The Hive

Our Resource Provision class caters for 10 children who have Education, Health and Care Plans where their primary need is Autistic Spectrum Condition (ASC) and/or Speech, Language and Communication Needs (SLCN). Our Resource Provision class is known as "The Hive". 

As a school, we are committed to offering high-quality inclusion and feel that the offer of a Resourced Provision in school allows more children in need of specialist support to access it - but also that it enhances our offer to other children within our mainstream classes who have some additional needs albeit not to the level of needing a specialist place. 

"Our aim is to provide pupils with high quality teaching and learning based on careful assessment of individual pupil’s needs and provide a nurturing, inclusive environment."

There are 4 members of staff who work within "The Hive":

 

Intent of The Hive Curriculum

At Dane Bank Primary School, our curriculum for The Hive is designed to equip all pupils for lifelong development by fostering a love of learning and preparing them to be as independent as possible.

Guided by our six core values—Respect, Responsibility, Resilience, Kindness, Empathy, and Fairness—we aim to nurture pupils who are not only successful learners but also thoughtful, compassionate, and active members of their community.

We recognise that all pupils learn at different rates and require varying types of support at different stages in their school journey. Our Hive curriculum provides a structured yet flexible framework that addresses barriers to learning and promotes success through well-differentiated teaching approaches tailored to individual needs.

Central to our curriculum is the development of confidence, independence, and effective communication. We prioritise enabling pupils to express themselves using their preferred method of communication. A key feature of our approach is providing opportunities for pupils to practise and apply skills in multiple contexts, ensuring they can use their knowledge meaningfully in a variety of settings. This focus supports lifelong learning and active involvement in their wider community.

Our six values underpin every aspect of the curriculum, encouraging pupils to:

• Show Respect for themselves, others, and the world around them.
• Take Responsibility for their learning and actions.
• Demonstrate Resilience in overcoming challenges.
• Act with Kindness in their interactions and contributions.
• Show Empathy to understand and share the feelings of others.
• Demonstrate Fairness in treating everyone equally and justly

Secure knowledge of each pupil's progress is fundamental to personalised learning. With this foundation, we can accurately plan next steps and provide targeted support. Every learning experience builds on relevant prior knowledge, underpinned by continuous assessment, to ensure that all pupils achieve their full potential and meet high aspirations.

Vision and Aims

At Dane Bank Primary School, our Resource Provision, "The Hive," strives to ensure that every child with Speech, Language, and Communication Needs (SLCN) or Autism Spectrum Condition (ASC) can thrive and achieve their potential.

Our curriculum is designed to be:

1. MOTIVATING and ENGAGING: We believe that pupils learn best when they are interested, stimulated, and engaged. Activities are designed to spark curiosity and enthusiasm while building confidence.
2. RELEVANT: Learning is functional and meaningful, tailored to the developmental levels of each pupil. Lessons reflect their prior knowledge, life experiences, and individual interests, ensuring purposeful progress.
3. CHALLENGING: High but realistic expectations are held for every pupil. Differentiated teaching ensures that pupils are supported to make holistic progress across academic, social, and life skill domains.
4. PERSONALISED: Personalised goals, linked to outcomes in each child’s Education, Health, and Care Plan (EHCP), form the core of our provision. These goals are regularly reviewed and adapted to reflect progress and evolving needs.

Personalised learning at Dane Bank ensures that every staff member is equipped to make informed observations about pupils’ progress, attainment, and next steps. This information is shared regularly with parents/carers to build strong partnerships and celebrate achievements.

Our structured assessment systems provide regular, accurate, and manageable insights into individual progress. These include:

• Termly reviews of individual goals.
• EHCP Annual Reviews.
• Work in books/recorded on Dojo Portfolios.
• Engagement model observations
• Assessments in-line with the whole school policy
• Professional discussions within the team and with multi-agency professionals.

Together, we aim to create an inclusive, nurturing environment that enables every child to grow in independence, resilience, and confidence while preparing them for successful reintegration into mainstream learning where appropriate.

Implementation of The Hive Curriculum

The Hive offers a flexible and personalised curriculum designed to meet the needs of pupils with Speech, Language, and Communication Needs (SLCN) and Autism Spectrum Condition (ASC). We aim to balance structured learning opportunities with developmentally appropriate play-based approaches, ensuring pupils can thrive academically, socially, and emotionally.

