Phase 2 & 3

Paces offers full-time daily provision for children with Cerebral Palsy and other neurological motor disorders of primary school age (Years One to Year 6).

We have two classes for Key Stage One children, from Year One/Two and then two classes for pupils from Year 3-6.  Pupils are largely organised according to their age however, we sometimes place pupil into a class depending on their individual needs.  The decision as to which class your child goes into would be carefully considered and discussed with parents.  The needs of the child will always be the most important factor when considering which class is most appropriate.

Our primary curriculum, due to the nature of cerebral palsy, is broader and more holistic than a traditional curriculum in mainstream settings.  Within a Conductive Education framework, conductors design and implement a curriculum which covers all of the needs of the pupils in their class. This curriculum also teaches those skills as well which typically developing children would usually develop spontaneously. Academic programmes are delivered through the National Curriculum and have been integrated within the ethos of Conductive Education to provide access to a varied and balanced curriculum.

Overall aims include:

  • developing pupils’ range and co-ordination of movement
  • developing pupils’ abilities in self-help skills
  • developing the pupils’ social and daily living skills
  • developing pupils’ expressive and receptive language
  • providing opportunities to access a broad and balanced curriculum
  • working with parents to develop pupils’ learning at home
  • liaising with other professionals as appropriate to ensure consistency and shared expertise
  • developing pupils’ confidence and personality

Conductor Teachers follow a topic cycle.  Key Stage One has a two-year topic cycle and Key Stage 2 has a four-year topic cycle.  Each term will follow a different topic/theme and much of the planning  will be centred around this topic.  Additional activities such as external visitors and visits will be planned to enhance the learning that takes place in the curriculum.  Planning is highly differentiated and personalised ensuring that the individual needs of the pupils are met within the context of the group. .  Conductors will use the targets/outcomes in the ECH Plans to inform their planning and delivery of their lessons.