Foxes Class is our Specially Resourced Provision (SRP) Class.

Foxes Curriculum

Our Vision

Foxes aspires to create a dynamic and engaging learning environment for all of its pupils that enables pupils to fully meet their potential.

Our curriculum is underpinned by the belief that education should be child-centred and tailored to fully meet the individual needs of each pupil. Our classrooms provide a curriculum that is focused on maintaining high educational aspirations and developing the whole child. 

Curriculum Framework

Foxes provides a curriculum that is aligned to the whole school curriculum framework, and covers learning across the core curriculum areas. Planning is bespoke and assessment is used to plan lessons based on identified next steps. Knowledge of the pupils strengths and needs is built into lesson design.  

Children all receive curriculum input within their linked mainstream class. Teachers work collaboratively to ensure that the appropriate support and provision is in place to support children.

Learning Environment

The learning environment removes barriers and facilitates access to the curriculum, the learning and development of each child. It is a low arousal space that is designed to be communication friendly and support emotional and academic progress. 

Individual Learning Plans (ILPs)

Foxes also considers the learning profiles of each of the children in ensuring the curriculum is child-centred, and considerate of all the pupils’ needs. We use pupils' EHCP targets and further break them down to ensure that the provision is intentionally and purposefully supporting each child’s individual next steps. 

The class teacher will devise the ILP for each pupil, which details a number of outcomes linked to each End of Key Stage target in their EHCP. These outcomes will be embedded into classroom practice, and underpin curriculum areas and topics.

Intervention

Specific interventions required to meet each child’s needs are built into the timetable to further enable access to the curriculum and to meet wider identified needs, e.g., Attention Autism, Speech & Language Therapy targets, Touch typing.