Core Principles

Our curriculum is underpinned by a focus on four core areas:

• Communication: Supporting pupils to develop their preferred mode of communication.
• Personal Development: Building confidence, self-esteem, and independence.
• Physical Development: Encouraging fine and gross motor skills.
• Cognitive (Thinking) Skills: Fostering problem-solving, critical thinking, and academic progress.

We create a stimulating and inclusive learning environment that reflects pupils' backgrounds, interests, and experiences. This promotes functional, meaningful learning opportunities that build confidence, resilience, and independence in real-world settings.

Play-Based and Structured Learning

• Play-Based Learning: Through adult-supported and child-initiated activities, pupils explore and express their creativity. Play is central to fostering problem-solving skills, independence, and confidence.
• Structured Learning Opportunities: Where appropriate, pupils engage in targeted, structured sessions that align with their developmental needs and EHCP outcomes. This includes small-group and one-to-one teaching.

Pathways of Learning

We recognise that pupils progress at different rates and require individualised support. Our curriculum is flexible, allowing pupils to work across different pathways depending on their developmental stage and needs.

Exploratory Pathway - For pupils in the early stages of development, the focus is on:

• Building positive relationships with familiar adults.
• Developing basic communication behaviours.
• Exploring the world through sensory and physical experiences.
• Feeling secure and confident in the school environment.

Discovery Pathway - For pupils beginning to develop formal skills, the focus is on:

• Establishing intentional communication systems.
• Developing problem-solving and practical skills.
• Engaging with early subject-specific learning.

Integration Pathway - For pupils transitioning towards the mainstream curriculum, the focus is on:

• Developing life skills and independence.
• Communicating effectively with a range of people.
• Accessing subject-specific learning with adaptations.

Mainstream Access Pathway - For pupils accessing the mainstream curriculum in specific subject areas, the focus is on:

• Following the whole-school curriculum for those subjects, with adaptations outlined in subject-specific SEND documents.
• Gradual reintegration into mainstream classrooms with tailored support.
• Participating in whole-class learning activities while maintaining targeted interventions in areas of need.

 

Pupils may work across more than one pathway within different areas of the curriculum, reflecting their individual strengths and needs. The Schemes of Work provide a guide to plan for differentiation across these pathways, ensuring that teaching is tailored to support progress in each area. Pupils working on the Exploratory pathway may focus primarily on the four core areas, while those engaging with the Discovery, Integration, or Mainstream Access pathways may work across the six Areas of Learning, as appropriate to their development and learning goals. This flexible approach ensures that every child’s curriculum is personalised and responsive to their unique profile.

Topic-Based Learning

Pathways 1–3 follow a bespoke topic plan, where themes are broad and designed to allow meaningful connections to the whole-school curriculum wherever possible. These topics are tailored to suit the needs, interests, and abilities of pupils within The Hive. For Pathway 4, subject-specific study is aligned with the whole-school curriculum approach, ensuring that pupils engage with the mainstream curriculum while receiving the necessary adaptations to support their learning.

Real-World Applications

We recognise the importance of developing real-life skills alongside academic knowledge, and so, in our long-term planning, we aim to provide a balance of experiences, role-play opportunities, and enrichment activities such as trips. These activities enable pupils to build essential life skills in conjunction with their curriculum learning. We view both aspects of a child's development as equally important and are committed to nurturing and supporting the whole child.

We ensure that learning is rooted in real-life contexts, making skills functional and meaningful. For example:

• Pupils working on communication skills may practise using their communication aids or social skills in community settings, such as navigating interactions when getting on a bus or engaging in a transaction at a shop.
• Pupils focusing on independence and problem-solving may work on managing changes in routine, such as adapting to new environments or following instructions during group activities.

Enrichment of the curriculum

As part of our curriculum and linked to EHCP targets/pupil’s individual needs, we incorporate a range of activities to support pupils' holistic development such as:

Physical Development:

• Sensory circuits.
• Motor skill development sessions.
• Targeted fine motor interventions
• Outdoor learning and physical activities.
• Adapted PE lessons

Expressive Arts and Design:

• Music sessions (group and individual).
• Dance and movement workshops.
• Art projects linked to class topics.
• Role play opportunities linked to real life skills.
• Sensory exploration
• Tales Toolkit
• Nursery rhymes

Personal, Social, and Emotional Development:

• Social communication groups.
• Social snack.
• Integration within mainstream school, where appropriate.
• Activities to build self-awareness and confidence, including oracy.
• Tales Toolkit
• Zones of regulation

Communication, Language, and Literacy:

• Launchpad for Literacy
• Little Wandle phonics sessions (where appropriate)
• Intensive Interaction techniques.
• Narrative-based interventions to develop comprehension and vocabulary.
• Individualised communication boards
• Focus on vocabulary within each topic

Supporting Integration within the mainstream ("Bounce Back")

For pupils transitioning into their mainstream classrooms, we carefully plan reintegration to ensure a positive experience. Pupils follow the whole-school curriculum for their subject areas, with adaptations made as outlined in subject-specific SEND documentation. Reintegration is gradual and flexible, tailored to individual needs and supported by collaborative planning with mainstream staff.

