English

Our Intent

We aim to help every pupil:

Develop an effective, consistent way to communicate

Build relationships, make choices and share their opinions

Enjoy reading and interacting with a wide range of texts

Build confidence

Understand that spoken and written words carry meaning

Strengthen fine motor, auditory and visual processing skills

Develop the literacy skills they will use in adulthood

Communication is at the heart of everything we do. We want every pupil to have a voice.

How We Teach English

A Curriculum Shaped Around Our Learners

Because our pupils learn in different ways and at different rates, we adapt National Curriculum content to meet individual needs. Pupils may follow:

EYFS Curriculum (EYFS & KS1 classes)

Key Stage 1 content (KS2 classes)

Key Stage 2 content (KS3 classes, on a rolling 3‑year programme)

Every child follows a personalised progression map for Reading, Writing and Spoken Language.

Accreditation & Life Skills (KS4 & KS5)

Older pupils work towards ASDAN qualifications such as Towards Independence and Personal Progress, focusing on functional communication, reading and writing for real‑life situations. Some pupils also work towards Entry Level Qualifications in English.

Communication at Park Lane

Communication is our top priority. We use a wide range of approaches, including:

Assistive technology (iPads, communication aids, eye gaze)

Symbols ( Total communication approach including PODD,communication books, core word boards)

Signalong and personalised sign dictionaries

Objects of reference

Speech and language therapy guidance

Our Communication Team works alongside class staff and external therapists to make sure each pupil has the best possible means of communication.

Reading

At Park Lane School we believe every child is a reader.

All pupils access books and texts in ways suited to their needs—using symbols, sensory elements and supported storytelling.

Pupils follow one of four Reading Pathways, ranging from early reading skills to phonics-based reading and, for some pupils, becoming free readers.

A whole‑school reading list ensures a broad range of fiction, non‑fiction and sensory texts.

Writing

Early mark‑making is encouraged through sensory and fine‑motor activities.

Pupils progress towards forming letters, writing words, and expressing ideas independently where possible.

Alternatives such as symbols, word processing or scribing are used where needed.

How We Measure Progress

We gather evidence through:

Observations and discussions

Photographs and videos

Work samples and annotations

Annual Reviews and personalised learning goals (PLG’s)

This helps teachers plan next steps and celebrate achievements. Evidence for each students achievements can be found on Evidence for Learning, PLG recording sheets and in EHCP documentation.

Working With Parents

We value strong partnerships with families and involve parents through: