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The Pod is a specialist provision which is part of Les Voies school and located within La Mare de Carteret Primary grounds. It provides high quality learning opportunities for young children with Social, Emotional and Mental Health needs and has access to a mainstream setting. It is an Island-wide provision for children from Year 1 through to Year 4 where this has been recommended by a panel of educational specialists.

School Hours

Morning session: 8.35am - 11.50am

Lunchtime: 11.50am - 12.50pm

Afternoon session: 12.50 pm - 2.30 pm

We use a visual timetable to guide the children through the routine of the day, each section is explained in the tab above. Where possible children are taught together, however if lesson content differs due to different levels of academic ability different inputs are delivered.

Once a week the children spend time with the Educational Psychologist Dr Charlotte Friel. They focus on CBT Animals, Zones of Regulation and other therapeutic interventions. They also may complete assessments during these sessions.

Soft Start

The children have some time to settle in each morning. This gets them into a better space for learning. They may choose to colour or look at a book or listen to a story in the sensory room with a blanket. Or they may need some time outside to support their regulation. This is also the children’s opportunity to spend time with their peers and the pod staff. The children are able to share what they have been up to and ask questions about the day ahead. They are provided with breakfast if they would like.

Phonics/Spelling

We use the Little Wandle Letters and Sounds Programme. Each child completes a placement assessment upon arrival into the Pod. This helps us to see where they need to start. Once the children are proficient in their phonics they begin a Year 3 spelling programme.

Fine and Gross Motor Skills

Children are provided with a choice of two fine motor activities a day. These activities help to strengthen muscles and tendons in the hands and forearms. Which in turn helps them with other activities such as writing and dressing. Activities may be playdough, lego, putty, stencils, sand etc.

Literacy

All Literacy learning is differentiated to meet the needs of the children but is always focused on the same book so that we can read and explore it together. Throughout the year it ensured that children read a range of texts - non-fiction, picture books, poetry, stories from other cultures and chapter books to name a few. The texts are often taken from Year 1 to Year 4 CLPE recommended texts, which also provide teaching ideas. However, sometimes professional judgement is used for the choice of texts

Choosing

The children work towards choosing throughout the morning. Choosing is only achieved if all previous learning is done. The children have many options to choose from and can decide from their own interests. It could be spending time in the nature area, crafting or blowing bubbles.

Maths

All maths learning is differentiated to meet the needs of the children but focuses on the same broad topic such as place value or shape. The maths curriculum is based on the small steps within ‘White Rose’ Maths. A small step is taken as a learning objective each day. Each small step builds on the next. The children complete maths learning for the academic level that is appropriate for them.

Topic/PSHE/Trip

The children work at the ‘group table’ to complete their Topic and PSHE learning. They listen to an input together and share their ideas. The learning is differentiated to meet their individual needs but focuses on the same subject input and objective.

Once a week the children engage in a topic lesson. Our topic lessons focus on a country. Within the topic lesson they cover the Bailiwick Skills Curriculum. Each week we focus on a different subject and learning objective - History, Geography, Science, Art and DT. For example on a topic of Egypt the children will study the Ancient Egyptians in History and learn to make flat bread in DT.

Positivity Book

The children pick something they have done well today and why. A member of the Pod staff also choose something. The children take their positivity book home for their parents/carers to add a comment too, this is then shared with the Pod staff the following morning. Therefore, achievements at school and home are being celebrated.