Carew Statement of Provision

Page last updated 19th January 2026

Carew Academy [External Link]

Provision

Skills for Work

Skills for Learning

Skills for Life

Key Stage 2 Hub

Who for: Overview

All pupils have an EHCP which covers all areas of learning (Cognition & Learning, Communication & Language, Social Emotional & Mental Health and Physical & Sensory).

The pathways below give more information and cater for students with a range of needs covered by the Moderate Learning Difficulty criteria. So students with speech, language and communication needs and/or ASC. Other needs include ADHD as well as GDD and Downs Syndrome.

Many of these learners also have social and anxiety needs that would make managing a mainstream environment extremely challenging.

We are a therapeutic school, seeing every behaviour as a form of communication, and use a therapeutic approach in our interactions with our students.

For young people with MLD (Moderate Learning Difficulties), speech, language and communication needs such as GDD (Global Developmental Delay) and /or Autistic spectrum conditions and ADHD.

For students aged 11-18

For young people with speech, language and communication needs and /or Autistic spectrum conditions and ADHD, but when these begin to include complex needs, speech and sensory impairment alongside ASD (Autism Spectrum Disorder).

For students aged 11-18

For students with complex needs, speech and sensory impairment alongside MLD (Moderate Learning Difficulties), GDD (Global Developmental Delay) and ASD (Autism Spectrum Disorder). In essence, students in this pathway all have several learning and health needs and as such offer the most complex learning pathway of students within Carew Academy.

For students aged 7-18.

For young people with speech, language and communication needs and /or Autistic spectrum conditions and ADHD, who struggle to identify and manage their feelings.

For students aged 7-11.

Who for: Cognitive working level

At entry point to the school at year 3, this pathway of learner would be expected to have a cognitive starting point of Pre-key stage standard 2 or 3.

The usual entry level range for students arriving at Yr 7 are working at Year 1-2 levels

At entry point to the school at year 7, this pathway of learner would be expected to have a cognitive starting point of Pre-key stage standard 1 but often with entry point to the school at year 3, this pathway of learner would not be measurable by standardised scoring.

The usual entry level range for students arriving at y7 are by the nature of the students, bespoke. Often, phases of students will have different levels of learning to each other. This can range from a start of following the EYFS curriculum, to the national curriculum of Years 1-2. It is important to note that the needs of the students can be complex enough that even the EYFS needs to be heavily adapted, both in curriculum content, and delivery.

Students with a wide range of complex needs, who require a higher level of support in at least one area of their education, be it academic, social or behavioural. The curriculum and the way it is delivered is highly adapted to meet the needs of the learners, and as such a lot of the school routine and expectations in this pathway are more bespoke and adapted to suit learners’ needs.

At entry point to the school at year 3, this pathway of learner would not be measurable by standardised scoring.

At entry point to the school at year 3, this pathway of learner would be expected to have a cognitive starting point of Pre-key stage standard 2 or 3.

Who for:

Attention and Self-regulation

These pathways are suitable for students who are group engagers and who can learn in small class groups. The lesson structure used is mostly based on a primary mainstream nurture class model – 40 minute lessons – but movement time / time out cards for some students are necessary

However for a proportion of their learning time they need to be able to apply themselves to subject specific learning, transition between classrooms and interact with different subject teachers through the day.

The complexities of their SEN, often with co-occurring conditions, means students in this pathway have limited shared attention and difficulties with accepting adult support. Students in this pathway may need more time to regulate their sensory environment and emotional needs. Some students may require a structured environment that has been designed to accommodate the individual students’ needs.

The complexities of their SEN, often with co-occurring conditions, means students in this pathway have very limited shared attention and significant difficulties with accepting adult support. Students often need to regulate their sensory environment and emotional needs, and this requires a bespoke approach. Students require a heavily structured environment that has been specially designed to accommodate the students’ needs and offer plenty of opportunities for co-regulation.

Yr 3/4 learners

The learning is play/practical based, giving students opportunities to engage in a range of activities which are predominantly designed to develop their communication and social interactions with others. Students will access a carousel of themed indoor and outdoor activities as well as some specialised lessons such as cooking and music.

Year 5/6 learners

The learning in this class is more typical of our main school structure in order to build independence and prepare students for their eventual transition into Year 7.

Struggle to access and teach groups over 10 learners.

Struggle to access and teach groups over 8 learners.

Struggle to access and teach groups over 6 learners.

Struggle to access and teach groups over 8.

Who for:

Verbal Communication

Learners are mostly good verbal communicators and are able to use a range of alternative communication skills, however context and understanding can be challenging.

Learners are verbal but some may struggle to participate in a meaningful, social context. Students may require a high level of scaffolding in their communication from adults both socially and academically, and many will require a consistent use of symbols and a longer length of processing time to aid their communication and understanding.