Phonics and Literacy

Where children are on Pathway 4 for Phonics, we follow the Little Wandle Letters and Sounds Revised phonics programme, ensuring a systematic approach to developing early reading and writing skills. This is complemented by individualised Speech and Language Therapy (SALT) plans, which address each pupil's unique communication needs.

Mathematics

Where children are on Pathway 3 or 4 for Maths, we follow the NCETM Mastering Number programme, adapting with targeted branch map objectives and using the Learning Trajectories to help assess and ensure next steps are small and achievable. This structured approach enables pupils to develop a strong foundation in number sense through small, focused steps.

Curriculum Planning

Long-Term Planning – Topic Maps

At Dane Bank Primary School, all planning follows our "curriculum rubber stamp," ensuring a coherent and progressive curriculum for every pupil. "The Hive" follows a three-year topic cycle with broadly titled themes that are flexible enough to link with mainstream curriculum topics where appropriate. These themes change every half term, offering a broad and balanced curriculum that encourages pupils to engage with a range of subjects.

Each year within the three-year cycle, the themes are consistent, allowing pupils to revisit and integrate content from different curriculum areas. This ensures continuity and progression, while also making clear links to the objectives outlined in the Branch Maps. The approach supports both personalised learning and meaningful connections to the wider school curriculum.

Schemes of Work

Our Schemes of Work are designed to ensure clear progression and differentiation across all curriculum areas. These schemes are mapped to cover the four primary pathways (Exploratory, Discovery, Integration and Mainstream Access) and are tailored to meet the individual needs of our pupils.

The Schemes of Work clearly outline key learning opportunities and the provision needed to support pupils’ progress in the six areas of the curriculum. Through careful planning, pupils are supported in making connections across learning, building knowledge and skills progressively. The curriculum ensures that pupils can engage with the subject matter at their level, while also being challenged appropriately.

Curriculum Rubber Stamp

To ensure consistency and high-quality teaching, all planning follows our “curriculum rubber stamp,” which includes the following elements:

• Clearly-Defined Knowledge:
  Knowledge overviews outline the key knowledge for each subject, mapped carefully to form a progressive curriculum where learning builds and links well. These documents include “Bridging Back” and “Bridging Forwards” to ensure that connections between learning are clear.
• Carefully-Selected Vocabulary:
  Vocabulary is carefully selected for each unit of learning, with a focus on key, non-negotiable terms that all pupils will learn. These words are supported with visuals from Widgit to aid understanding and retention. Word Aware strategies are used to explicitly teach this vocabulary, ensuring pupils are equipped with the language they need to fully engage with their learning.
• Retrieval Practice Techniques:
  Opportunities for retrieval practice are intentionally woven into teaching and learning plans to support pupils' working memory. Pupils use “anchor sheets” to help them retrieve prior knowledge and link new learning, reinforcing connections. We carefully manage cognitive load to prevent overwhelm, ensuring that pupils are supported in retaining and recalling information at a manageable pace. This approach helps pupils strengthen their memory, making it easier for them to access and apply their knowledge across different contexts.
• Support for All:
  All pupils receive Quality First Teaching, where their individual needs are met through personalised support linked to their EHCP targets. This includes small-step instruction, modelling, and scaffolding tailored to each pupil’s specific learning requirements. Teachers use a range of strategies to prevent misconceptions and ensure that learning is clear, accessible, and aligned with each pupil’s targets. This individualised approach ensures that every child receives the support they need to make meaningful progress and achieve their full potential.
• High-Quality Questioning:
  Teachers use a range of questioning strategies specifically designed to support pupils with SLCN and ASC, ensuring that all pupils remain actively engaged and participate in their learning. The Engagement Model is used to personalise approaches, helping teachers identify the appropriate level of support and engagement for each pupil. Time is provided for pupils to process their thoughts at their own pace, with opportunities for them to contribute their ideas in a way that is comfortable for them. This approach helps to build confidence and supports the development of communication skills while maintaining an inclusive and responsive learning environment.
• Modelling and Scaffolding:
  Modelling and scaffolding are used across all lessons to provide clarity and support to pupils. Teachers exemplify the learning process through narration and clear instructions, offering scaffolds that are gradually reduced as pupils gain more confidence and independence.

