The Curriculum at Beckfoot Phoenix School

At Beckfoot Phoenix School, we follow a spiral curriculum where key concepts are presented repeatedly throughout the curriculum with deepening layers of complexity so that all pupils are supported to make outstanding progress.  Our curriculum has 5 stages running from Early Years to Key Stage 2. 

 

Stage 1     Pre-intentional stage           P1(i) - P2(i)

Stage 2    Intentional non symbolic      P2(ii) - P3(ii)

Stage 3    Early symbolic                     P4 - P5

Stage 4    Semi Formal                        P6 - P7

Stage 5    Formal                                 P8 - End of NC Year 2 statements   

Throughout our curriculum, we focus on building on each child's strengths to develop skills appropriate to each child's stage in life, seamlessly intertwining academic, social, physical, medical and care needs. 

The Beckfoot Phoenix curriculum has been written specifically for the children in our school, using the outstanding MSI curricuclum from the Victoria School, Birmingham as a starting point. 

The Beckfoot Phoenix Curriculum covers the following 6 areas:

Ownership of  learning;

Conceptual development and communication;

Physical development and orientation;

Understanding of Time and Place;

Social and Emotional development;

Creativity and Critical thinking. 

Within each area, pupils learn skills for life that they can apply across lots of different situations. 

Teaching and learning starts with the child - where they are now; their interests; their needs both now and for the future; and their preferred communication and learning styles.  

Within the whole school termly learning journey, motivating and engaging contexts and lessons based on the child's 'real life experiences' are planned so that children are challenged to learn more than we could ever imagine. 

 

Learning Journey

Autumn Term - Me and My World 

Stages 1 - 3 - Orange Base,

                      Red Base,

                      Yellow Base

Stages 2 - 4 - Purple Base

Stages 2 - 4 - Blue Base

Stages 3 - 5 - Green Base 

 

Our curriculum is taught in a variety of ways:

  • Whole class teaching
  • Small group teaching
  • One to one teaching.

Teaching of the curriculum may take place in the:

  • Classroom
  • Playground
  • Forest school
  • Sensory room
  • Soft play room
  • Rebound therapy room
  • Hydrotherapy pool
  • Local community
  • Home.

Our curriculum may be taught by:

  • Teachers
  • Special needs teaching assistants
  • Therapists – physios, occupational therapists, speech and language therapists
  • School nursing team
  • Visiting speakers
  • Families

 

Collective Act of Worship is carried out throughout the school day in a number of ways.

For some, it is a prayer before the children go for their dinner or a prayer before the end of the day. For all it is a chance in our weekly assembly to be thankful for our friends. 

 

At Beckfoot Phoenix, we follow the Bradford Syllabus for the RE curriculum which we differentiate to meet our needs.  This includes learning about the celebration and beliefs of the faiths relevant to our children: Christianity, Islam and Hinduism.

Parents have the right to remove their children from RE if they wish to. Please contact Sarah Lloyd if you have any questions.

At Beckfoot Phoenix we believe that swimming and hydrotherapy is essential in ensuring that our pupils remain healthy and active. This is also an opportunity for children to develop independence and self help skills as they learn to shower, dress and undress and learn about water safety. Swimming takes place at Keighley pool once a week, and for those children with more physical needs, hydrotherapy sessions take place within our own hydrotherapy pool.  A swimming teacher leads swimming lessons in the school pool once a week for those children learning to swim. 

Relationship and Sex Education is taught across school at a level appropriate to each child.  Sometimes this will mean knowing how to say 'No', knowing that doctors can look at our body, explaining about public and private when going to the toilet, tolerating differences, friendships or individual sessions with the school nurse or school staff about specific issues, eg. menstruation or sexualised behaviour.  At other times - in Key Stage 2 - there will be more specific lessons taught in PSHE about girls and boys, puberty etc where children will have opportunities to talk about changes in their body, about differences between boys and girls and about public and private places in preparation for adulthood. These sort of lessons in Key Stage 2 will be discussed with parents before they are taught.  

If you would prefer your child not to take part in these sessions then you have the right to do so. Please contact Sarah Lloyd if you want to discuss this matter further.

Learning is celebrated through:

  • Wow moments
  • Stickers
  • Certificates
  • Letters to families
  • Reward systems
  • Annual review meetings
  • End of year reports.

Assessment of learning takes place regularly within lessons and more formally each half term.  It is important to us that pupils are assessed, both in the knowledge that they are learning, as well as in the depth of understanding they are showing.  Pupil progress in line with national expectations is regularly discussed and strategies and interventions are put in place to support further progress. 

Strategies and interventions may include:

  • Extra sessions, eg. Reading, maths.
  • Consideration of groupings.
  • Review of physio programme to enable pupils to be more settled in lessons
  • Review of school menu to ensure pupils are not hungry in lessons.
  • Personalised timetables.
  • Communication strategies
  • Teaching in different ways or situations, eg through community based activities.
  • Specialist support, eg. Educational Psychologist.
  • Work with families.

We want families and parents to partner with us in their child’s education.  We encourage this in a number of ways:

  • Families working with their child in school
  • Extending the curriculum to home through homework 
  • Inviting families to share in celebrations of learning in assemblies.
  • Inviting families to come into school to see learning that is taking place.
  • Inviting families to come in to school to work with their child to enable consistency of approaches between home and school.  
Children's learning and progress is recorded in the child's file which is set up to show progress over time.  Pupil progress is discussed with families three times a year.  
The curriculum lead in school is Sarah Lloyd
Please do not hesitate to contact Sarah if you would like more information about the curriculum.