Sparken Hill Academy
Sparklers Enhanced Provision Unit
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Welcome to Sparklers Our SEND provision at Sparken Hill Academy
Sparklers is a nurturing, specialist provision with a strong focus on communication and interaction. Every child is valued as an individual, and our aim is to create a calm, safe and inspiring environment where they can develop independence and achieve their full potential.
Our Communication and Interaction Focus
Communication is at the heart of everything we do. Whether a child communicates through speech, symbols, signing, gesture or assistive technology, we value and respond to every form of expression.
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Language-rich environment
Staff model clear, consistent language throughout the day, supported by visuals, symbols and structured routines.
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Developing interaction
Pupils build skills in turn-taking, listening, play, conversation and making friends, through planned activities and everyday moments.
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Understanding and expression
Teaching targets both receptive and expressive communication, helping children to make choices, share ideas, ask for help and express their feelings.
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Social understanding
Pupils are guided to understand emotions, social expectations and relationships in a safe and supportive setting.
Our Learning Environment
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A spacious, calm and purposeful classroom
Our large, quiet teaching space has been designed with the needs of our pupils in mind. Clear routines, low-arousal surroundings and thoughtfully organised learning areas help children feel secure, regulated and ready to learn.
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Bespoke teaching and learning
No two children learn in the same way. Teaching is carefully planned and adapted to individual needs, building on strengths and interests. Where appropriate, learning is tailored directly to the outcomes and targets in each child’s EHCP, so provision is purposeful, ambitious and personalised.
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Outdoor learning and exploration
Our extensive outdoor space encourages curiosity, creativity and discovery. Learning through play, movement and hands-on experience gives children natural opportunities to practise communication, cooperation and problem-solving.
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A bespoke sensory room
Our large, specially designed sensory room provides a safe space to explore, relax and self-regulate. Sensory experiences support emotional wellbeing, focus and readiness to learn, as part of planned sessions and as a calming resource when needed.
Life Skills, PSHE and Social Development
We prepare pupils for life beyond the classroom by teaching the skills they need to become as independent as possible.
Independent life skills
Pupils develop practical skills such as self-care, personal organisation, making simple choices, following routines and taking responsibility for their belongings and environment, with opportunities to practise in real-life contexts.
PSHE
A carefully adapted PSHE curriculum supports pupils to understand healthy relationships, keeping safe, emotional wellbeing and their place in the wider community.
Social skillsDedicated teaching and daily practice help pupils to build friendships, work cooperatively, manage change and navigate social situations with growing confidence.
🏃 PE and Music 🎵
Pupils have access to PE and Music sessions tailored to their individual needs. Activities are adapted to suit each child’s likes, dislikes and capabilities, so every pupil can take part, enjoy themselves and experience success. These sessions support coordination, health and wellbeing, communication, self-expression and teamwork.
Supporting Every Child, Every Day
Soft starts and soft finishes
Our gentle, flexible start and end to the school day allows children to arrive and leave in a calm, unhurried way, helping them feel settled, positive and prepared.
Staff handovers
Daily handovers between staff are a positive, collaborative part of our practice, so every child experiences consistency, continuity and care from every adult.
Inclusion and Access to the Wider School
Sparklers is a vital part of the Sparken Hill community, and we believe in inclusion wherever it is right for the child.
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Inclusion with mainstream peers
Pupils join mainstream classes, activities and whole-school events where appropriate, with the right support in place so experiences are positive and successful.
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Access to the academic curriculum
When appropriate, pupils access more academic elements of the school day, enabling them to be challenged, broaden their learning and achieve in line with their abilities and aspirations.
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Individualised pathways
Each child’s balance of specialist and mainstream provision is carefully considered, regularly reviewed and adjusted as their needs and confidence grow.
Working in Partnership
The best outcomes are achieved when everyone works together. Our experienced and caring staff team work closely with parents and carers, sharing information regularly and celebrating progress together. We also collaborate with external professionals, such as speech and language therapists, occupational therapists and educational psychologists, so that support is joined-up, consistent and effective.