Medium-Term Planning

Medium-term planning is shaped by the specific learning needs outlined in each pupil’s Education, Health, and Care Plan (EHCP). Pupils' goals, whether academic or social, are broken down into manageable termly objectives, which are informed by their pathway of learning and the objectives on their Branch Maps. The planning ensures that each pupil’s individual needs are met, supporting their continued growth and progression across subjects.

In addition to these individualised goals, we develop an Enhanced Provision Plan for both indoor and outdoor environments. This plan ensures that pupils are provided with opportunities to consolidate their learning through play, supporting their development in both structured and unstructured settings.

We also use a Sensory Exploration Topic Map with weekly changes, ensuring that all aspects of sensory exploration are covered throughout the year. This is complemented by a visit, visitor, or experience each half-term, enhancing pupils' real-world learning experiences. Role play and home corner activities are updated half-termly, linked to wider life experiences and real-world living, supporting pupils in practising social and functional skills.

Within the medium-term plan, each Branch Map is broken down further into all the key developmental areas and these areas are mapped to National Curriculum objectives where appropriate. Opportunities for oracy and speaking are embedded throughout, with nursery rhymes, songs, and poetry planned each half-term to support language development.

Short-Term Planning – Class Planning

Short-term planning is based on our long-term plan, pupils' EHCP targets, and the objectives on their pathway of learning. Teachers create detailed session plans for each lesson, which include the day’s objectives, and an intervention plan for each pupil’s targeted interventions. These plans cover a combination of 1:1 work, group work, and enhanced provision opportunities.

A key focus of short-term planning is ensuring that activities are responsive to pupil progress and needs. This includes:

• Individualised Interventions: These are specifically tailored to each pupil’s learning goals, ensuring that their targets are consistently addressed through personalised support.
• Group Work: Group sessions, such as communication groups, maths, cooking, and guided reading, are repeated weekly throughout the half-term, providing pupils with regular opportunities to consolidate learning and make progress.
• Enhanced Provision: Activities are designed to offer opportunities for play-based learning and sensory exploration, helping pupils to consolidate their knowledge in practical, engaging ways.

Ongoing assessment is integral to this planning process, informing adjustments and ensuring that lessons are responsive to pupil needs. Feedback from the class team supports the teacher in making real-time changes, ensuring the learning environment remains flexible and adaptive to the pupils' development.

 Assessment

Baseline Assessment
All pupils are assessed using the Branch Map assessment system across the six main subject areas, typically six weeks after starting at the school. This baseline data is discussed with parents/carers and recorded on Insight. Information prior to the pupil starting, including input from parents/carers, external agencies and any previous settings, is also considered before the baseline assessment is completed. Note: we have utilised the Cherry Garden school branch map documents to support our curriculum development and design. 

Communication, Language and Literacy Branch Map

Expressive Arts and Design Branch Map

Mathematical Development Branch Map

Physical Development

Personal, Social, Emotional Development Branch Map

Understanding the World Branch Map

 

Goal Setting
At Dane Bank Primary School, we create Support Plans for each pupil, set on Insight, which are closely linked to the provisions outlined in their Education, Health, and Care Plans (EHCPs). These plans are reviewed termly during pupil progress meetings, and then shared and discussed with parents at termly interim reviews. These meetings include collaboration with the SENCO, parents/carers, the pupil’s own views, and contributions from other professionals involved with the child, such as Speech and Language Therapists (SALT) and ISCAN.

The Support Plans are designed to reflect both academic and developmental goals, addressing each pupil’s individual needs across various areas such as communication, social skills, emotional well-being, and personal development. They ensure that the pupil’s progress is closely monitored and supported by tailored interventions, which are adjusted as needed.

Each plan is regularly updated to ensure it continues to meet the pupil’s needs, with specific provisions linked directly to their EHCP outcomes. Pupils are supported to work on their targets across all subjects and activities, with the close involvement of parents, carers, and relevant professionals, ensuring that progress is consistently reinforced both at school and at home.

