The children in Chestnut are following a Pre formal curriculum path. We use Social Communication, Emotional Regulation and Transitional Support (SCERTS) targets along with a child’s EHCP targets to produce individualised learning plans for each child. We look at each child’s personal motivators and use these to plan activities which will support their development and work towards their personal learning goals. Not all of these are academically based. Each half term activities are geared around different topics which support the acquisition of new knowledge, experiences and skills.  

The aim of this to: 

~ enable children to better communicate their likes, dislikes, wants and needs.  

~ enable them to recognise their emotions and regulate these effectively. 

~ support them in becoming more independent 

~ create a personalised learning pathway which is geared to individual needs of each child. 

A typical day in Chestnut (Thematic) 

Sessions 1 – Active time and breakfast. A lot of our children struggle with transport to school. This time gives them an opportunity to dance to songs, have that needed movement, bounce on trampettes, balls etc. Breakfast is a great time to work on those independence skills (pouring a drink, cutting up fruit, cutting the top of a yogurt, putting rubbish in the bin, washing up the dishes.) 

Session 2 – Morning meeting. Here we discuss our feelings, think about how we are feeling today, recognise different emotions, days of the week, order of the days, months of the year and their order, the weather, who’s here today (naming children and staff) and consider/ prepare for changes which are coming up. 

Session 3 – Activities and Read Write Inc or Maths. Read Write Inc is delivered 1:1 with each child whilst the other children access activities in our different areas. Read Write Inc is a synthetic phonics scheme that teaches children to read and blend using a range of accessible materials and resources. We use a lot of practise and repetition to embed their recognition of letter sounds and use practical methods of blending. Books are sent home regularly once your child is able confident blending. 

Each activity area is set up to support the development of their individual learning plans; gaining knowledge, skills and experiences through play. This is free flow, both outside and inside, but facilitate by adults to ensure they get the most out of each activity. (Rebound and Hydro therapy runs along side this once a week) 

 Session 4 – Sensory Story. Sensory stories are used to make stories more accessible and engaging by incorporating physical objects, sounds, smells, and textures to stimulate different senses, particularly for individuals with communication or sensory processing difficulties. They support the development of communication and listening skills, build confidence in encountering new sensory experiences in a safe environment, and allow for creative, shared experiences that can deepen understanding and foster enjoyment of stories for everyone.  

 Break time- Supported play and positive interactions with others around school 

Snack time – Snack time is a great learning experience. Children go to our class shop where they communicate their wants through either BSL, PECs or verbally. They then exchange money for the item.  

Session 5 – Sensory circuits – The purpose of a sensory circuit is to provide structured sensory-based movement activities to help individuals regulate their arousal and achieve an optimum state for learning, focusing, and self-regulation. By going through a sequence of alerting, organizing, and calming activities, sensory circuits help to improve a child’s ability to concentrate, control their impulses, and participate in classroom or daily activities. They are particularly beneficial for children with sensory processing differences, as they offer a consistent, controlled way to receive the sensory input needed to prepare their mind and body for tasks.  

Lunch – Here we support children with their communication and independency skills. 

Session 6 – Activities are based around our World Around Us theme. We still maintain the different areas with in the classroom which we set up to support the development of their individual learning plans; gaining knowledge, skills and experiences through play and targeted teacher input. This is free flow, both outside in inside, but facilitate by adults to ensure they get the most out of each activity. In addition children receive sessions in SSE (Sign Supported English), Music, Independence and Art as well as 1:1 or small group teaching for our World Around Us Theme. 

 Through out the day children are encouraged to communicate their feelings, likes, dislikes, wants and needs. They have constant access to an OT area where they can get the regulatory input they need throughout the day. Initially this may be prompted by an adult but eventually children know what works for them and will access it independently. We also work on our problem solving, play skills and interactions with others (sharing, turn taking, waiting etc). 

Croft Community School
Greencroft Road End, Annfield Plain, Stanley, Co. Durham, DH9 8PR

Tel: 01207 234547