Most students have limited communication, particularly in being able to participate in a meaningful, social context. Often students require a high level of scaffolding in their communication from adults both socially and academically, requiring a consistent high-level approach to symbols and other adaptive communication strategies.

Learners are verbal communicators and are able to use a range of alternative communication skills, however context and understanding can be challenging.

Who for:

Challenging Behaviours

Students may need support to be able to self-regulate and learn within a classroom setting without hurting others or disrupting the learning of other young people.

Students in this pathway are likely to find it difficult to talk and respond appropriately in social situations and for some, maintaining successful friendships can be difficult. They may be reluctant to engage in anyone else’s agenda but their own and struggle to attend to less-preferred activities. Undesirable behaviours may be exhibited towards those who try support them or who don’t adhere to the student’s agenda/wishes.

A high proportion of students in this pathway have high levels of difficulties in understanding how to react and respond to stimuli. This can lead to them having maladaptive strategies (behaviours that challenge) that limit their ability to effectively communicate with others. Students have significant difficulties with shared attention and engagement (strong personal preferences and difficulties shifting attention to less preferred activities) or as behaviours that challenge the adults supporting them, through self-injury, injury to others, absconding, grounding, or significant destruction to property.

Students require a higher level of support and more individualised strategies to access learning and to understand and regulate their emotions. Some students require support to avoid challenging behaviours that could disrupt learning or cause injury.

Who for:

Relationships

All pathways:

Students struggle to understand appropriate relationships and do not have an effective understanding of circles of support and appropriate touch.

Students often form very strong relationships with key members of staff and can be very resistant to change.

Many of the learners in this cohort struggle with accepting adult support to regulate their sensory and emotional needs and with engaging and interacting with others.

Learners in this cohort may struggle to accept adult support to regulate when they are in a heightened state of emotion, affecting their engagement and interactions with others. They may find it difficult to understand and maintain appropriate relationships.

Who for:

Multi- disciplinary team requirements

Students may require a team around the child approach where all stakeholders (teachers, outside professionals, family members and the student themselves) need to participate to develop a bespoke programme that addresses the social, emotional and academic needs of the student.

Students in these pathways require staff who are highly trained in specialist approaches to support every individual’s needs, from theories of learning to positive handling techniques, to active interventions within the classroom layout. This will all ensure the student feels safe and is ready to learn. CPD would need to be updated regularly in order for the students’ needs to be consistently met. Significant difficulties with well-being affecting their ability to be comfortable within their environment and around others. Bespoke services designed by multi-disciplinary team applied in the moment facilitated by highly experienced staff.

This cohort often has low self-esteem. They require an on-site highly specialist, trans-disciplinary team of people which includes them and their parents to collaborate and design strategies and programmes that support the child effectively to feel safe and to develop meaningful skills and relationships.

Who for:

Other:

Students in these pathways may find it difficult to find a school in the area that is currently able to meet their educational, therapeutic or support needs at their level in a MLD setting.

There are limited services that can meet their needs outside of school, due to their high complexity.

Many families report to us that they are struggling to cope and support their child.

Respite may be required, but is often limited due to the lack of respite provision available for this cohort.

These children need a purpose built, low or modified arousal environment with facilities to address their complex individual differences in sensory, emotional and learning capacities

The children in this pathway are the most at risk of missing education. They regularly have difficulties accessing basic health services such as vaccinations, check-ups and dental screening. There is also a lack of services designed to meet their complex needs meaning that essential services such as short breaks, respite and out of school activities are not available, compounding the difficulties.

Well-being, co-regulation, engagement and learning to build trusting relationships are a priority in order to increase their ability to participate in positive interactions and learning, and to develop their safety around others. All these skills are vital for the students in these pathways to develop their independence in preparation for adult life. With high levels of support, some of these learners can move into a more structured curriculum as their strengths and skills develop over time, allowing for greater peer engagement and potential qualifications being accessed later on in their academic journey.

These children benefit from a nurture-based approach to their learning focusing around the fundamentals of children’s development.

Some families report to us that they are struggling to support their child.

Well-being, co-regulation, engagement and learning to build trusting relationships are a priority in order to: increase their ability to participate in positive interactions and learning and to develop their safety around others.

What we provide:

School facilities

Carew Academy occupies an old historic building next to an old Norman church. It is a Grade 1 listed building, with sections dating to over 1000 years old. The school was developed within the old orphanage section of the building and now houses 30 classrooms for students, with additional rooms converted to therapy rooms, offices, a gym, hall and kitchen. 4 additional huts with classrooms have been built to accommodate growing numbers as the school is now at full capacity. The primary section of the school is located in two of the more modern external buildings.

