Article 12: Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.
Article 31: Leisure, play and culture - Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.
We are a Unicef Rights Respecting School. The Rights Respecting School Award puts children's rights at the heart of schools in the UK.
We aim to be a safe and inspiring place to learn, where children are respected, their talents and nurtured and they are able to thrive.
The Rights Respecting Schools Award embeds these values in daily school life at Oscott Manor School and gives children the best chance to lead happy, healthy lives and to be responsible, active citizens.
Key Stage 4
The Key Stage 4 (Year, 10 and 11) curriculum offers a wide range of accreditation routes in order that all of our pupils can gain recognised qualifications or an acknowledgement of working at a stated level.
Pupils have four options that they make at the end of year 9 that are studied for the two years in Key Stage 4.
We offer a wide range of subjects in Key Stage 4 that lead on from subjects taught in Key Stage 3.
Animal Care
Humanities
Sport
Outdoor Learning
Music
Performing Arts
Health and Social Care
Enterprise/Design Technology
Art/Textiles
Food Technology
Media
English, Maths, Science, Computing, Physical Education, Reading and PSHE are compulsory subjects in Key Stage 4.
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Key Outcomes |
Preparing for Key Stage 5/ Sixth Form |
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Employment |
Subject option choices - thinking about university and college, picking the right subjects for future career goals, exploring different careers, understanding requirements for HE, structured careers advisory sessions, planning for employment: what qualifications do you need, what study programme should you be on, what work experience would be most helpful, work experience- starting with tasters and building up to increasing time in the workplace- with support where needed, GCSE’s/NVQs/Entry Level qualifications, vocational options, continue to build personal / vocational profile - use in careers sessions, after school / Saturday jobs / part-time employment, understanding supported employment options e.g. access to work, Transition to new settings, Starting micro-enterprises, careers education, career one to one meetings. |
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Independent Living |
Travel training, making decisions about what to spend money on, making own food, socialising unsupervised in town / local community, independent living skills. |
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Community Inclusion |
Making decisions about how to spend free time, managing social media and other technology, online gaming and staying safe, belonging to different groups, friendships and relationships, understanding the bigger picture and building resilience. |
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Health |
Sex and relationship education, immunisation – tetanus, managing more complex health needs, understanding what the GP can help you with, annual health check with GP if registered learning disability, mental health and wellbeing, drug and alcohol education, switching the screens off and getting a good night’s sleep, physical exercise. |
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Pioneers |
Discoverers |
Explorers |
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English x5 |
English x5 |
English x5 |
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Maths x5 |
Maths x5 |
Maths x5 |
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Science x3 |
Science x3 |
Art and Design x2 |
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Computing x1 |
Computing x1 |
Employability x2 |
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Phonics and Reading Daily |
Phonics and Reading Daily |
Enrichment x2 |
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Physical Education x2 |
Physical Education x2 |
Forest School x2 |
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PSHE x1 |
PSHE x1 |
Music x1 |
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Option Block A x2 |
Option Block A x2 |
Physical Education x2 |
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Option Block B x2 |
Option Block B x2 |
Preparing For Adulthood x3 |
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Option Block C x2 |
Option Block C x2 |
PSHE x1 |
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Option Block D x2 |
Option Block D x2 |
Wider World x1 |
Key Stage 4 Assessment
Physical Education, PSHE, and Reading do not result in a final accreditation but are compulsory subjects as per government guidance. (National curriculum - GOV.UK) Enrichment is also non accredited. Subjects are assessed in Key Stage 4 using a range of exam boards that are suitable to the level of learning and the subject.
This means each subject may be assessed differently depending on the accreditation type, for example end exam or portfolio-based assessment. The options booklet on the school website provides detailed information on each subject offered at Key Stage 4. This is also given to parents and pupils during the options day.
The Explorers pathway is assessed using the ASDAN Personal Progress Units suitable to the subjects covered in the curriculum.
Discoverers and Pioneers Long Term Plans
Independence and Communication
We place a strong emphasis on fostering independence throughout all aspects of the school day. Independence is crucial to our pupils:
Empowerment: Developing independence empowers pupils, giving them the confidence to take control of their own learning and daily activities.
Life Skills: It equips students with essential life skills, preparing them for adulthood and enabling them to navigate the world more effectively.
Self-Esteem: Achieving independence boosts self-esteem and fosters a sense of accomplishment, which is vital for personal growth and well-being.
Individual Growth: It encourages personal growth and development, allowing students to reach their full potential.
Social Integration: Independence helps students integrate better into society by enhancing their ability to communicate, make decisions, and interact with others.
Future Opportunities: It opens up more opportunities for future education, employment, and independent living.
