Page | 1

Penrose School

Kaleidoscope Curriculum

Primary Phase

Page | 2

Contents

Introduction to Kaleidoscope Curriculum – Primary Phase Page 3

PSHE Page 5

Thrive Page 6

Kaleidoscope Curriculum Map Page 8

Early Years Foundation Stage Page 9

Multi-Sensory Curriculum Page 15

National Curriculum Page 19

Page | 3

Kaleidoscope Curriculum – Primary Phase

The Kaleidoscope Curriculum at Penrose School is planned and delivered to meet the diverse needs of the pupils. It is matched very closely to

the statutory National Curriculum 2014 for each Key Stage. It may be necessary for teachers to refer to earlier programmes of study to ensure

that the curriculum delivered meets the needs of individual pupils, where pupils are working at an early developmental level, the Engagement

Profile is used to create a Multi-Sensory Curriculum.

The Kaleidoscope Curriculum at Penrose is personalised to meet the individual needs of the pupils.

Elmwood & Penrose Federation Aims & Values

Sta

tuto

ry

National Curriculum 2014 The Engagement Profile

Pe

rso

na

lise

d

Cu

rric

ulu

m

Ass

ess

me

nt

Evid

en

ce

The Kaleidoscope Curriculum - Primary

EYFS

Early Years Foundation Stage

MSC

Multi-Sensory Curriculum

Formal

National Curriculum

Development Matters

Framework

Multi-Sensory

Curriculum Assessment

National Curriculum

Assessment Tool

Learning Journals

Learning Journals

English/ Maths/

Topic Books

Page | 4

The Kaleidoscope Curriculum at Penrose School:

Promotes spiritual, moral, cultural, mental and physical development,

Prepares pupils at school for opportunities, responsibilities and experiences for the next stages of their lives,

Links explicitly with the Rights of the Child and teaches about rights and responsibilities.

All pupils in every Key Stage have daily opportunities for collective worship, including through mindfulness, nurture and sensory activities

alongside assemblies.

All pupils at Penrose School are taught RE (Religious Education) through a thematic approach.

Sex and Relationships Education (SRE) is taught from Key Stage 2, however through the Early Years, pupils are taught about knowing themselves

and working and playing together in the school community. There are different levels of SRE taught within Key Stage 2, these include:

- Whole class teaching on general topics for example, growing up, relationships etc

- Assemblies – visiting speakers or topical events in the news are discussed and shared

- Small group – where there is an identified need for more in-depth work for example personal hygiene

- Individual work – where there is an identified need for more in-depth and specialist work for example, Public & Private, safe touch etc

Page | 5

PSHE

Our PSHE curriculum is a developmental programme of learning through which pupils acquire the knowledge, understanding and skills they need to

manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to

thrive as individuals, family members and members of society.

PSHE education equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and

supports them in making effective transitions, positive learning choices and in achieving economic wellbeing. A critical component of PSHE

education is providing opportunities for pupils to reflect on and clarify their own values and attitudes and explore the complex and sometimes

conflicting range of values and attitudes they encounter now and in the future.

Learning contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk,

make informed choices and understand what influences their decisions. It encourages them to recognise, accept and shape their identities,

to understand and accommodate difference and change, to manage emotions and to communicate in a variety of settings. Developing an

understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop

the essential skills for their future and better enjoy and manage their lives.

The PSHE curriculum makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC)

development, their behaviour and safety and the school’s statutory responsibility to promote pupils’

wellbeing. In addition the learning provided through a comprehensive PSHE education provision is essential to

safeguarding pupils, as Ofsted has set out.

The aim for PSHE education is to provide pupils with:

accurate, balanced and relevant knowledge

opportunities to turn that knowledge into personal understanding

opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes,

beliefs, rights and responsibilities

the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and

balanced lives

opportunities to develop positive personal attributes such as resilience, self-confidence, self-

esteem, and empathy.

Page | 6

Thrive

Thrive is a dynamic, developmental approach to working with children and young people that helps teachers and adults to interpret their

behaviour and address their emotional needs. The Thrive Approach offers practical, effective tools and techniques that work, built around a

web-based assessment and action planning tool, underpinned by a programme of training and mentoring support. The process is designed as a

progressive spiral, starting with assessment. Informed by a developmental model, using relational, play-and arts-based activities in one-to-one

sessions, in small group sessions, or in class as lessons progress

Thrive is assessed using ‘Thrive-Online’ which is a program that charts progress and measures outcomes. The program supports Individual

assessment of emotional and social skills based on observed behaviours and baseline skills, as well as whole class screening. Each child’s needs

and the strategies to address them are set out in individual, targeted action plans, which may be implemented over a number of weeks, or

several years depending on the child’s needs. Action plans are generated to guide interventions and the program allows for review and

monitoring of progress.