We have two primary classes in our Pre-Pathway Nurture KS2 Hub.

Skills for Life (SfL) currently have 8 classrooms for students, including 2 in the sixth form. In addition, SfL have a sensory circuit room and a sensory regulation room to allow the students to develop their OT skills and regulate respectively. SfL classes have rooms with many additional resources and expectations of classroom layout and approach, to match the students’ needs. These include therapy tents, sensory resources, teach stations etc.

Skills for Work currently have 10 classes.

Skills for Learning have 5 classes.

A further 4 classrooms house the sixth form cohort which are all Skills for Work specialist subject pathways.

Outdoor communal areas for all pathways include a large playground and school field for use as needed, with an allotment, an adventure playground, both a small and large football field and large playground with playground designs. We utilise our outdoor quad, located centrally within the building, for our Woodland Wonders provision. This is a sensory and kinaesthetic outdoor learning area, supporting timetabled sessions predominantly with our lower school students, skills for life students and Student Support with regulation for dysregulated students.

The school has a medium sized hall which allows for a staggered lunchtime only. Meaning students can sit and eat with their year group or pathway groups. Some classes (primarily in the Skills for Life pathway) cannot access eating in the Hall with others and require lunch in their own classroom. This area is also used for Pathway and/or year group assemblies, outside speakers, dance and PE classes.

The indoor gym provides a space for PE with ropes, climbing bars and marked floors for different sports.

The Key Stage 2 Hub has two classes and a separate outdoor learning space for a creative, exploratory environment. The Hub also has a therapy bus (an old, re-purposed minibus) which is used for ELSA sessions and regulation space.

What we provide:

High levels of adult support

We provide small class groups of up to 10 students. Form tutors are the first point of contact for parents and, along with class Teaching Assistants, provide strong pastoral care and monitor progress towards students’ EHCP targets. 2 Teaching Assistants and 1 Teacher.

In Year 7, classes are predominantly taught by their form tutor, with the exception of PE and The Arts. In Years 8-11, classes combine tutor and core subjects by subject specialist teachers.

We provide small class groups of up to 8 students. Form tutors are the first point of contact for parents and, along with class Teaching Assistants, provide strong pastoral care and monitor progress towards students’ EHCP targets. 3 Teaching Assistants and 1 Teacher.

Traditional MLD teaching approaches are used, with a mixture of group work & 1:1 learning as well as use of the TEACHH system for some students and highly bespoke timetables and staffing structures.

We provide staffing ratios that enable independence whilst achieving high aspirations for progress in learning

Children and young people in this cohort are taught in small classes of no more than 6 students, with a high staff to student ratio. 3 Teaching Assistants and 1 Teacher.

Traditional MLD teaching approaches are used, with a mixture of group work & 1:1 learning as well as use of the TEACHH system and highly bespoke timetables and staffing structures.

We provide staffing ratios that enable independence whilst achieving high aspirations for progress in learning, using a bespoke learning set of learning intentions for each individual student.

Class groups in the Hub are no larger than 8 students. Each class will have one class tutor and 3 TAs in order to enable learning to take place inside and outside the classroom within each lesson, as required. Students work predominantly in small groups of between 2 and 4 students.

The two classes each have 1 teacher supported by 3 TAs due to the high dysregulation levels of our younger students.

Another TA runs our Woodland Wonders outdoor learning environment where students are able to go for outdoor learning and to emotionally regulate.

Our 2 teachers are supported by a further teacher who is our school Therapy lead. Averaging 1.5 Teachers across the 2 classes

What we provide:

Evidence based teaching strategies

We provide evidence based strategies for students with language and communication needs, including

visual supports for schedules and learning activities.
social use of communication groups
Zones of Regulation to help learners understand and regulate their emotions
social stories are used to develop students’ understanding of situations and to help them understand the perspective of others
sensory circuits and movement breaks are built into lessons for those students who need them

We are open to developing, extending or changing approaches for individual students when current evidence based strategies do not appear to work.

In addition to our universal SEND teaching as detailed in our Skills for Work pathway, our teaching teams for these pathways are trained in a wide range of specialist evidenced based teaching and uses therapeutic approaches and interventions (ELSA, drawing and talking, construction, rebound, attention autism, TEACCH and colourful semantics) and other therapies bought in (drama therapy and canine therapy) for students as needed. Students predominantly require Speech and Language Therapy intervention, as well as Occupational Therapy, both in individual sessions and group/whole class sessions.

We provide evidence based strategies for students with language and communication needs, including

visual supports for schedules and learning activities.
social use of communication groups
Zones of Regulation to help learners understand and regulate their emotions.
social stories are used to develop students’ understanding of situations and to help them understand the perspective of others.
sensory circuits and movement breaks are built into lessons for those students who need them.

