At Hollycroft Primary School, we are committed to ensuring that every child can access a meaningful, ambitious, and inclusive curriculum, regardless of their starting point or any barriers to learning.
For some pupils, the National Curriculum is not yet appropriate, even with differentiation. For these learners, we provide a highly personalised pathway using the Leicestershire Small Steps Tracker, which focuses on the essential building blocks of learning. This approach allows us to recognise and celebrate the small but significant steps that are vital in each child’s learning journey.
The Leicestershire Small Steps Tracker, developed by the Leicestershire SEND Service, is used alongside the Development Matters Framework and supported by our assessment system, Earwig Academic, to carefully monitor, record, and celebrate progress.
Our WINGS Curriculum
To further enhance this approach, we have developed our WINGS Curriculum, a bespoke pathway designed specifically for children with SEND across the school.
WINGS brings together the Leicestershire Small Steps Tracker, Pre-Key Stage 1 standards, the Engagement Model (for pupils working below subject-specific learning), and a strong focus on sensory learning and experiences.
This combined approach ensures that children are supported at every stage of their development, from their earliest learning experiences through to more structured learning.
A Curriculum Built Around the Child
Our WINGS curriculum is not based on age or year group expectations. Instead, it is carefully adapted to meet children where they are in their learning journey.
Learning is organised through a thematic approach, allowing meaningful connections across subjects and enabling children to revisit and build on skills in different contexts. This approach is consistent from EYFS through to Year 6, ensuring continuity and familiarity for all learners.
Six Key Areas of Development
The WINGS curriculum focuses on six key areas that support the whole child:
My Communication
My Cognition
My Independence
My Senses
My Wellbeing
Within these areas, subjects such as reading, writing, mathematics, and physical development are naturally embedded, ensuring pupils develop both academic skills and essential life skills.
Supporting Every Step of Progress
This pathway is particularly beneficial for pupils with moderate learning difficulties or those who have significant gaps in their knowledge and skills. By focusing on small, achievable steps, we build confidence, independence, and a love of learning.
Through WINGS, we celebrate every achievement, no matter how small, provide engaging, sensory-rich learning experiences, use the Engagement Model to support early learners, develop communication, independence, and emotional wellbeing, and ensure all pupils feel successful and valued.
At Hollycroft, we believe that every child deserves to thrive. Our WINGS curriculum ensures that all learners are supported, challenged, and celebrated as they progress on their unique learning journey.
Progression and Assessment
Staff begin their assessment by looking at the observation checkpoints descriptors for the curriculum area and if a child is not achieving these, they may move to the age bracket checkpoint until an appropriate ‘best fit’ level for the child is found. Each checkpoint has a clear set of descriptors and small steps. A tracking sheet on Earwig is completed to show whether the level each child is working at in each small step.
Monitoring, Evaluation and Improvement
The SENCo and teacher will have discussions in monitoring pupil’s outcomes using the evidence on Earwig.  There is an assessment system within Earwig that allows a comprehensive view against all of the Leicestershire small steps and allows tracking of the pupil’s progress. Earwig tracks pupils’ progress using Entering, Developing and Secure tabs which allow practitioners to view progress within the small steps. The individual end of Year Report shows a pupil’s progress throughout the year, their progress in comparison to the previous year, their achievements to date and their progress against expectation.
