English – Writing

• With 1:1 adult support, students access Write Dance sessions, mark-making, messy play and ICT to promote writing skills. 
• Students work on individualised physiotherapy programmes, have access to Aqualearn and Rebound, Intense Interaction and music Sessions to help develop their fine and gross motor skills.

• Students take part in weekly Write Dance sessions. Write Dance is a progressive program which ensures the fundamentals of mark-making and emerging writing skills are achieved before students begin to trace, copy-write or write independently. Write Dance is a movement based approach and uses music and song lyrics appropriate to the students age to stimulate drawing and independent mark making.  

• To aid and support mark-making and handwriting, students who have difficulties with their fine motor skills access weekly ‘Clever Fingers’ inspired activities, where appropriate and when their fine motor skills have been developed enough to begin holding a pencil, they start to follow the ‘Write from the Start’ programme which helps to develop pencil control and improve the legibility of their written work. 
•  The students are provided with opportunities to ‘mark make’ using a range of different writing tools and multi-sensory materials. For example, writing in shaving foam. Some students progress onto tracing and copy patterns, letters and words. 

• Pupils take part in weekly Write Dance sessions. Write Dance is a progressive program which ensures the fundamentals of mark-making and emerging writing skills are achieved before students begin to trace, copy-write or write independently. Write Dance is a movement based approach and uses music plus rhymes and song lyrics to stimulate drawing and independent mark-making.  
• To aid and support handwriting, students who have difficulties with their fine motor skills access weekly ‘Clever Fingers’ inspired activities, once their fine motor skills have been developed enough to begin holding a pencil they start to follow the ‘Write from the Start’ programme which helps to develop pencil control and improve the legibility of their written work.
• Some pupils are developing their functional writing skills such as, upper and lowercase letter formation, correct use of a writing tool, showing awareness of capital letters and full stops and beginning to understand the different uses of writing. 

• Students work on both transcription and composition writing skills. Through transcription objectives they are taught how to plan, revise and evaluate their writing, write down their ideas and spell quickly and accurately. Composition objectives involve forming, articulating and communicating ideas, and being able to organise them coherently. Considering the purpose and styles of texts and widening vocabulary and grammar knowledge. Students also work on making their writing more fluent and legible. 
• To aid and support handwriting, students who have difficulties with their fine motor skills access weekly ‘Clever Fingers’ inspired activities, they follow the ‘Write from the Start’ programme which helps to develop pencil control and improve the legibility of their written work. Some students, depending on their ability, practice handwriting in a more formal way, through the use of handwriting books and creative writing formal English lessons. 

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and become confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals.
• Students being assessed termly using the Brook framework. The Brook framework offers a specialised curriculum in five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor). 
• Progress and achievement communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing. 
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables a range of communication skills to be learnt and used daily. 

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and become confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals.
• Students being assessed termly using the KSENT descriptors on Pupil Asset.
• Progress and achievement communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing. 
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables a range of communication skills to be learnt and used daily. 

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and becoming confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals. 
• Students being assessed termly using the KSENT descriptors on Pupil Asset.
• Students working on their individualised Provision Plan targets for physical and sensory.
• Progress and achievement communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing.
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables a range of communication skills to be learnt and used daily. 

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and becoming confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals.
• Students being assessed termly using the KSENT descriptors on Pupil Asset.
• Students working on their individualised Provision Plan targets for physical and sensory.
• Progress and achievement communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing.
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables a range of communication skills to be learnt and used daily. 

• With 1:1 adult support, students access Write Dance, mark-making, messy play and ICT to promote writing skills. 
• Students work on individualised physiotherapy programmes, have access to Aqualearn and Rebound, Intense Interaction and music Sessions to help develop their fine and gross motor skills.

• Students take part in weekly Write Dance sessions. Write Dance is a progressive program which ensures the fundamentals of mark-making and emerging writing skills are achieved before students begin to trace, copy-write or write independently. Write Dance is a movement based approach and uses music and song lyrics appropriate to the students age to stimulate drawing and independent mark making.  

• To aid and support mark-making and handwriting, students who have difficulties with their fine motor skills access weekly ‘Clever Fingers’ inspired activities, where appropriate and when their fine motor skills have been developed enough to begin holding a pencil, they start to follow the ‘Write from the Start’ programme which helps to develop pencil control and improve the legibility of their written work. 
•  The students are provided with opportunities to ‘mark make’ using a range of different writing tools and multi-sensory materials. For example, writing in shaving foam. Some students progress onto tracing and copy patterns, letters and words. 

• Pupils take part in weekly Write Dance sessions. Write Dance is a progressive program which ensures the fundamentals of mark-making and emerging writing skills are achieved before students begin to trace, copy-write or write independently. Write Dance is a movement based approach and uses music plus rhymes and song lyrics to stimulate drawing and independent mark-making.  
• To aid and support handwriting, students who have difficulties with their fine motor skills access weekly ‘Clever Fingers’ inspired activities, once their fine motor skills have been developed enough to begin holding a pencil they start to follow the ‘Write from the Start’ programme which helps to develop pencil control and improve the legibility of their written work. 
• Some pupils are developing their functional writing skills such as, upper and lowercase letter formation, correct use of a writing tool, showing awareness of capital letters and full stops and beginning to understand the different uses of writing. 

• Students work on both transcription and composition writing skills. Through transcription objectives they are taught how to plan, revise and evaluate their writing, write down their ideas and spell quickly and accurately. Composition objectives involve forming, articulating and communicating ideas, and being able to organise them coherently. Considering the purpose and styles of texts and widening vocabulary and grammar knowledge. Students also work on making their writing more fluent and legible. 
• To aid and support handwriting, students who have difficulties with their fine motor skills access weekly ‘Clever Fingers’ inspired activities, they follow the ‘Write from the Start’ programme which helps to develop pencil control and improve the legibility of their written work. Some students, dependent on their ability, practice handwriting in a more formal way, through the use of handwriting books. 

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and becoming confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals.
• Students being assessed termly using the Brook framework. The Brook framework offers a specialised curriculum in five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor). 
• Progress and achievement communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing. 
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables a range of communication skills to be learnt and used daily. 

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and becoming confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals.
• Students being assessed termly using the KSENT descriptors on Pupil Asset.
• Progress and achievement communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing. 
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables a range of communication skills to be learnt and used daily.

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and becoming confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals. 
• Students being assessed termly using the KSENT descriptors on Pupil Asset.
• Students working on their individualised Provision Plan targets for physical and sensory.
• Progress and achievement  communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing. 
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables a range of communication skills to be learnt and used daily. 

Our aim is for all students at Milestone to be happy, aspirational learners by achieving their maximum potential in writing and becoming confident in their own ability. All students achievements are individualised and demonstrated by: 

• Students making progress towards their personal, individualised targets and end goals.
• Students being assessed termly using the KSENT descriptors on Pupil Asset.
• Students working on their individualised Provision Plan targets for physical and sensory.
• Progress and achievement communicated to parents and carers through Annual Reviews, Curriculum Reports, Tapestry, and Parent Consultations.
• Promoting independence for their future beyond Milestone. 
• Instilling a love for writing. 
• Preparing students for adulthood by exposing them to a variety of learning opportunities that enables  a range of communication skills to be learnt and used daily.