Our Engagement Model

The Engagement Model

Which pupils are on our Engagement Model curriculum pathway?

The pathway is for pupils who are consistently, over time not in the reaches of the National Curriculum.

The pupils may have a primary need of Communication and Interaction or have additional communication needs. Pupils can and will follow instructions to varying degrees.

By using the Engagement model class staff can look at each pupil’s engagement in different activities or tasks, and make adaptations to the curriculum or resources to further raise their engagement.

The 5 areas of engagement are:

exploration

realisation

anticipation

persistence

initiation

How has the curriculum been designed?

The curriculum is ambitious and coherently designed. There is no cap on learning. Staff follow the direction the pupils take learning but have in mind key knowledge, skills and ambitious vocabulary for pupils to strive to achieve.

A theme is taken for each half term eg. People, Places, Festivals and Celebrations, Animals, Plants.

Each unit of study has a medium term plan which includes:

Links to Prior and Future experiences

How adults promote engagement (links to the 5 areas)

Skills and knowledge to be developed – skills, knowledge, aspirational vocabulary

“Pupils welcome new arrivals with understanding and compassion.”

Ofsted

“All pupils benefit from targets to help them to develop their social and emotional skills and to build a level of resilience.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“Within classrooms, teachers reward positive behaviours consistently.”

Ofsted

“A time of ‘reflection’ at the end of the
day allows pupils to consider how they have performed at school and helps them to focus on their attitudes and behaviours. ”

Ofsted

“You seek to identify any triggers which cause pupils to behave erratically and you work towards eliminating these.”

Ofsted

“Your school helps pupils to become
confident rounded young people.”

Ofsted

“Pupils are given chances to reflect upon this
through ‘life books’ where observations are made, and improvements praised.”

Ofsted

“Before coming to
school, you and other leaders work hard to understand the needs of individual
pupils.”

Ofsted

“Pupils make strides socially and emotionally.”

Ofsted

“Pupils talked to us about the way in which you
and your staff celebrate difference and help to make everyone feel valued.”

Ofsted

“Teachers and teaching assistants work hard to ensure that pupils are ‘nudged’ in the right direction in lessons.”

Ofsted

“The systems and structures that you have put in place ensure that pupils feel safe at school.”

Ofsted

“An SEMH curriculum runs through the heart of your school.”

Ofsted

“Once at school, the life coach works with
individuals to help them to deal with any anxieties that they may have.”

Ofsted

“In classrooms, pupils focus hard and respond well to any advice and guidance that is given to them.”

Ofsted

“Pupils told inspectors that they really value the way in which they feel respected at your school.”

Ofsted

“Pupils at your school feel safe.”

Ofsted

“Teaching at your school is characterised by positive relationships between members of staff and pupils.”

Ofsted

“The most striking aspect of your school is the way in which you plan to support pupils’ individual needs.”

Ofsted

“Teachers consider
pupils’ emotional well-being deeply and give them space when they need to refocus.”

Ofsted

“Pupils value the way in which you and your
staff make everyone feel included.”

Ofsted

“Inspectors saw first-hand the way in which your staff spoke to pupils with compassion and respect.”

Ofsted

“The work of the
life coach can include one-to-one work in addition to positive thinking strategies,
mindfulness and aromatherapy.”

Ofsted