Spoken language is developed through the communication and language pathways and is a part of every subject and every aspect of school life. Teachers model the good use of English in all interactions with children. Pupils on the GLP pathway are supported by the SaLT and using visuals or AAC devices. Children on the enhanced pathway are able to access National Curriculum programmes of study.

At Cavendish View we have developed three learning pathways for English. For children who are on the pre-formal pathway are given the opportunity to experience learning through sensory stories and early literacy skills. This includes developing a love of stories, singing songs and rhymes and exploring mark making. The semi-formal and formal curriculum is based on the National Curriculum and focuses on the skills of blending for reading and segmenting for spelling and developing the understanding of sentences so that children can develop writing longer pieces of text.

At Cavendish View the maths programme White Rose Maths is used for our semi-formal and formal learners. The scheme covers all aspects of the National Curriculum including place value, number, shape, measure and statistics. Lessons follow the CPVA approach which focuses on teaching mathematical vocabulary and the use of concrete and pictorial representations. For the children who are on the engage pathway, the children are exposed to early mathematical skills which focuses on looking at patterns, sequences, shape and numbers. Maths is taught daily in all classes. Children are assessed informally in lessons and formally through end of block and end of term assessments.

PE is taught weekly by Everton in the Community (EiTC). The children develop a range of skills such as ball skills, coordination and balance as well as team sports. EiTC also offer sporting events such as gymnastics and athletics which are attended by the older pupils. Swimming lessons take place weekly throughout the term. The children’s physical development is developed through the outdoor provision and extra-curricular activities such as Skoot Skool and Rebounders.

Phonics is taught daily through the Read Write Inc (RWInc) programme. This programme involves the use of flashcards to reinforce the rapid recall of sounds, oral blending and segmenting and daily practice of reading single words and words in context through a reading scheme. Children are given opportunity to practice applying their phonic knowledge through reading and writing tasks daily. Each class has a phonics display so that teachers can refer to it throughout the phonics lesson and during the day to consolidate the children’s learning.  Children are assessed half termly and these assessments are used to group the children and identify gaps in the children’s learning.  Staff receive regular training, and the reading lead is supported by a RWInc consultant.

PSHE (Personal, Social, Health and Economic education) is taught through a structured, progressive scheme provided by the PSHE Association. Lessons are carefully sequenced and tailored to each year group, covering key themes including relationships, health and wellbeing, and living in the wider world. Teachers deliver weekly or regular sessions using age-appropriate resources, discussion, and interactive activities that promote pupils’ understanding of their emotions, safety, responsibilities, and respect for others. The scheme ensures consistency and progression across the school, while also allowing flexibility to respond to the specific needs of pupils and the wider school community.

At Cavendish View we have developed three curriculum pathways for science. For the pre-formal learners on the experience pathway, science is linked to the current topic and children are given a wide range of experiences through indoor and outdoor learning provision. For children who are on semi-formal and formal curriculum pathways science is taught as a discrete weekly lesson. The curriculum is aligned to the National Curriculum, and a rolling programme of scientific concepts is planned. The science lessons are practical, and each unit of work includes an investigation to develop the children’s scientific enquiry skills.

Geography, History, Art, DT and Music are taught through a thematic approach. Each of the three curriculum pathways has a rolling programme of topics which ensure that a range of themes and subjects are covered. Each unit of work has a key enquiry question so that there is a key focus for each topic. For the pre-formal learners on the experience pathway, children are provided with different activities to allow them to experience the topic. This includes access to sensory tasks, outdoor learning and art and DT. Each unit of work has sensory stories linked to it so that children can learn about the topic and the story through their senses. For semi-formal and formal learners the topics are linked to the National Curriculum and allow the children to learn through a range of curriculum subjects.