Thrive uses a simple model to illustrate how we all develop as human beings. It has six Developmental stages or strands:

Being

Doing

Thinking

Power & Identity

Skills and Structure

Interdependence

The developmental strands that come on-line sequentially and remain in play through life represent the dynamism of life - and the very

important reality that we carry on learning and growing throughout our lives. So we are always able to do the necessary new learning if and

when the opportunity arises.

Page | 7

Developmental Stages Key Tasks:

Being: to have a positive experience of dependency and move on.

Doing: to get support while being creative and active; to explore doing things.

Thinking: to understand cause and effect and problem solving; to know about feelings and express them appropriately.

Power and identity: developing a positive sense of self and understanding self and others.

Skills and Structure: to learn about their own and others’ way of doing things; to develop new skills.

Interdependence: to learn about independence and interdependence; to look forward to being an adult;

to recycle unmet needs.

Staff learn how to help children and young people to:

feel good about themselves

know that they matter

become more resilient and resourceful

have a positive place in society

form trusting, rewarding relationships

be creative

be compassionate and empathetic

be thoughtful and self-aware

be productive

be able to overcome difficulties and setbacks

Page | 8

Kaleidoscope Curriculum Map Ea

rly

Ye

ars

Fo

un

da

tio

n S

tag

e

Personal,

Social and

Emotional

Development

Communication

and Language

Understanding

of the World

Literacy

Mathematics

Expressive Arts

& Design

Understanding

of the World

Physical

Development

Personal, Social and Emotional

Development

Mu

lti-

Se

nso

ry C

urr

icu

lum

Social

Relationships &

Emotional

Development

Communication Conceptual

Development

Sensory

Responses

Understanding

of Time and

Place

Orientation,

Movement

and Mobility

Ownership of

Learning

Responses to

routines and

changes

Na

tio

na

l C

urr

icu

lum

English

PSHE

RE

English

MFL

Maths

Science

Art & Design

ICT

D&T

Art & Design

D&T

Music

PE

Geography

History

Geography

PE

ICT

PSHE

Maths

Science

Music

Page | 9

Page | 10

Kaleidoscope Curriculum – Primary Phase

Early Years Foundation Stage

Children working within both the Early Years and Key Stage 1 follow the Early Years Foundation Stage Curriculum. Children have a right which is

explained within the United Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and

abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.

A child’s development depends of each unique child having opportunities to interact in positive relationships and enabling environments. There

are four themes which underpin the principles of effective Early Years education.

Positive

Relationships

A Unique

Child Enabling

Environments

Learning and

Development

Every child is a

unique child who is

constantly learning

and can be resilient,

capable, confident

and self-assured.

Children learn to be

strong and

independent

through positive

relationships with

both adults and

peers.

Children learn in an

environment which

builds on their prior

experiences and

enables positive

working relationships

between

practitioners and

parents and carers.

Children develop and learn

in different ways. The Early

Years Framework covers the

education and care of all

children within the Early

Years provision. Practitioners

teach children by ensuring

challenging, playful

opportunities across the

prime and specific areas of

learning and development.

Page | 11

Early Years Foundation Stage Curriculum sits within the whole school Kaleidoscope Curriculum, see the chart below to see the links:

Ea

rly

Ye

ars

Fo

un

da

tio

n S

tag

e

Personal,

Social and

Emotional

Development

Communication

and Language

Understanding

of the World

Literacy

Mathematics

Expressive

Arts & Design

Understanding

of the World

Physical

Development

Personal, Social and

Emotional Development

Mu

lti-

Se

nso

ry

Cu

rric

ulu

m

Social

Relationships &

Emotional

Development

Communication Conceptual

Development

Sensory

Responses

Understanding

of Time and

Place

Orientation,

Movement

and Mobility

Ownership of

Learning

Responses to

routines and

changes

Na

tio

na

l C

urr

icu

lum

English

PSHE

RE

English

MFL

Maths

Science

Art & Design

ICT

D&T

Art & Design

D&T

Music

PE

Geography

History

Geography

PE

ICT

PSHE

Maths

Science

Music

Page | 12

The Characteristics of Effective Learning

The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and

thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner. The

Prime areas within the EYFS begin to develop in response to relationships and experiences, and run through and support learning in all other

areas. The Prime areas continue to be fundamental throughout the EYFS.

