The school’s curriculum is a mainstream one. The school provides coverage of the learning objectives in the National Curriculum at Key Stage Two and also draws on elements of the international primary curriculum. Experience is provided across the core learning areas of:
- Language and literacy (talking; listening, phonics; writing; reading);
- Problem solving (mathematical);
- The world around us (science, geography, history);
- Using information technology;
- Physical development and movement;
- The Arts (art, design, music, drama);
- Personal development and mutual understanding (religious education, social awareness, emotional literacy, thinking skills).
Particular activities relevant to the needs of the children and designed to ensure that all children have the prerequisite skills to facilitate their access to the wider curriculum form a core part of teaching on a daily basis. These include:
- activities to improve fine motor and hand – eye coordination skills;
- activities to improve organisational skills and concentration;
- speaking and listening activities;
- touch typing, all children will learn this invaluable skill;
- social interaction and friendship skills.
Our teaching is flexible, designed to enable each child to build their learning in the most successful way for them. We place emphasis on multi – sensory, aural, visual and kinaesthetic activities. Lessons will be both skill focused and thematic, and cross-curricular activities are a regular part of the week.
Although the timetable is organised for the majority of the time around age based class groups, activities are also planned around the needs and stage of learning of the children. Children will learn in a variety of groupings appropriate to their needs and the activity, for example:
- whole school group, in music and personal health and social learning;
- mixed age groups, for example project groups; literacy skills;
- peer tutoring;
- individual tuition.
Specific approaches known to improve the access to learning for some children with dyspraxia and dyslexia are routinely used in order to increase the opportunities for all children to achieve success in learning. These include: use of non-white paper with accessible font and layout; use of overlays/coloured screens, resources such as magnetic letters, specialist software, electronic spellers, literacy games, word mats, number lines, visual clues highlighting the structure of the day; and use of technologies including video and sound recording.
As such Limespring School provides education and welfare provision for pupils with EHC plans and pupils for whom English is an additional language.
The curriculum, plans and schemes of work do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. Personal, social, health and economic education encourages respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010 and this relates to the teaching in school. Teaching within the school does not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs and does not discriminate against pupils contrary to Part 6 of the Equality Act 2010.