Implementation – How do we deliver our curriculum?
‘Staff have expert subject knowledge and keep a firm focus on the intended purpose of all activities They reinforce pupils’ EHC plan targets extremely effectively, giving precise and highly encouraging feedback. Typically, staff provide clear expectations and use relevant examples so that pupils embed the important knowledge and technical vocabulary securely. Pupils’ palpable joy in the progress they make through the curriculum is reflected in their thoughtful and insightful answers to the questions staff ask of them.’ Ofsted July 2024′
At Iffley Academy, we prioritise the pupils’ EHCP targets, breaking them down into TOPS targets three times annually. This approach is central to our mission, using curriculum subjects as the means to achieve these targets. Our subject schemes of work ensure a broad range of activities to engage and expand the pupils’ experiences.
Within Iffley we strongly believe our pupils benefit from a consistent lead teacher for core subjects and some non-core subjects as we see it as vital that pupils build positive trusting relationships with staff to then be able to access the curriculum successfully. Computing, PE and some of our non-core subjects are delivered by specialist teachers.
Due to gaps in our pupils’ learning, we teach all core subjects to the appropriate academic age that is best suited to their learning needs. We see this as an effective way to close prior learning gaps and support our students in making the best possible progress. Although we have adopted this approach within our core curriculum delivery, we maintain that our pupils must experience learning topics that reflect their chronological age, but at an appropriate level. This supports us in ensuring our pupils experience a cohesive and progressive curriculum.
Within Tate and Louvre Galleries, our curriculum comprises a thematic approach to curriculum coverage to provide a meaningful context for the development of the pupil’s basic skills, knowledge and understanding, whilst delivering the relevant National Curriculum requirements. This follows a 2-year planning cycle and ensures a broad and varied curriculum that remains interesting and stimulating for all our pupils. Each term the gallery works around an agreed focus, question or theme.
Within the Guggenheim Gallery the Skills for Life curriculum enhances pupils’ understanding of their place in the world, whilst providing regular opportunities for the acquisition of independence and life skills and accreditation opportunities. This also follows a 2-year planning cycle.
A preparation for adulthood Skills for Life curriculum is delivered within The MCA Gallery with the acquisition of Independence Skills being paramount. English, ICT and Mathematics are core subjects in addition to a selection of BTEC and NOCN pathways (dependent on learner needs and interests).
We aim for cross-curricular links and enrichment opportunities where possible within our curriculum while encouraging our pupils to take part in real-life learning opportunities and every available opportunity.
To find out more about the curriculum, please speak to your child’s class teacher. You can email or use the home/school book to ask for further information. You may also wish to ask for further information about the curriculum as part of our TOPs evening meetings (Teacher/Parent meetings). These take place three times a year.
You can also email: office@iffleyacademy.co.uk to ask for further information and for the class teacher to contact you.
Class Teams
A key strength of the school is the quality of teaching and learning delivered by a professional and dedicated team of teachers and support staff, who are well qualified and have the utmost respect for each student’s special need and diversity.
Our students remain in their own class, with their own teaching team for the majority of the working week. This enables a consistent response from all the adults and the formation of positive working relationships between child and the adult team. This is fundamental to student achievement.
In addition, the classes are grouped in galleries according to the students’ individual needs; noting their stage and not age. This allows for creative planning and an interesting and stimulating curriculum.