The Specific areas include essential skills and knowledge, they grow out of the Prime areas, and provide important contexts for learning.

The Unique Child reaches out to relate to people and things through the Characteristics of Effective Learning, which move through all areas of

learning:

- Playing and Exploring (Finding out and exploring, playing with what they know and Being willing to have a ‘go’.

- Active Learning (Being involved and concentrating, keeping trying and enjoying achieving what they set out to do.

- Creating and thinking critically (Having their own ideas, making links and choosing ways to do things.)

The Prime areas are fundamental, work together and move through to support development in all other areas. The Prime areas are:

Personal, Social and Emotional Development

o Making relationships

o Self-confidence and self-awareness

o Managing feelings and behaviour

Communication and Language

o Moving and handling

o Health and self-care

Physical Development

o Listening and attention

o Understanding

o Speaking

Page | 13

The Specific areas include essential skills and knowledge for children to participate successfully in society. The Specific areas are:

Literacy

o Reading

o Writing

Mathematics

o Numbers

o Shape, space and measures

Understanding of the World

o People and communities

o The world

o Technology

Expressive Arts and Design

o Exploring and using media and materials

o Being imaginative

Page | 14

Assessment for the Early Years Foundation Stage

In the final term of the year in which a child reaches the age of five years, the Early Years Foundation Stage Profile will be completed. The profile

will reflect, ongoing observation, relevant records held by the school and comments and information shared by the parents or carers. At this

point a child’s development is assessed against the Early Learning Goals. The class teacher will indicate whether a child is meeting the expected

levels of development, exceeding the levels or not yet reaching the expected levels (Emerging). This is the Early Years Foundation Stage Profile

(EYFS Profile).

At Penrose School, we recognise that the vast majority of our pupils’ do not meet the expected levels of development at the end of the

reception year, for this reason we assess and track the development and progress of our children in Key Stage One through the Early Years

Profile to ensure that the basic skills and knowledge are embedded before moving on to the curriculum at Key Stage 2.

To track a child’s development throughout Key Stage 1, we use Development Matters. This tool is designed to show a child’s small step progress

over time. Evidence through photographs, observations and children’s early mark making and work is collated in a Learning Journal as a record

towards the Development Matters Framework.

A child’s Learning Journal is set up matching the Prime and Specific Areas of the Early Years Curriculum. The class team work together to assess

each child and targets are set in each area which gives a focus for the planned provision.

The Key Stage Leader along with Subject Leaders for English and Maths and Senior Leaders scrutinised the Learning Journals periodically through

the school’s annual evaluation cycle. This ensures through the moderation that there is consistency across the Early Years and Key Stage One

and that children and making progress.

The Development matters Tracking Tool follows. Each Phase relates to an age

band as follows:

Phase 1 Birth – 11 months

Phase 2 8-20 months

Phase 3 16-26 months

Phase 4 22-36 months

Phase 5 30-50 months

Phase 6 40-60 months

Page | 15

Page | 16

Kaleidoscope Curriculum – Primary Phase

Multi-Sensory Curriculum

A number of our pupils reach the end of Key Stage One and are still playing, exploring and learning at a very early developmental level. We

have developed our Multi-Sensory Curriculum which is based around the MSI (Multi-Sensory Impairment) Curriculum from the Victoria School in

Birmingham alongside the Engagement Profile. The curriculum is themed around 8 domains and has built within it 5 developmental phases.

The Multi-Sensory Curriculum at Penrose School includes the teaching of strategies for interacting with the social and physical environment. It

takes into account the profanity of needs of the pupils, especially their physical disabilities and sensory processing difficulties. The curriculum

provides frequent repetition to enable pupils to practice, master and reinforce core skills. This curriculum offers breadth, balance, relevance and

conceptual learning opportunities. It focuses on the individual pupil and is planned around their personal interests, skills and motivators. It

encourages progression in terms new learning but also extending and generalising existing skills.

Pupils with multi-sensory impairments need to learn how to interact with and understand the world around them. The Multi-Sensory Curriculum

offers practical learning opportunities in real-life contexts, it is built on strong relationships with key adults who support pupils to learn new skills,

generalise existing skills and start to work with a wider range of people and in a wider range of learning environments.

