Our mission is to enable young people to progress and succeed in sustained education. To do this, we intend to give young people a broad and rich curriculum that gives them both the academic skills and qualifications needed to move successfully to the next stage of their lives, and the personal development skills to ensure a fulfilling future. We have set a curriculum in line with the national curriculum alongside a school structure which supports our young people to overcome their barriers to learning ensuring our young people have bright futures both in their personal and professional lives.
At The Fen Rivers Academy our approach to phonics and early reading follows the Sounds Write Linguistic Phonics approach to learning.
This approach begins with the sounds that we hear in the language and moves from the sounds into the written word, with both the sounds and the spelling being taught alongside each other in each lesson. This approach works well alongside our approach to teaching writing starting with a talk based approach, Talk for Writing. See further information here
At Fen Rivers we use Talk for Writing as our writing framework to develop creativity, essential writing skills and to support bridging gaps that our students may have when they arrive.
Talk for Writing is an engaging teaching framework developed by Pie Corbett, supported by Julia Strong. It is powerful because it is based on the principles of how children learn. It enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. Staff frequently review barriers to writing for each student, alongside the SENCO and specific EHCPs (see example below).
Every Interaction a Conscious Intervention
Our ‘Universal Offer’ embeds a therapeutic delivery of the national curriculum, informed by a collective understanding of our children’s needs and rights. This is underpinned by SEMH assessment; continuous 3Ps reflections; behaviour support plans and risk assessments, as well as an understanding of trauma informed practice and normalisation of talk around everybody’s mental health and wellbeing.
Through our accumulated data and feedback, we have carefully created a curriculum whereby personal development is a priority for our students. Personal development, behaviour and attitudes makes up our afternoon provision at Fen Rivers Academy. Through regular SEMH assessments we are able to plan our teaching and delivery to meet individuals’ needs and embed this understanding in how we interact with the children all through their school day. This makes us unique.
What will you see:
Therapy sessions are also available, based on needs of the students such as play therapy, arts based therapies, sensory therapies, including sensory circuits, rebound therapy and Lego therapy. Access to therapeutic counselling is also according to need and via referral. Biophilia (use of the outdoors and green spaces to facilitate wellbeing and improve mental health) is also offered through our Forest Schools Programme and development of a sensory garden).