Little Heath School

Intent - Setting Targets

To set targets for our learners, we begin by defining specific learning outcomes for each of the four areas of need outlined in their Education and Healthcare Plan (EHCP). These areas play a crucial role in shaping our curriculum planning. The purpose of establishing these learner outcomes is as follows: we take into account input from parents and therapy professionals when determining these outcomes, and we encourage input from the learners themselves where appropriate.

Once these outcomes are agreed upon, we record them in the Live Outcome Map (LOM) as the learners' long-term goals. These goals are then reviewed annually. We further break down these long-term goals into smaller, achievable steps that should be completed within a term. These short-term goals are also added to the LOM and reviewed on a termly basis.

To support the creation of these appropriate short-term goals that help learners progress toward their long-term objectives, we offer continuous training and opportunities for discussion to teachers and their teams. These activities aim to improve their understanding of the relevant pathway developmental frameworks. Additionally, we encourage teachers to expand their knowledge in areas like phonics and pre-Maths skills through continuous professional development (CPD) and peer moderation.

Planning – Live Outcome Maps and Personalised Learning Plans

Each student has a personalised Live Outcome Map, which details the outcomes stated in their EHCP (Education, Health, and Care Plan). These outcomes are established through collaboration among parents, school staff, and other professionals. The next step in the process involves class teams breaking down these long-term goals into smaller, termly objectives known as "Short-Term Outcomes." This approach ensures that the curriculum is structured in a way that aligns with each student's individual starting point and their aspirations for the future.

Personalised Learning Plans

The ‘Short-Term Outcomes’ documented on the Live Outcome Map are then transferred onto Personal Learning Plans. This forms the basis of our medium-term planning. Each class team will produce five Personalised Learning Plans, outlining the pedagogy and approaches that will be implemented to support pupils in realising their ‘Short-Term Outcomes’ for the following areas of learning and need:

  • Communication and Interaction
  • Reading
  • Mathematics
  • Social, Emotional and Mental Health
  • Physical and Sensory

These Personalised Learning Plans are produced termly and outline the approaches and methodology being used to support each individual pupil. Where particular strategies are not working, the document encourages class teams to reflect, seek advice and revise their approach to improve effectiveness and maximise pupil progress.

Assessment – Formative and Summative

Formative assessment in the classroom

This serves as the foundation for our Formative Assessment approach. We display Live Outcome Maps in the classroom. As students make progress toward their short-term goals, both teachers and LSAs use sticky dots to indicate the level of support required to achieve them. This actively involves all staff and, when feasible, students in the assessment process. It also establishes a continuous record of evidence that teachers can use to track progress and determine what steps to take next.

Earwig photo and video recording

Every member of the class team participates in documenting the accomplishments of learners and students using the 'Earwig' app. This app enables the collection of photos and videos to capture the learning process and document the progress being made.

To review this progress, we hold Professional Learning Meetings with teachers every term. During these meetings, we analyse the identified progress and provide support where necessary. This process involves examining multiple sources of information to ensure a well-rounded understanding of each learner's development.

Summative Assessment

Each term, based on the evidence observed and recorded via Earwig, each Short-Term Outcome is graded, indicating to what extent it was achieved. This informs future planning and highlights the need for any revisions that may be necessary.


The sixth form curriculum focuses on ensuring that all students obtain an ASDAN Entry Level Qualification. This qualification system comprises four levels: Award, Certificate, Extended Certificate, and Diploma in Personal Progress (Entry 1). It provides learners with the opportunity to have their achievements recognized within a nationally recognized qualification framework. The benefits of this approach include:

  1. Acquiring New Skills: Students have the opportunity to learn and develop new skills in various settings.
  2. Boosting Self-Sufficiency and Confidence: It helps in enhancing self-sufficiency and boosting students' confidence.
  3. Preparation for Employment: Students are prepared for potential job opportunities.
  4. Official Recognition: Their learning is officially recognized and accredited by a reputable awarding organization.

For more detailed information, you can inquire further or visit the ASDAN website: [ASDAN | Personal Progress](ASDAN website link).

Additionally, in Key Stage 3 and Key Stage 4, pupils are supported in gaining a wide range of accreditations in various subjects, including English, Maths, Science, Computing, RSHE (Relationships, Sex, and Health Education), Food Technology, Humanities, Religious Education, Art and Design, and Physical Education. These accreditations are offered at different levels and provide students with a comprehensive education experience:


  • English/Communication – WJEC Entry Pathways, Entry Level 2, Entry Level 3 and Level 1 – Creating Narratives, Exploring Narratives, Exploring Poetry; Communication Experiences, Exploring Shakespeare; Exploring audio visual texts.
  • Maths – AQA Entry Level Maths, AQA GCSE Maths
  • Science – OCR Entry Levels 1, 2, 3
  • Computing – OCR Entry Levels 1, 2, 3; Functional Skills ICT, OCR Level 1 – Functional Skills ICT
  • RSHE – AQA Unit Awards
  • Food Technology – AQA Unit Awards, WJEC Entry Level 2 and 3 – Food Preparation and Health, Safety and Hygiene; WJEC Level 1 – Basic Cooking
  • Humanities –   WJEC Humanities Entry Level 2 and 3 – People and Protest; Taking a Role in Society; Historical Change Over Time – The History of Medicine; A British Society in the Past – The Elizabethan Age or The Home Front; Nazi Germany; Travel and Tourism; Sustainable Development.
  • Religious Education – AQA Units Awards; WJEC RE Entry Level 2 and 3 – Religious Festivals; Religious Buildings; Significant Ceremonies in Life and Death
  • Art and Design – AQA Unit Awards -  AQA - GCSE Art and Design
  • Physical Education
    • WJEC PE Healthy Living and Fitness Entry Level 2 – Preparing for Sporting Activities; Individual or Partners Activities; Frequent and Regular Physical Activity for Health; Fitness and Wellbeing; Team Competitive Activities; Adventurous Activities.
    • WJEC PE Healthy Living and Fitness Entry Level 3 Individual or Partner Activities; Frequent and Regular Physical Activity for Health; Fitness and Wellbeing; Team Competitive Activities; Adventurous Activities.
    • WJEC Creative Arts Entry Level 2 – Dance.        
    • South London Special League Jack Petchey Awards
    • Bikeability Levels 1 and 2