St Christopher’s School educates a wide range of children and young people, aged 3-19, with diverse needs. The majority of the pupils would be described as having moderate learning difficulties (MLD) or severe learning difficulties (SLD). A smaller number could be described as having profound and multiple learning difficulties (PMLD) or complex learning difficulties and disabilities (CLDD). A significant proportion of the pupils have a diagnosis of autism spectrum disorders (ASD). After the initial work redesigning the school curriculum in Spring 2017, by a staff working party including SMT, it has since been reviewed in Autumn 2018. New practises have been refined in conjunction with work with Peter Imray and other local special schools. It is the responsibility of all staff to ensure that a meaningful and appropriate curriculum is offered to all pupils.
St Christopher’s is a learning environment that puts the individual needs of each pupil at the centre of our decisions. We promote care, respect and an inclusive environment that celebrates every success. Our aim is to meet the needs of young people in Lincolnshire who have an education, health and care plan who are unable to access a mainstream provision. We are preparing them for a successful transition to independent or supported adult hood so that they can make a positive contribution within their community. We aim for all our pupils to be happy and proud of who they are with relevant life skills that allows them to live as independently as possible.
At St Christopher’s we have three phases of learning (lower, middle and upper school) with four different learning pathways (informal, semi-formal, core formal and formal). This model allows pupils to have a projected learning pathway that suits their needs. If it is appropriate pupils can change pathways and this would be discussed at annual reviews.
EYFS – Year 5
Year 6 - Year 9
Year 10 - Year 14
For further information about our curriculum intentions and how we implement these intentions please read our curriculum handbook which describes and explains our curriculum coverage including our reading programs.
We regularly review our curriculum offer and measure the success of our curriculum using the progress of students in the key strands within in English, Maths, Science, Communication and Interaction. We use our quality assurance processes to monitor high quality delivery and consistency. Most importantly we measure our success on the level of engagement and enthusiasm our students show us in lessons.
Reading Schemes & Phonics
Throughout the Core formal and formal curriculum we have a reading scheme which has a selection of texts grouped into colour bands from a variety
with the more fluent readers, independently and record in their reading journal.
Those students who are at an early stage of reading will be taught phonics with the support of our Ruth Miskin intervention.
If you request a paper copy of any of the
information on our website, please contact the
school office who will be more than happy to assist.