We are open to developing, extending or changing approaches for individual students when current evidence based strategies do not appear to work.

What we provide:

Parental communication and support

We take care to develop and maintain high levels of communication between school staff and parents. We use a range of best practice teaching and therapy strategies, with techniques embedded within daily routines to ensure high quality support for all children and young people at Carew Academy and at home.

Weekly update emails are sent home to parent and termly progress reports are produced. In addition to these, we have two parent consultation evenings per year, a Meet the Tutors evening in September, two target setting phone call meetings (Autumn and Spring terms) and the Annual Review meeting.

The families of students benefit greatly from shared communication with teaching staff about strategies that are impactful and transferable to home, as well as developing fascinators (areas of interest) and dislikes. This of course goes both ways, with communication between home and school key to a successful life after Carew.

Each child has a Reading Log in which any reading they undertake at home should be recorded. This could range from sharing a book/comic or reading a road sign or shop name, to sounding out the first letter of a YouTube programme.

Skills for Life & Skills for Learning Pathway

The families of students in these pathways particularly benefit greatly from shared communication with teaching staff about strategies that are impactful and transferable to home, as well as developing fascinators (areas of interest) and dislikes. This of course goes both ways, with communication between home and school key to a successful life after Carew. Students have a Home/School Contact book for any necessary daily correspondence, as students in these pathways may need extra levels of communication due to regulation, eating sleeping patterns etc.

What we provide: Specialist education offer

A clear universal, targeted and specialist provision offer for teaching and therapy ensures that all learners receive the support they need to enable them to access learning. This includes wellbeing support; promotion of communication and regulation friendly environments, techniques and strategies; whole school support and development (e.g. teacher, therapy and parental training); teaching input within policies and documents; curriculum development, provision mapping and planning.

See PfA for more information about the Careers programme

Our Skills for Work curriculum broadly follows the National Curriculum and is adapted to suit the needs of each child, as appropriate.

Lower School students are offered a core suite of curriculum subjects that provide a solid foundation of learning and experiences that are meaningful. In addition, through our Enrichment programme, we offer a range of additional curriculum subjects and experiences that contextualise classroom concepts in the real world.

The students all have lessons in English, Maths, Science, RSE, PE, Humanities, and options of the following: PE, Drama, Dance, Art, Duke of Edinburgh, Food Studies, Photography, and Computing. Students complete a variety of accreditations in these subjects including GCSEs, BTECs, Cambridge Nationals, and Entry Levels..

Students in skills for learning benefit from a blended curriculum. All students within this pathway have access to the National curriculum but using the same methods and delivery as the Skills for life curriculum.

The curriculum model is adapted to fit the needs of our students and find engaging materials that are accessible, and age related. Students are assessed through the whole school marking system, but given longer periods of time break down and access the curriculum.

The curriculum also mirrors the engagement model whereby students can jump from one end of the skills ladder to another in order for the learning objectives to best fit the student.

A large part of the curriculum (core subjects) will be taught by the class teacher to minimise anxiety and allow more consistent structure and approaches

A focus on delivering a broad, engaging experiential (where students learn through experience and play) curriculum, with smaller, more achievable targets assessed throughout their school days. These targets, or learning intentions, follow a discrete marking system that follows the whole school policy, but is more relevant and impactful to students in this pathway. These learning intentions progress over time and are designed bespoke for each learner and their achievements so the curriculum is never narrowed but developed around the students' differences.

A life skills curriculum, mirroring the engagement model where subject specific curriculum is delivered to all the students.

A subject specific curriculum which is specifically designed to be accessible by our students, or the Equals curriculum for certain subject areas, including the core curriculum of English and Maths (see curriculum information below for more info on Equals curriculum.

It is important that the students are made aware experientially and explicitly where skills in the classroom can be transferred outside of school – whilst at school as well as afterwards. The skills for life pathway empower our students to be successful in learning life skills.

For Sixth Form: There is a wider focus on accessing the community safely and with growing independence, developing the skills in preparation for adulthood

Year 3 / 4 children follow a play based, practical curriculum which is designed to develop their communication and social interactions with others. Numeracy, Literacy, RSHE and Science are incorporated within the curriculum.

In order to prepare them for their transition to Year 7, our Year 5&6 students are offered a core suite of curriculum subjects that follow the National Curriculum and provide a solid foundation of learning and experiences that are meaningful.

Our Key Stage 2 children are offered an Enrichment programme two afternoons a week, during which time they will mix with our Year 7 cohort in a variety of activities and experiences. They will also have PE, Cookery, Art, Music and Drama lessons each week.

