SEN Unit
The Little Beanstalks SEN unit is a specialised provision with 10 places available for pupils with Speech, Language and Communication Needs (SLCN) or Severe Learning Difficulties (SLD). Each pupil enrolled in the unit holds an Education, Health and Care Plan. All placements within the unit are allocated by the Local Authority.
Curriculum Intent
At Beanstalks, each pupil is recognised as unique, learning at their own pace. Our environment is meticulously designed, incorporating teaching and support from adults who are attuned to the individual interests and needs of the pupils, aiding in the gradual construction of their learning.
We have crafted fluid and flexible pathways that foster the continuous development of pupil learning and promote success. Every pupil is guided towards achieving their personal objectives.
The school has established a model that consists of 3 pathways. Within these pathways, adults engage with pupils during child-initiated play and structured activities. They communicate and model language, demonstrate processes, explain concepts, explore ideas, offer encouragement, pose questions, help recall information, provide narratives for activities, facilitate learning, and set challenges. Adults meticulously plan the next steps for each pupil to ensure an inclusive and supportive learning journey.
Sensory Explorers
Pupils in this pathway are Sensory Explorers and are completely immersed in the world around them. Weekly immersive themes are tailored around the interests and motivations of our pupils. The provision provides high-interest motivators specifically planned for individual pupils, allowing for a self-led approach where pupils can explore a variety of sensory-based activities. Adults actively participate within the provision, modelling behaviour and engaging in play alongside the pupils, using straightforward vocabulary and consistent visual aids.
Our educational approach is fundamentally play-based and process-oriented, focusing on the pupils’ direction and pace of learning which in turn guides the teaching methods. This fosters self-regulated learning, inviting pupils to explore independently and engage with irresistible learning opportunities that are rich in communication.
Engaging Discoverers
Pupils in this pathway are Engaging Discoverers and have opportunities for play-based learning, incorporating direct challenges and structured learning experiences facilitated by adults. We offer a variety of engaging activities designed to spark curiosity about the world around us. The learning process is driven by guidance and direction, focusing on the pupils’ journey rather than the outcome.
The role of the adult is crucial in activating the pupils’ mental stimulation and fostering the development of suitable self-regulatory strategies for learning new content. This is achieved through modelling, cognitive coaching, and guided learning. Adults also create social settings that encourage pupils to collaborate on tasks, enhancing their cooperative and interactive skills.
Semi-Formal Learners
In this pathway the pupils are ready for an increase in formalised learning. This continues to be centred around play based experiences and pupil’s interests. Our lessons are carefully sequenced to build on previous knowledge in alignment with the National Curriculum and pre-key stage standards.
Each half-term is centered around specific themes, allowing for in-depth exploration and understanding across different areas of study. Adults play a key role in scaffolding learning, assisting pupils to think critically and plan effectively. We provide stimulating experiences that captivate and motivate our students.
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils learn the importance of contributing to their community.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils understand how to keep their minds and bodies healthy.”
“Leaders know the pupils, their families and the community very well.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“The school’s offer for pupils’ personal development is exceptional.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupil ambassadors check on other pupils’ well-being.”
“There is a truly inclusive ethos.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Leaders have ensured that the teaching of reading is strong.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupil mentors support younger pupils and those new to the school.”
“Parents work in partnership with leaders and staff.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils are motivated to learn.”
“Pupils are well prepared for secondary education.”
“Pupils learn about people and places from their local area in all subjects.”
“Leaders prioritise pupils’ well-being.”
“Children in the early years get off to a good start.”
“Pupils thrive at Thorpepark Academy.”
“Pupils love the ‘Thorpepark 50’.”
