Teaching, Learning, Assessment and the Curriculum

At Castletown Primary School, we aim to deliver the curriculum to each pupil, in a way that matches his or her individual needs. This may be as part of mainstream classroom practice, alternative and bespoke provision, specialised curriculums or a combination of the above. 

Mainstream classroom practice 

Each child with identified SEND needs is in receipt of a SEND support plan that is coproduced by teaching staff, external agencies (if applicable), parents/carer and, if appropriate, the children. These plans outline exactly what provision the children require to positively engage with school within the mainstream classroom. This may include additional staffing, specific scaffolds and prompts, small group work, opportunities for 1:1 work, or bespoke resources and regulation tools. Staff are very aware of the needs of the children and are aware that learning may look slightly different for some children. We have high expectations for all, and will support every single child to make progress and to celebrate their success. 

Discovery Den

The Discovery Den is a dedicated provision within our school that offers a highly personalised and nurturing environment for pupils with more complex needs. Through a carefully adapted curriculum, we ensure that learning is meaningful, accessible and focused on developing key skills such as communication, independence and emotional regulation. The Discovery Den uses a discreet Early Years approach, with topics and activities linked to the interests of the children. Each child receives 'box time' daily with a trained adult, where specific learning activities are completed on a 1:1 basis. This ensures that the 1:1 learning for children is targeted and at the level they require. Some children within the Discovery Den are also able to access the mainstream classroom for periods of the day with enhanced support. Each child within the Discovery Den has an Education, Health and Care Plan, and has very specific targets to work on. Staff within this provision are able to work 1:1 or small group with the children, focusing on targets set by a number of different professionals. The children experience dedicated and nurturing staff who understand their unique, specific needs. They are able to feel safe and engage in a curriculum that enables them to learn in ways most appropriate to their own individual needs and learning styles. 

Click here to view activities and events on our Discovery Den page.

Attention Autism 

 Children within the Discovery Den provision access weekly sessions of Attention Autism. Attention Autism is a structured intervention programme designed to develop and improve the attention, engagement, and communication skills of children, particularly those with autism. It uses highly motivating and visually engaging activities to gradually build a child’s ability to focus, share attention with others, and participate in group learning. The approach is delivered in stages, starting with capturing attention and progressing to turn-taking and independent engagement. Its overall aim is to make learning fun while supporting communication, social interaction, and sustained attention.

Equals curriculum  

A number of older learners within school access sessions that are planned using the Equals Curriculum. The outcomes feed directly into Preparing for Adulthood targets that the children are working on as part of their Education, Health and Care Plans. The Equals curriculum is designed for pupils with special educational needs who are working below the standard national curriculum levels. Its purpose is to provide a flexible, personalised, and skills-based approach to learning that focuses on real-life experiences, independence, communication, and functional skills. It allows schools to tailor learning to individual needs and abilities, helping pupils make meaningful progress at their own pace. The curriculum also supports holistic development, ensuring learners build confidence, life skills, and preparation for adulthood. The sessions include cookery, basic life skills, use of money, shopping and going out into the community. 

Assessment of the smaller steps of progress

We recognise that children make progress in different stages, and that the progress they do make can look different dependent upon the level of need they may have. We are passionate about having high expectations for all learners, and about celebrating the achievements that all of our children make. Alongside whole school assessment arrangements, we also use an adapted formative assessment tool designed to track small steps of progress for students with complex learning difficulties and disabilities who are operating well below age related expectations. This system is used within the Discovery Den provision. Alongside this, we use additional focus documents to identify the smaller steps of progress to focus upon, with targets for these being taken directly from EHCPs or from discussions and feedback with a range of professionals working with the children. This ensures that they are bespoke and relevant for the children, and can be reviewed regularly. In addition to this, Pre Key Stage assessment tools are used for children who are accessing the mainstream classroom who are receiving an adapted curriculum, however are operating at a level below their chronological Key Stage. These assessments sit alongside teacher assessment and more formal assessments to build up a bigger picture of each individual child, which helps to identify gaps and contributes to planning for next steps. 

Boxall Profile 

 Staff at Castletown Primary School are now trained to use the Boxall Profile, providing another network of support for children who may be experiencing difficulties in school.  The Boxall Profile is a school-based assessment tool that helps educators understand a child's social and emotional development so that we can provide appropriate support and improve engagement with learning. It specifically supports staff to identify a child's strengths, as well as areas where additional support may be needed. It measures development across two broad areas:

Developmental Strands – skills and behaviours that indicate positive social and emotional development.

Diagnostic Profile – behaviours that may suggest unmet emotional needs, difficulties with relationships, or challenges in coping with school demands.

Results are used to plan targeted interventions, monitor progress, and tailor support strategies.

Nurture UK programme 

 At Castletown Primary School, we are committed to improving the wellbeing of our children. To support us with this, 2 staff members have embarked on training for the Nurture UK project, to build upon the impact the Boxall Profile can have in school. This project is a UK-wide education and wellbeing initiative focused on improving the social, emotional and mental health (SEMH) of children and young people so they can engage more successfully with learning. The organisation promotes a nurturing approach to education, helping schools create environments where pupils feel safe, supported and ready to learn. The key aims of this project are to:

• Improve children's wellbeing, behaviour, attendance and educational outcomes.
• Reduce exclusions and barriers to learning.
• Support teachers and schools in identifying and responding to SEMH needs.
• Embed the Six Principles of Nurture across whole-school practice. The principles are Safety, wellbeing, language, behaviour, learning and transitions.