What we provide:

Therapy

Our team of onsite therapists (occupational therapists and speech & language therapists) work collaboratively and seamlessly with teaching staff in order to ensure embedded practice throughout the school. In addition to any SLC therapy or OT as stated on their EHCP, students may receive additional therapy, according to need. Therapeutic interventions we offer are; ELSA, Canine, Drawing & Talking, Rebound and Drama.

Skills for Life students have specific OT and SaLT lessons, due to the high needs of the students and the positive impact these therapies have on them.

Our lead drama therapist is situated in the KS2 Hub to support the 2 teachers and 8 TA’s

One of our HLTAs in the hub is an ELSA and provides 1-2-1 sessions with these students.

Skills for Life Pathway and Skills for Learning Pathway:

To enable a learner to safely access a class group in order to meet our high aspirations for their learning potential.

This level of targeted support is provided for learners who need in the moment support with their regulation, shared attention and engagement in order to access learning in a class group. This 1:1 targeted support from skilled staff is provided at times across the day to enable the learner to participate in group learning where otherwise they may become highly anxious, distressed or be unable to communicate their needs effectively.

Without this level of support, the learner may also cause significant disruption to the learning of others. This level of support also applies for learners who require additional 1:1 support to safely manage self-care tasks or support transitions between equipment / environments due to the extent of their physical / medical needs.

Aims/outcomes

For students to move to their next destination with:

The confidence to know they can achieve academically and with a range of qualifications gained at their optimum cognitive level.
The ability to form and maintain positive relationships and resolve conflicts successfully.
Communication skills that enable them to enjoy and take part in reciprocal conversation with others in a range of formal and informal settings.
An ability to use written communication effectively.
A good understanding of social expectations and expected behaviour when accessing the community.
A pro-active healthy lifestyle.
Strong personal safety skills and the ability to recognise both the good or negative intentions of others.
A range of skills that will be useful in a work place that matches their aspirations.
The ability to participate in a range of motivational leisure and social activities.
The ability to apply their learning and skills usefully into everyday life settings.
Positive emotional health and the resilience to deal with any emotional issues that arise.
Understanding and possession of strong mental health and how best to maintain it.
To experience a broad range of curriculum activities that excite and challenge students, giving them a meaningful and fulling school experience.
A bespoke curriculum, that enables them to access and gain meaningful qualifications, that give them the tools to succeed with growing independence in later life.
To have built up their vocational and independence skills.
Communication skills that enable them to enjoy and take part in reciprocal conversation with others in a range of formal and informal settings.
An ability to use written communication effectively.
A good understanding of social expectations and expected behaviour when accessing the community.
A pro-active healthy lifestyle.
personal safety skills
The ability to apply their learning and skills usefully into everyday life settings.

To experience a broad range of curriculum and activities that give the students the confidence to live fulfilling lives.

To increase independence and levels of resilience over time

To have progressed within multiple learning intentions across a range of subject areas through EQUALS and bespoke curriculum

To have built up their vocational and independence skills.

To gain meaningful qualifications, that give them the tools to succeed with growing independence in later life.

By the end of Key Stage 2, students will be able to:

successfully work within a supported environment and access the Year 7 Skills for Work curriculum at an appropriately differentiated level
recognise their own self-worth
better manage their emotions and use some strategies to self-regulate or regulate with support
use strategies in order to manage relationships with peers more successfully
make behaviour choices that affect themselves and others in a positive way.

To finish Year 11 with a minimum of Entry Level Certificate 3 passes in English and Maths and Entry Level Certificate 2 in PE, Science, IT and Humanities. Some will achieve Entry Level Functional Skills in Maths, English other may sit GCSE examinations where appropriate.

The significant number of students will move into Sixth Form college, where we aim for them to leave with BTEC qualifications, as well as higher level English and Maths accreditations and for some and others will be able to progress to A levels

The majority of Students who are not academically ready or socially and emotionally ready to attend a local post-16 college, can follow a more specialised curriculum at post 16 on one of our 4 work pathways (ICT; Catering; PE & Art) as well as volunteering around the school and in the local community.

Students will typically progress at KS4 or KS5 to Entry Level courses at college or apprenticeships but may achieve Level 2 or 3 entry.

In terms of academic achievement, it is important to note that the students in this pathway are primarily working below the national standards, and as such any qualifications, including Entry level can often be overly challenging and stress-inducing for them. Instead, the focus on the students’ outcomes is always associated with their life skills, such as learning effective communication, safe practise around friends, family and strangers, and self-care. This is incredibly important to our young people and their families.

We do of course, aspire for students to achieve the very best they can, and as such offer a bespoke accreditation pathway where appropriate to Upper School Skills for Life and Learning classes.

