At Nyland School, we aim to build an ethos of emotional awareness and understanding, known as emotional quotient, before intellectual quotient. in order to promote relevant and sustained development of the whole child. This facilitates the outcome of nurturing valued and productive members of communities and society.
This is underpinned by creating an environment that promotes a feeling of belonging, of being connected to others, and of ‘relatedness’. Staff build and model secure, healthy relationships that pupils can learn from and recreate in their lives after and beyond school. On this foundation, pupils can build their learning.
Both our academic and emotional curricula are designed to support motivation, engagement, and thinking in order to promote learning and progress.
We use a curriculum that is directly designed to meet both emotional and academic needs. It is built upon the foundations of emotional quotient and then incorporates our school values, learning skills, and British values.
A core curriculum has been developed for use in English, maths, and science. It takes into account the understanding that the majority of our pupils have had a period of time out of school or have had a sporadic education. They have missed the key elements of the curriculum and generally have gaps in their core learning.
Our core curriculum is adapted from the mainstream TWHF curriculum and allows the children to move more quickly through the core elements of the curriculum in order for them to master the basic skills and key learning they have missed, so that they can be successful in school learning, their next stages, and throughout their life.
An EQ curriculum is followed to support the children in their emotional development and covers the areas of: feeling safe, self-regulation, self-esteem, self-confidence, resilience, empathy, and managing relationships.
Each class plans its own topic so that it can be tailored to the particular group and so promote a motivational environment for learning. It is based on the emotional quotient and the needs of the children, and each topic lasts for a term.
Nyland School Curriculum and Tracking
Our curriculum uses the original WHF curriculum banding system form which we have created a bespoke curriculum, appropriate to our SEMH cohort and need. We use it to track pupils in small steps through the descriptors.
The curriculum is arranged in bands and each band correlates to a year:
Band 1 is the expected standard of a Y1 pupil, all the way through to band 6 where we would expect to find a Y6, if they started in the corresponding year for their age.
The sub sections are arranged as follows:
We use these descriptor for each sub section of all areas of learning on order to ensure consistency of language.
The descriptors have been reduced and some have been split or altered, so that pupils can cover core learning they may have missed, more quickly. When they reach an age appropriate standard they can go on to those things that have been taken out and put into the extension curriculum. The curriculum is designed to meet pupil need at the stage they are at.
Pupils are tracked termly by marking off descriptors they have achieved and they must cover the majority of a band sub section in order to move to the next section. We track pupils to measure the movement from starting points and to ensure pupils make the expected progress, in line with their predicted targets.
We also acknowledge that there may be some descriptors within bands that some pupils may not ever achieve due to specific SEND need and this will not prevent children from moving on to future areas of learning.
What we would expect to see in a pupil who is making:
PH reduced by at least 10% from previous year/term at the same time
Ready to work in the right place at the right time for at least 60% of the week
Ready to learn for at least 60% of the week
Appropriate learning skills for at least 60% of the week – good looking, listening, thinking, stickability, sharing, trying
Motivated, engaged and thinking at least 60% of all lessons
Self-regulating for at least 60% of the week
Resilient to challenge in at least 60% of activities and tasks in school
Ability to work independently for at least 60% of the time during the week
PH reduced by at least 10% from previous year/term at the same time or 0
Ready to work in the right place at the right time for at least 80% of the week
Ready to learn for at least 80% of the week
Appropriate learning skills for at least 80% of the week – good looking, listening, thinking, stickability, sharing, trying
Motivated, engaged and thinking at least 80% of all lessons
Self-regulating for at least 80% of the week
Resilient to challenge in at least 80% of activities and tasks in school
Ability to work independently for at least 80% of the time during the week
Homework is produced termly and is linked to your child’s topic. Four tasks are set, one of which is linked to the EQ focus for the term. The tasks can be completed in any order and returned to the class where the child’s work can be shared and celebrated. The homework is sent home at the start of the term and is available under Class Updates.
Phonics & Reading Scheme
At Nyland Campus the Phonics systems we use to support the teaching of Phonics is Letters and Sounds.
We also use Rapid Reading, including Bug Club and Rapid Phonics.
At the heart of The White Horse Federation is a belief in using collaboration to provide a first-class education to a wide range of children. This means that every child understands what they are capable of, and can collectively strive for excellence.