If the goals are still appropriate, they continue; if not, adjustments are made. The team around the child (involving all mentioned previously) discusses the support plan and make any amendments on Insight, ensuring that all progress is documented and communicated effectively.

Monitoring Progress

Formative Assessment
Staff use a variety of observation methods, including pupils' workbooks and Class Dojo, to assess current learning and identify the next steps for each pupil. Significant achievements are celebrated and shared with parents and carers through Class Dojo, fostering home-school collaboration. For pupils following Pathway 4, teachers liaise with mainstream teachers to ensure progress is tracked across both the mainstream and resource provision settings. This collaboration ensures that skills are practised consistently and that adaptations and support are aligned, creating a seamless learning experience for the pupil.

Summative Assessment
Pupils' progress is recorded using the Cherry Garden Branch Map assessment system and tracked on Insight. This system covers the six core subject areas to ensure that all achievements are captured. Insight allows the Senior Leadership Team (SLT) to monitor and evaluate progress for both individuals and groups, providing a holistic view of pupils’ development across the academic year.

Pupils are assessed three times a year in relation to their Branch Map objectives, and their progress is also reviewed against the Engagement Model on a half-termly basis to ensure continued engagement and that individualised approaches are adapted as needed. For pupils involved in subject-specific study, such as those on Pathway 4, whole-school assessment approaches (e.g., Launchpad for Literacy, NFER assessments, PKS standards etc.) are adapted to be more accessible. These assessments are tracked on Insight, providing a comprehensive view of each child's development.

At the end of the academic year, each pupil receives an Annual Report, which summarises the progress made over the year and highlights areas for further development.

Monitoring and Support
The class teacher is responsible for the monitoring and assessment of all pupils within their class, ensuring ongoing evaluation of each pupil's progress towards their individual goals. The entire class team works collaboratively to assess progress regularly, considering both academic and developmental targets.

A member of the SLT, alongside the SENCO, meets with the class teacher three times a year to review progress. These meetings focus on ensuring progress is being made towards pupil goals, confirming that teachers have the necessary resources and strategies in place, and addressing any barriers to learning. This collaborative process also identifies areas where progress may not be as expected, allowing for the implementation of Support Plans to address these needs.

Additionally, the class teacher meets regularly with external agencies involved in pupil support (e.g., SALT) to incorporate their expertise and targets into the planning. This ensures that all external input is meaningfully integrated into the pupil’s learning journey. This is also an opportunity for identifying any professional development or training needs to further enhance support strategies for the class team.

Working in Partnership with Parents/Carers

At Dane Bank Primary School, we value the essential role that parents and carers play in their child's education. We maintain open and regular communication through Class Dojo, where significant progress is shared and celebrated. Achievements are communicated to parents via Class Dojo, allowing teachers to upload photos, videos, and written observations of the child's progress. Parents/carers are encouraged to share any successes or observations from home, strengthening the partnership between home and school.

We also hold termly interim reviews, where we discuss each pupil's progress in collaboration with parents/carers. In addition, Parents' Evenings take place in the Autumn and Spring terms. At the end of the academic year, in the Summer Term, parents/carers receive an Annual Report, summarising the child’s achievements over the year and outlining the next steps for their development.

Annual Review

As part of the Education, Health, and Care Plan (EHCP) process, Annual Reviews are held for all pupils. These reviews are a statutory requirement and are conducted following the guidelines in the SEND Code of Practice. Annual Reviews typically occur during the term in which the EHCP date falls, or every six months for pupils under the age of five.

Parents/carers, class teachers, and relevant professionals (such as SALT, ISCAN, or other therapists) are invited to participate in these reviews. At Dane Bank, we ensure that the pupil’s voice is central to the process. Pupil voice is gathered by the class teacher, highlighting the child’s achievements, interests, and things they have particularly enjoyed. This is shared with parents/carers during the review meeting.

Written reports from relevant professionals, such as therapists or external agencies, are sent to parents/carers in advance of the review meeting. Any proposed changes to the EHCP are discussed and agreed upon during the review and then forwarded to the SEN team for final approval.

EHCPs are reviewed more frequently for pupils in and Year 5 in readiness for secondary school transition, and in exceptional cases, reviews may take place more often. After the Annual Review, new yearly goals are set based on EHCP outcomes, and parents/carers receive guidance on how to support these goals at home.

This approach ensures parents/carers are kept fully informed and actively involved in their child’s learning, progress, and development, fostering a strong partnership between home, school, and external professionals.