We may see students finish year 11 with an Entry level (1 primarily) qualification in English and Maths. Where students cannot access Entry-level qualifications, we offer them the ASDAN certificates, which give them the visual reminder that they have achieved life skills in core working subjects.

Upon leaving Year 13, students may have achieved further entry level certification in either Maths or English, and whilst in 6th form, students are encouraged to complete a BTEC in Personal Skills (Entry level 1) or even Skills for Independence and Work (Entry level 2).

Student numbers

Approximately 140

Taught in classes averaging 10 students

Approximately 40

Taught in classes averaging 8 students

Approximately 48

Taught in classes averaging 6 students

Approximately 16

Taught in classes of 8

Numbers of classes

14 including the 4 sixth form work pathways

5 classes KS3 & 4

8 classes KS2, 3, 4 & 5

2 classes in the KS2 Hub

Support staffing (per week per class on average)

Each class has on average 10 students and 2 TAs who attend each lesson.

These TAs provide 30 hours each of support meaning each class requires 60 hours of support each week in addition to the classroom teacher.

Additional provision for these learners includes lunchtime supervision with 3 members of staff each providing 1 hour of lunch supervision daily

To allow staff to supervise lunches additional breaks during the day occur which are covered by TAs. This equates to an additional 15 hours of support across each week

Therapy takes place within the school day and students come out of lessons to receive therapy. These additional hours of support take place according to both EHCP guidance and according to need. This equates to approximately and additional 130 hours across each week. (ELSA, Music, Drama, Rebound, Canine but not including Cognus OT and SALT)

Each class has on average 8 students and 3 TAs who attend each lesson.

These TAs each provide 30 hours of support, meaning each class requires 90 hours of support each week in addition to the classroom teacher.

Every student has therapeutic intervention, as best fits the student following the EHCP instructions, with other support given if the student presents with additional needs whilst at Carew. As well as the current staffing of the classes, lunchtime supervisors are employed to help assist the students every lunch time period. This equates to 2 staff members per 5 days a week for 1 hour of lunch daily.

Each learner generally receives 1:2 support (1 adult for each 2 students) throughout the whole school day from these members of staff; however, a few learners from this cohort receive targeted teaching provision (1:1 support) to fully access learning safely.

Therapy takes place within the school day, and students come out of lessons to receive individual therapy whilst having whole class group sessions as part of their curriculum. These additional hours of support take place according to both EHCP guidance and according to the needs of the student. This equates to approximately an additional 65 hours across each week. (ELSA, Drama, Rebound, Canine but not including Cognus OT and SALT).

Each class has on average 6 students and 3 TAs who attend each lesson.

These TAs each provide 30 hours of support, meaning each class requires 90 hours of support each week in addition to the classroom teacher.

Classes require 3 TAs to attend each lesson with our additional TA in the outdoor learning environment (Woodland Wonders).

Two of our six TAs in the KS2 Hub are HLTAs and one is ELSA trained providing bespoke KS2 sessions for the 16 students in this key stage.

These TAs provide 30 hours each of support meaning each class requires 120 hours of support each week in addition to the classroom teacher.

Some students require 1:1 support for break times.

Additional provision for these learners includes lunchtime supervision with 3 members of staff each providing 1 hour of lunch supervision daily.

To allow staff to supervise lunches additional breaks during the day occur which are covered by TAs. This equates to an additional 15 hours of support across each week.

Therapy takes place within the school day and students come out of lessons to receive therapy. These additional hours of support take place according to both EHCP guidance an according to need.

Curriculum adaptations

Our curriculum is both academic and pastoral-based, focusing not only on learning academic subjects and gaining accreditations, but also focusing on the development of life and career skills. We focus on the learning of social skills, mainly concentrating on teaching and practising conversational skills and the management of emotions.

The curriculum is adapted by ensuring every student is able to choose from a range of options, and that all lessons are adapted and differentiated accordingly, ensuring every student and their preferred style of learning is catered for.

Although we follow a mainstream approach with regards to the structure of our lessons, they are split into smaller tasks, also allowing student time outs and movement breaks as and when needed.

All students study towards Level 1 accreditation in this pathway, usually GCSE. However, the content of the GCSEs is adapted to suit the ability levels of our students so not all content may be taught (for example, in English, we do not tend to teach higher level linguistic devices, such as personification or irony).

The majority of teaching takes place through subject-specific learning with specialist subject teachers. Targeted EHCP interventions led by the tutors is integral to the curriculum ensuring students work toward understanding and overcoming their key barriers so that they can make progress through the more formal curriculum.

At Sixth Form level, students receive a highly differentiated curriculum with greater opportunities for external independent learning and preparation for college.

