Intent

The Ruby department at Merstone School consists of pupils from the academic year groups of Reception to Year 9. Pupils in the Ruby department have a range of profound and complex learning needs, often alongside complex medical needs. Pupils in the Ruby department are predominately identified as having a diagnosis of PMLD and are usually working within the assessment ranges of P1 to P3.

Pupils may enter the Ruby department from our nursery class Pebbles, or may begin their Merstone School journey in Ruby as a pupil who is brand new the school.

At Merstone School, we feel that it is vital when pupils begin their journey in our Ruby department that they are offered a range of opportunities to develop their independent living skills that will continue to support them in as they prepare for adulthood. We aim to ensure the pupils have an opportunity to access the curriculum in an exciting way that is accessible for all no matter what level of the curriculum they are working at and whatever their individual needs are.

Our intention and vision is to ensure that the pre-formal sensory curriculum is tailor made to support all pupils in the Ruby department based upon their individual needs.  The Sensory Curriculum offers an alternative way to learn away from a subject based timetable to a holistic individual based system which is more engaging and appropriate for our learners with complex learning difficulties and disabilities. The Rubies sensory curriculum covers 4 key areas of learning; Cognition (including English, Maths, Knowledge and Understanding, Creative development,) Independence skills (including personal social and emotional development), Physical Development (including physical and sensory development) and Communication which links all of the other key areas together. Communication is an essential part of each pupil’s day with pupils' experiencing and exploring a variety of ways in which to communicate effectively in an environment specifically adapted to their individual needs.

Our curriculum provides opportunities to engage in a range of activities that develops social, learning and physical development. Pupils are encouraged to interact with the world around them and to gain skills which will support their future access to communication and appropriate life skills.

 Before pupils they leave us to enter the Diamond department, pupil in the Ruby department will have the opportunity to complete ASDAN accredited qualifications in Transition Challenge Sensory, whilst also having developed a meaningful communication system tailored to their individual needs.

When pupils arrive in our Ruby department staff will ensure that they are aware of each individual pupil’s needs and will work with them to ensure they follow the pathway that is right for them. Pupils tend to be grouped by academic and mobility ability alongside their chronological age within Ruby 1 (Complex medical needs, EYFS, KS1, KS2), Ruby 2 (PMLD, PD, mutli-sensory learners KS1, KS2), and Ruby 3 (complex needs, PMLD, PD, multi-sensory learners, Secondary aged).

Implementation

A key feature of the Ruby curriculum pathway is to establish positive relationships with familiar adults, to explore the world around them using their sensory and physical capabilities to the full and to establish behaviours through which they can communicate with other people.

The curriculum in the Rubies department is delivered through a thematic unit approach to support the delivery of a vibrant and motivating curriculum for all learners. The units have been selected to enhance the learning experiences of this unique group of learners and deliver all aspects of the curriculum at a level appropriate to their cognitive ability. Throughout their educational career and beyond, the progress learners with PMLD can make lies on a broad continuum from a first response to stimuli to exerting autonomy. The activities in these thematic units offer learners an opportunity to master and generalise prerequisite skills for learning. They give learners exciting opportunities to participate in and enjoy the learning process, while using and extending their individual skills.

Planning in the Rubies department is based on the individual needs of pupils, and is organised into experiences and opportunities for learning; each day includes time for individual movement/physiotherapy activities, and the golden thread of developing communication prioritised across all activities. Activity/lesson plans include details around the learning opportunities and activities for individual pupils in each session and resources needed to support these.

As well as ongoing assessment through the formats of Evidence for Learning, and Learning through play, pupils in the Ruby 3 class will also complete accredited ASDAN modules.