Our pupils across the school have regular planned opportunities to access a skills-based curriculum and we recognise that developing skills are an important part of all aspects of learning across the school. The focus has been on our upper school for the framework and our lower school pupils are continuing to work with external agencies to develop essential skills, for example, through music, sport and gardening.

We continue to look for ways that we can measure the impact of the framework and the work that we develop. The resources supplied by Skills Builder are used throughout upper school but it is the extended framework which provides us with the most structure so that we can design lessons, activities and support progress with all pupils. We have developed pupil learner profiles where step specific objectives are displayed and progress is monitored within their PSHE lessons, with the ownership being on the pupil. Through our Annual Review process, we have started to explore the future for our pupils, with essential skills being linked to the outcomes which are specific to each young person. This enables us to reflect and review annually and monitor progress being made.

Through the changes to our planning documents we are able to identify personalised real-world applications, which is defined as social knowledge and community engagement. It is through this that we can focus on the skills needed, the outcomes expected and to identify the change maker principle drivers. This approach is reflected across school from age 5 to our upper school pupils. We have continued to adapt our timetables and classes so that skills are being taught in PSHE at appropriate levels, enabling step specific learning with classes.

All pupils across the school are given opportunities to practice essential skills are part of enrichment plans, collapsed timetable days such as World Book day, RE (Religious Education) days, Pi Day and through our Pupil Parliament meetings. The students participate in a number of enrichment activities such as Martial Arts, Music performance, Basketball and in being visible in the community. All of which enable pupils to develop confidence, social knowledge, independence and in supporting them to recognise the achievements in themselves. All pupils participate in skill specific work, which is adapted to meet their needs both in and out of the classroom. For example, exploring nature through a project with an external agency, which was designed at various stages depending on which class were participating. We valued the importance of consistency and how language used across school would effectively support our pupils in securing the understanding of each skill level.

We have a real focus on ensuring our pupils achieve no matter what the intended outcome is. We continue to look for opportunities to develop essential skills, as we truly believe that the Change Maker principles link to the framework and will be the drivers for success. The language is used in context which allows effective modelling from adults and plentiful praise given for pupil achievement. One area we have been successful in bringing Skills Builder to life is our vocational curriculum. We have seen our pupils attend Horse Riding, a nature reserve where key skills are supported and embedded. The Arts transitions project sees the skills in the classroom being brought to life through performance in the community and a shared passion through the creative employers that we work with. We have worked closely with our employers to develop a taught curriculum that embraces the needs of our pupils, whilst embedding the core principles of the Skills Builder Extended framework.