The Multi-Sensory Curriculum aims to give pupils the awareness, experience and learning skills they need to access the National Curriculum

Programmes of Study. It is aimed at those pupils working below the National Curriculum at the P-Levels and underpins the basic and core skills for

this group of learners.

The Multi-Sensory Curriculum is divided into eight domains, each addressing a specific aspect of learning, the domains are:

- Social relationships and emotional development

- Communication

- Conceptual Development

- Sensory responses

- Understanding of time and place

- Orientation, Movement and Mobility

- Ownership of learning

- Responses to routines and changes

Page | 17

The Multi-Sensory Curriculum fits within the whole school Kaleidoscope Curriculum, see the chart below to see the links:

The breadth of curriculum is provided by the range of curriculum domains, which underpin the National Curriculum subject areas alongside

Multi-Sensory specific skills and concepts such as perceptual development and mobility. Inclusion for some pupils within other class groups or

within local mainstream settings provides additional breadth and challenge in specific areas.

Ea

rly

Ye

ars

Fo

un

da

tio

n S

tag

e

Personal,

Social and

Emotional

Development

Communication

and Language

Understanding

of the World

Literacy

Mathematics

Expressive

Arts &

Design

Understanding

of the World

Physical

Development

Personal, Social and

Emotional Development

Mu

lti-

Se

nso

ry

Cu

rric

ulu

m

Social

Relationships &

Emotional

Development

Communication Conceptual

Development

Sensory

Responses

Understanding

of Time and

Place

Orientation,

Movement

and Mobility

Ownership

of Learning

Responses

to routines

and

changes

Na

tio

na

l

Cu

rric

ulu

m

English

PSHE

RE

English

MFL

Maths

Science

Art & Design

ICT

D&T

Art &

Design

D&T

Music

PE

Geography

History

Geography

PE

ICT

PSHE

Maths

Science

Music

Page | 18

Progression and Assessment in the Multi-Sensory Curriculum

The Multi-sensory curriculum is divided into 5 phases. The phases reflect the developmental progression most commonly seen in children with

multi-sensory impairments.

How the phases link to the P-Level ranges is shown here:

The five phases reflect pupils’ increasingly complex understanding of their environment. The early phases of the curriculum support the gradual

development of awareness, interest and competence in interaction, whilst the later phases are increasingly differentiated as pupils become

more able to recognise and manage a wider range of people, environments, activities and contexts.

When pupils enter the Multi-Sensory Curriculum a Baseline is taken across all the domains, it is typical that one pupils could be working across the

phases within different domains. As pupils are assessed, their development is recorded against 3 levels of mastery:

A – Aware – The pupil is showing signs of being ready to learn within this area.

S – Achieved in Specific Contexts – The pupil consistently used the skill, ability in some, but not all, relevant situations.

G – Generalised – The pupil consistently uses the ability, skill in all appropriate situations and/or with a range of people.

At Penrose School, we recognise that there is a small number of pupils who will remain within Phase 1 for the long-term. These pupils have the

most profound and complex needs where their communication, mobility and understanding is significantly impaired. For this group of pupils, it is

important that the curriculum gives breadth and opportunities to practice early developmental skills. Where pupils within this category are

identified, their targets will be broken down further by the use of MAPP (Mapping and Assessing Personal Progress). This enables teachers to

demonstrate smaller step progress and development within the main assessment framework for the Multi-Sensory Curriculum.

Phase 1 P1i – P2ii

Phase 2 P2i- P3ii

Phase 3 P3ii – P5

Phase 4 P5 – P7

Phase 5 P7 – P8

Page | 19

Page | 20

Kaleidoscope Curriculum – Primary Phase

National Curriculum

At the end of Key Stage One, baseline assessment is made to assess the skills and development for pupils against the National Curriculum. For

pupils who are still learning at a very early developmental stage, they will follow the Multi-Sensory Curriculum. Pupils who are working on the P-

Levels and making expected progress, they will follow the National Curriculum.

There is discreet teaching of English and Maths for pupils at Key Stage 2, the other subjects are taught through a thematic blend which link to a

whole school topic. The topics are used to motivate and engage pupils in learning and the themes are taught through practical activities which

build on the early skills learnt in Key Stage One.

