.