Progress through the curriculum is measured and evidenced in both formative and summative forms of assessment, including using Provision Map to grade progress towards EHCP targets and an in-house upper school tracker to record data for every accreditation class once per term. The marking policy is adhered to in all lessons (this includes using green pen to mark and write ‘Next Steps’ and students then using purple pen to complete their Next Steps and correct any mistakes. Independent work in completing Next Steps is encouraged and expected in this pathway.

This curriculum predominately follows those of skills for work, but the methods used to deliver the curriculum will be largely based on the skills for life model giving students time to access a deeper level of learning, that is then embedded over time, creating transferable skills.

The curriculum is both academic and pastoral-based, focusing not only on learning academic subjects but also works towards gaining accessible accreditations.

The curriculum has a larger focus on the development of life. We focus on the learning of social skills, mainly concentrating on teaching and practising conversational skills and tools to manage emotions and regulation.

The curriculum is adapted by ensuring every student can choose from a range of options, and that all lessons are adapted and differentiated accordingly, ensuring every student and their preferred style of learning is catered for.

Students in this pathway are given a structured learning environment with regular sensory circuits and movement breaks to allow better focused learning.

Students in this pathway will work towards leaving school with a functional skills entry level 1, but this is bespoke to each learner.

The entire curriculum is bespoke. It is specially designed so that each student has their own learning intentions, which follows the ‘Equals’ curriculum model or their own subject specific curriculum which are differentiated to be more accessible for all our Skills for Life students.

Our learners within Skills for Life access the following curriculums, depending on their age and level of ability:

The Early Years Foundation Stage Curriculum or key Stage 1/ Key Stage 2

Equals Informal/ Semi-Formal / Formal Curriculum depending on their level of ability this curriculum is adapted around each student and class to ensure the student learning is met at a level that is meaningful and impactful to them.

Post 16 Curriculum (OCR Life and living skills, community skills)

The Equal's curriculum is a nationally recognised process-focused, evidenced-based curriculum, designed to meet the needs of people with severe learning disabilities. Students through experiential work and play. Much of the curriculum is focused on tangible learning and in the moment, targeted learning experiences that enable learners on this pathway to progress and achieve in key areas that will have the most impact on their life experiences now and in the future. The semi-formal curriculum can be mapped to the national curriculum, but with five key subjects identified as:

Wellbeing (RSHE)

Play and leisure (RSHE)

My Communication (Literacy)

Thinking and problem solving (Numeracy)

Independence (Life Skills)

Additional subject areas include:

The world around me (Science & Humanities)

Creativity (Art)

Computing

Cooking & Catering

SaLT & OT

The curriculum allows working and learning at all levels through the child’s journey through school – initial assessment, target setting, delivery, support, assessment and review. Curriculums have been adapted, blended and carefully planned using parts of EQUALS, national curriculum, ASDAN, OCR, and other specialist targeted curriculums such as maths for life

Lessons are split into smaller tasks and movement breaks are given as and when required.

Yr 3/4 learners

The curriculum is play/practical based, giving students opportunities to engage in a range of activities which are predominantly designed to develop their communication and social interactions with others. Students will access a carousel of themed indoor and outdoor activities as well as some specialised lessons such as cooking and music.

Year 5/6 learners

The curriculum follows the National Curriculum and provides a solid foundation of learning and experiences that are meaningful. The class operates on a TEACHH style model with children working at different stations throughout a lesson.

Progress through the curriculum is measured and evidenced in both formative and summative forms of assessment, including using Provision Map to grade progress towards EHCP targets.

Enrichment / social activities

Lower School (KS2 & Yr 7) enrichment sessions give students the opportunity to increase their social skills, self-confidence and life experience. Our Enrichment programme offers a range of additional subjects and experiences all aimed at improving pupils’ self-esteem, life skills and positive approaches to learning. Enrichment sessions occur three afternoons a week, Tuesday to Thursday.

Enrichment Options include:_ Signing, Football, Sensory, Cycling, Art, Yoga, Craft, Deadly 60, Dance, Mini Musicals, Netball, Story telling, Culture Club, Fitness._

The school runs a series of enrichment activities and social clubs that run alongside the 3 pathways at Carew and are accessible to all students. These include, but are not limited to:

Weekly swimming sessions at The Hayes School, Purley (All SfL, KS2 and Yr 7 students)
Horse riding at The Diamond Centre (KS2 & Yr 7 students)
Hartbeeps activity sensory sessions every week (SfL students)
Access to the community to practice travel and road safety and learn independence skills
Access to the community to learn social skills and being safe in the community, alongside how the curriculum (Numeracy, literacy and all) is used in real life scenarios
Class trips to areas outside of the borough to further practise all these skills and experiences
Termly trips to chosen activities e.g. Leisure Centres, Trampoline Parks
Options for residential trips for all years and post 16 learners to sites such as Jamie’s Farm
Duke of Edinburgh Award

So as to make them accessible to all students regardless of how they travel to school, the majority of our extra-curricular clubs are run at lunchtimes rather than after school. These include sports, technology, homework support and creative activities.