Penrose School follows the guidance in the National Curriculum and covers the subjects relevant to Key Stage 2 as follows:

- English (Reading, Writing and Spoken Language)

- Maths (Number, Geometry, Measurement and Statistics)

- Science

- Art and Design

- Computing

- Design and Technology

- Foreign languages

- Geography

- History

- Music

- Physical Education

- Religious Education

All pupils are also taught a rich programme through PSHE (Personal, Social and Health Education).

When teachers are designing and planning the curriculum for their pupils, they pay regard to the Programmes of Study outlined in the National

Curriculum, they pay attention to the individual pupils’ skills and development and look at earlier programmes of study wherever relevant. The

chart below shows how the subjects in the National Curriculum link to the areas in both Early Years Foundation Stage and the Multi-Sensory

Curriculum.

Page | 21

Ea

rly

Ye

ars

Fo

un

da

tio

n S

tag

e

Personal,

Social and

Emotional

Development

Communication

and Language

Understanding

of the World

Literacy

Mathematics

Expressive Arts

& Design

Understanding

of the World

Physical

Development

Personal, Social and Emotional

Development

Mu

lti-

Se

nso

ry

Cu

rric

ulu

m

Social

Relationships &

Emotional

Development

Communication Conceptual

Development

Sensory

Responses

Understanding

of Time and

Place

Orientation,

Movement

and Mobility

Ownership of

Learning

Responses to

routines and

changes

Na

tio

na

l

Cu

rric

ulu

m

English

PSHE

RE

English

MFL

Maths

Science

Art & Design

ICT

D&T

Art & Design

D&T

Music

PE

Geography

History

Geography

PE

ICT

PSHE

Maths

Science

Music

Page | 22

Assessing progress in the National Curriculum

Pupils are assessed at the end of Key Stage One and the start of Key Stage Two to provide a baseline. This is completed in English, Maths and

Science. As pupils learn and develop, their work, including photos, is collated in their subject books for these core areas.

Targets are set following the baseline assessment. In collaboration with other special schools we have developed a matrix which maps

expected progress for pupils working on both P-Levels and National Curriculum Levels. This matrix is used to set challenging targets.

Data is collected twice during the year. Mid-year, around February is when teachers submit data and this is marked against the expected

annual progress. Following this mid-year analysis, teachers are asked to look at the data and ensure that interventions are planned for those

pupils who are of concern.

At the end of the year in July, data is collected again and this determines how many pupils have met or exceeded their annual targets.

The school also sets an End of Key Stage target which is set depending on the individual pupils starting point at the start of the Key Stage, this

ensures that their progress annually is on track over a longer period of time.

To ensure that teachers are marking and levelling consistently, there are a number of scrutiny activities which take place throughout the year.

Middle and Senior Leaders carry out a scrutiny of work at least 3 times a year. This is to ensure that the quality of evidence in pupils’ books is

consistent, that it shows the pupil is making progress over time and that the work the pupil is completing matches the level they are being

assessed at.

Core leaders for English and Maths also carry out moderation activities throughout the year, which ensures that there is consistency in levelling

across both Penrose and Elmwood Schools.

We understand that our pupils’ are working below the national expectation for peers of their own age in mainstream settings, we also know that

our pupils often make slower rates of progress. In order to ensure that we are able to measure this small step progress, the individual levels are

broken down into small steps. This allows more precise assessment of the levels and enables teachers to set small step targets towards the annual

expectation.

Page | 23

We measure progress across the whole subject which are broken down into the following strands:

Subject Strand Sub-strand

EN

GLI

SH

Reading

Comprehension

Word reading

Writing

Composition

Handwriting

Spelling

Vocabulary, Grammar

and Punctuation

Spoken Language

Drama

Group discussion &

Interaction

Listening and responding

Speaking

MA

THS

Number

Calculations

Algebra

Fractions

Number

Measurement

Capacity, Weight &

Length

Money

Time

Geometry Shape

Position & Direction

Statistics Statistics

Page | 24

In Science pupils follow a thematic approach which links to the curriculum theme for the term. The range of subject areas within science ensures

that pupils’ explore and learn across biology, chemistry and physics and have opportunities to develop a curious and enquiring mind alongside

developing investigative and exploratory skills. The Scientific themes which will be taught across Key Stage two will include all of the following,

teachers provide a level of achievement for each subject area studied within Science.

Plants Animals, including humans Living things and their habitats Everyday materials and its uses

Electricity Properties and changes of

materials States of matter Earth and space

Light Sound Seasonal changes Forces and Magnets