Communication is a core focus and developing communications is a school priority. All staff receive regular training in the area of communication from internal and external specialists. We use various methods such as:
Photos, Objects of reference, Makaton, Picture Exchange, Social Stories, Intensive Interaction, Visual timetables, Aided Language displays, Communication books, Alternative and Augmentative Communication methods.
Assemblies
Here at Oscott Manor, we take a thematic approach to assemblies, focusing upon developing our pupils' understanding of the world around them in which they live, encouraging them to develop and grow as young people.
Our assemblies explore important events in human history such as VE day, important historical figures such as Nelson Mandela, celebrate diversity through autism awareness and encourage positive behaviour by discussing moral values such as empathy and kindness.
We tailor our approach to meet the need of our students and therefore hold four separate assemblies throughout the week from Tuesday to Friday during AM registration. For the Explorers pathway this would be delivered through a sensory approach.
Reflection Time
Reflection Time is a dedicated period scheduled daily for form classes to pause and reflect on their experiences throughout the school day. This practice aims to foster a supportive environment where students can:
Review and Consolidate Learning:
Academic Reflection: Students can think about what they have learned in their lessons, identify areas of understanding, and recognise topics that may need further clarification.
Goal Setting: Encourages students to set personal academic goals and plan steps to achieve them.
Personal Growth and Development:
Self-Assessment: Provides an opportunity for students to assess their own progress, strengths, and areas for improvement.
Mindfulness: Promotes mindfulness practices, helping students to stay present and manage stress.
Social and Emotional Well-being:
Peer Interaction: Allows students to share their thoughts and feelings with classmates, fostering a sense of community and support.
Emotional Expression: Encourages students to express their emotions and reflect on their social interactions throughout the day.
Problem-Solving and Decision-Making:
Conflict Resolution: Helps students to reflect on any conflicts or challenges they face and consider ways to resolve them.
Critical Thinking: Encourages critical thinking about daily experiences and decisions.
Teacher Support and Guidance:
Feedback: Provides a platform for teachers to offer feedback and guidance based on students' reflections.
Mentorship: Allows teachers to mentor students, helping them navigate academic and personal challenges.
Incorporating Reflection Time into the daily schedule, creates a nurturing environment that supports holistic development, enhances learning outcomes, and promotes overall well-being.
Long and Medium-Term Planning
Development of Long-Term Plans:
The aims of the curriculum are shown through the long-term plan aligning to the school’s ethos and values. They outline the content that will be taught, detailing the themes, topics and units that will be covered in each subject.
The plans include a timeline, specifying when each topic or unit will be taught. This helps ensure that all necessary content is covered. They also state where the content has been obtained from.
All long-term plans are made available on the school’s website, ensuring that it is accessible to all teachers, students, and parents. This transparency helps everyone to understand the educational journey and expectations for each year.
Teachers use the long-term plan to develop medium-term plans, which break down the curriculum goals into more detailed units or topics to be covered over several weeks or months. The medium-term plans include more specific details about the learning objectives, activities, assessments, and resources needed for each unit.
We conduct regular checks to monitor the implementation of the long-term plans. This includes reviewing progress, assessing student understanding, and making any necessary adjustments.
Teaching strategies
We employ a diverse array of teaching strategies to effectively address the unique needs of our pupils. These strategies include, but are not limited to:
Adapted Teaching
Attention Autism
Precision Teaching
Attention Autism
Individual and Group Work/Flexible Grouping
Intensive Interaction
Picture Exchange
Maths Mastery
Continuous Provision
Social Stories
Scaffolded Learning
Structured Environments
Curriculum Impact
Curriculum Impact at Oscott Manor Special School for pupils with autism is profound and multifaceted. Our tailored curriculum is designed to support the diverse needs of our pupils, promoting independence, communication skills, and positive social interactions. Through adapted teaching and personalised learning targets, we ensure that each pupil can access and engage with the curriculum in a meaningful way.
Our emphasis on Reflection Time and Assemblies provides pupils with opportunities to develop self-awareness and emotional regulation, key components for navigating daily life. Long-Term and Medium-Term Planning allow us to set realistic and achievable goals for our pupils, ensuring that they make consistent progress in their learning journeys.
Teaching strategies at Oscott Manor are evidence-based and continuously refined to meet the evolving needs of our pupils. We employ a range of approaches, including visual supports, sensory integration, and structured environments, to create a supportive and effective learning atmosphere.
The impact of our curriculum is evident in the destination outcomes for our pupils. Our pupils go on to further education, vocational training, or employment, equipped with the skills and confidence needed to succeed. Our outcomes demonstrate that our approach not only meets academic needs but also prepares pupils for a fulfilling and independent life beyond Oscott Manor.