There is a fluidity about this model which both allows for and encourages a personalised (or individualised) approach, whilst still recognising that core elements of each curriculum will broadly fit the learning needs of all learners within the PMLD and SLD spectrums. The logic behind this approach comes from the sure and certain knowledge that our learners can make progress within curricula specifically designed for them, but will struggle to do so within curricula that is not (Imray and Hinchcliffe, 2014).
MacIntyre School acknowledges that there is a growing interest in the concept of a multi- tiered curriculum approach which sees Pre-Formal, Informal and Semi-Formal curriculum models working in with a Formal model that is partly based on the Literacy and Numeracy of the National Curriculum.
The base of the multi-tiered curriculum is the Equals Semi-Formal Curriculum (Equals, 2018). All areas of learning are carefully considered and individualised to fit each of our learners in their main areas of need in their EHCPs.
Remote learning provision at MacIntyre School
We expect all learners to attend school full time. As a school that caters for learners with complex needs, MacIntyre School aims to remain open to all learners throughout any period of lockdown to minimise the impact on learning and support families with meeting their needs. On the rare occasion when the provision may need partial closing (i.e. Covid19 outbreak in a specific group) or in the case of a child needing to isolate, MacIntyre school will provide an individualised set of resources to support remote learning.
The curriculum offered at MacIntyre School is highly individualised in order to meet each learner’s needs and take their learning forward from their own individual starting point. Furthermore, due to the complexity of the learners’ needs, all of them require 1 to 1 support when accessing learning activities. As a result, when providing resources for home learning during periods of self-isolation, teachers work closely with families in order to provide appropriate resource packs together with additional information on how these activities can be delivered in the household. For those who can benefit from virtual session, the teachers will liaise with families to timetable supported video call to deliver targeted 1 to 1 sessions or to offer pre-recorded lessons via the ‘Evidence for Learning’ platform.
OfSTEd Report 2017:
Teaching enables pupils to make good progress from their different starting points. This is because staff have a good knowledge of pupils’ needs and provide appropriate support to each individual. Staff across the school know the targets set out in pupils’ individual learning plans and maximise opportunities to help them to take their next steps.
Assessment of progress at MacIntyre School
At MacIntyre School we aim to give each student the richest and most appropriate education. It is very important to us to ensure each student is assessed accurately and to know exactly where they are in their learning at any given time. This enables us to develop targeted strategies and learning programmes so they can achieve the best outcomes possible.
We use a basket of assessments to ensure our judgements are accurate and agreed in a multidisciplinary way. This enables us to report on the aspects of learning that are relevant and meaningful for each learner.
The assessment model enables the possibility to tailor the learning intentions to the individual’s needs and his or hers unique profile, taking into account the stage the learner is in his or hers cognitive development and learning. This model is based on ipsative assessment. This means that performance is assessed against the starting point of each learner and taking into consideration his or hers very unique journey, rather than judging against external criteria and standards. This makes the assessment process a lot more flexible as any changes in performance and needs are taken into consideration when assessing a learner. It also enables teachers to better assess smaller changes over time, for example looking at fluency or maintenance of a skill over time.
In order to collect data accurately, consistently and ensure the data and evidence collected is monitored on a regular basis, we follow the MacIntyre School assessment cycle.
Our core belief is that if the input to each learner’s learning is the very best it can be, then the progress made by that learner, whatever that is, will be the very best that the learner could have made. It is therefore essential that teachers fully understand each learner’s needs and are able to collect data and robust evidence to be able to build a narrative of progress and be able to accurately judge the progress made by each learner.
We do not use any system of measurement of progress to compare any one learner with other learners and the numerical data we collect is only used to see the progress being shown within each learning intention. This data can only be understood directly related to the context, learner and learning intention.
The learning intentions set are broad to enable students to show additional lateral progress so the progress can be seen as a whole rather than as very specific measurable steps. This also enables to better see any emergent skills and to set up further learning intentions based on the previous learning and the learners’ interests and talents.
All students who have an Education Health and Care Plan (EHCP) or a Statement of Special Educational Needs must, by law, have an Annual Review. Every internal and external specialist that works with the student (Social Workers, Speech and Language Therapist, Occupational Therapist, Music Therapist, etc.) provides a report and input to the review as appropriate. The review highlights the achievements made during the year by the child and this forms the basis of the projection of the next year’s curricular aims and objectives.
We are required to show exam results for our pupils at the end of Key Stage 4 and 5.
We are a school for children and young people with severe learning difficulties, autism and complex needs; currently, all of our pupils are working below the levels required to be able to achieve GCSE or other formal qualifications.
Pupils in the sixth form of our school do follow accredited ASDAN programmes of study. This year students in the sixth form achieved at least 2 accredited ASDAN modules. Across the school 18 students achieved a total of 42 modules between them.
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Contact the School
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Residential provision at MacIntyre School
Our Residential Provision comprises 4 modern houses within the school campus adjacent to the heart of the village of Wingrave.
MacIntyre is committed to safeguarding and promoting the welfare of the children and young people and expects all staff and volunteers to share this commitment.
Admissions and Referrals
The DfE recognises 38 residential places and an additional 10 day places at MacIntyre School, Hillside.
Our Local Advisory Board (LAB) plays a key role in supporting MacIntyre’s Trustee Board to fulfil their regulatory duties by providing local scrutiny.
Policies and Statements
The School’s key policies and statements can be accessed from the list on this page.
Read about how we adopt a student-centred approach in all aspects of our education and care, including Health and Therapy as well as Community Interaction.
The School is based in a small village near Aylesbury and provides education for children and young people with autism and severe learning disabilities.
MacIntyre School is a truly special place, providing excellent education and care for children and young people aged between 10 and 19.
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Life at the School
It takes many people to make a success of MacIntyre. One of them is our School Cook, Hayley.
MacIntyre allows me just to be me
Jules is a teacher at MacIntyre School. She has recently been diagnosed with ADHD and is on the waiting list for an autism assessment. This is her story.
Developing social skills through Intensive Interaction
How the people who draw on our support grow in confidence every day when we use Intensive Interaction techniques
Caring and supportive homely environment
Have you ever wondered what it’s like to support a young person at our School and Children’s Homes?