Educational Visits_ include:_

Lower School: Jamie’s Farm, curriculum-linked day trip visits and School Based Sleepovers
Middle School:_ Jamie’s Farm, Frylands, curriculum-linked day trip visits_
Upper School:_ Jamie’s Farm, Frylands, curriculum-linked day trip visits_
Sixth Form:_ Jamie’s Farm, Frylands, curriculum-linked day trip visits_

In addition, we have a range of whole-school theme days, including: Careers Day, Science Days, Maths Days. We also take part, as a school, in a range of national events, such as World Book Day and Autism Awareness Week.

The Skills for Life and Learning pathways offer a theme day trip in support of the half termly topic, as well as regular Skills for Life trips (to the local supermarket, experiencing different park settings and other community amenities).

Older students are invited to apply for Leadership roles in the school. These include:

Student Voice Leaders
_Ambition Ambassadors _
Independence Ambassadors
Caring Ambassadors
Resilient Ambassadors
_House Captains _

These leaders work within our House system to create and lead House events and competitions throughout the year

All pathways have enrichment and clubs:

In KS2 and Year 7, Enrichment lessons are built into the curriculum for two hours per week for KS2 and three hours per week for Year 7. Activities offered include horse riding, interest groups, first aid, tennis and jewellery-making, to name but a few).

We offer students peripatetic music lessons in piano, drums, guitar and voice.

At lunch and after school a range of clubs are available from Football, gaming, chess, homework, performing arts, music etc

Preparation for Adult Life

The school adheres to the Gatsby benchmarks with work related learning opportunities built into the curriculum from KS2 upwards, progressing to internal and external work experience placements, information about different types of colleges and college courses and mini enterprise courses. We hold a Careers Day, Enterprise Week and work experience weeks for Years 10 and 11, and ongoing work experience is organised for sixth form students. Students are introduced to a range of different people, sectors and jobs during these events; students are also able to prepare for mock interviews and then sit an interview with external individuals, ensuring they are ready for interviews post-Carew.

There is a constant focus on developing understanding of social expectations and the importance of personal safety awareness. Preparing our students for adulthood is explicitly taught in RSE and implicitly taught in all lessons.

As with every student within Carew Academy, upon leaving all learners will have completed some real-life work experience in an area that interests them. This can take place in many different forms, such as work tasters, volunteering, a one-day-a-week work placement or a supported internship. The completion of a Vocational Profile will enable a smooth transition to Further Education and will enable their learned skills and aspirations to be built upon and developed.

For students in these pathways every part of the lessons and structure for this cohort is geared around PFA, with social and communication skills (and other EHCP targets) reviewed in nearly all lessons informally or formally. At Carew we additionally run an in-house PfA course for all students whatever the pathway linked to our careers programme and evidenced in the Gatsby Benchmarks.

All learning is designed to support holistic learning against the PfA pathways and each learner’s EHCP, in and outside of the 6th form. Progress against this learning is charted termly and annually.

Friendships between learners are nurtured, as well as relationships between parents and carers, so that they can continue to flourish beyond the classroom.

Work in KS2 focuses on preparing our students for transition into a pathway in KS3.

The school adheres to the Gatsby benchmarks with work related learning opportunities built into the curriculum from KS2 where future life after Carew ideas and opportunities are discussed

Therapies Provision

Therapies are used in every class every day to help support the learners and their needs, with a multidisciplinary holistic approach used with clear communication between therapists, SLT staff, teaching team and parents.

In-House ELSA therapy

In-House Mentoring programme

We buy in SALT and OT therapies from Cognus and our 4 of TA staff are trained as SaLT and OT Champions helping to lead targeted and universal offers 1:1 or in small groups

In addition, we use additional suppliers or in house therapists who provide Canine Therapy; Drama Therapy, Drawing and Talking Therapy, Rebound Therapy, Music Therapy.

Review of student provision

Every student will have an Annual review of the EHC Plan with any recommendations for change

Outreach Commissioned

Any outreach, its terms, focus and provision etc, together with any referral process

**AET training and ASD outreach offered throughout the borough, as well as in-house. Two senior members of staff at Carew Academy are the local borough AET lead trainers for Sutton, and as such offer a highly professional and highly trained CPD to other providers and families as needed.

Funding and moderation processes

Transition Processes

Annual Review Processes of the commissioning agreement and Commissioned Provision; Quality Assurance processes

Carew Statement of Provision

Specialist School Provisions in Sutton