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Our Promise
At Sparklers, we put the child at the heart of everything we do. Every pupil is encouraged to communicate, connect and shine, to feel proud of their achievements and to take their next steps with confidence.
Sparken Hill Academy · Sparken Hill, Worksop, Notts S80 1AW · 01909 534060 · office@sparkenhill.com
Sparklers Long-Term Plan
Excellence and Enjoyment in Education for Everyone.
Pupils develop communication, independence and confidence through a repeating, sensory-rich, concrete curriculum. Each topic is revisited in greater depth and with less support over the three years, with Preparation for Adulthood (PfA) threaded through every term.
Our Enhanced Provision Unit follows a three-year cycle. “Year 1, 2 and 3” below are the three years of that cycle, not national curriculum year groups. Choose a year to see its plan.
Year 1: Foundations
| Term | Driver | Topic | CCL focus | PfA focus |
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| Autumn 1 | DriverHistory: Me / People | TopicHome & Family | CCL focusI can understand simple concepts (big/little) | PfA focusIndependent Living: toileting, dressing |
| Autumn 2 | DriverRE: Celebrations | TopicLight & Dark | CCL focusI can understand simple emotion words (happy/sad) | PfA focusHealth: eating, food preparation, diet choices and food variety |
| Spring 1 | DriverGeography: Where I live | TopicWhere I Live | CCL focusI can understand simple concepts (big/little) | PfA focusCommunity Inclusion: shopping, making choices, paying in shops |
| Spring 2 | DriverScience: Animals | TopicFarm Animals | CCL focusI can understand simple emotion words (happy/sad) | PfA focusEmployment: café/restaurant, real-world play, career awareness |
| Summer 1 | DriverPSHE: People who help us / transport | TopicEmergency Vehicles | CCL focusI can ask for things I want | PfA focusIndependent Living: road safety, travel skills, time awareness |
| Summer 2 | DriverScience: Growing | TopicGarden | CCL focusI can ask for things I want | PfA focusHealth: cleaning, washing, brushing teeth |
Year 2: Developing
| Term | Driver | Topic | CCL focus | PfA focus |
|---|---|---|---|---|
| Autumn 1 | DriverHistory: Me / People | TopicBodies & Feelings | CCL focusI can understand simple concepts | PfA focusIndependent Living: toileting, dressing |
| Autumn 2 | DriverRE: Celebrations | TopicFood | CCL focusI can understand simple emotion words | PfA focusHealth: eating, food preparation, diet choices |
| Spring 1 | DriverGeography: Where I live | TopicThe Weather | CCL focusI can understand simple concepts | PfA focusCommunity Inclusion: shopping, choices, paying |
| Spring 2 | DriverScience: Animals | TopicSea Animals | CCL focusI can understand simple emotion words | PfA focusEmployment: café/restaurant, real-world play, careers |
| Summer 1 | DriverPSHE: People who help us / transport | TopicPublic Transport | CCL focusI can ask for things I want | PfA focusIndependent Living: road safety, travel, time |
| Summer 2 | DriverScience: Growing | TopicLife Cycles / Minibeasts | CCL focusI can ask for things I want | PfA focusHealth: cleaning, washing, brushing teeth |
Year 3: Extending and Generalising
| Term | Driver | Topic | CCL focus | PfA focus |
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| Autumn 1 | DriverHistory: Me / People | TopicMy Community | CCL focusI can understand simple concepts | PfA focusIndependent Living: toileting, dressing |
| Autumn 2 | DriverRE: Celebrations | TopicWays People Celebrate | CCL focusI can understand simple emotion words | PfA focusHealth: eating, food preparation, diet choices |
| Spring 1 | DriverGeography: Where I live | TopicMy School | CCL focusI can understand simple concepts | PfA focusCommunity Inclusion: shopping, choices, paying |
| Spring 2 | DriverScience: Animals | TopicWild Animals or Pets | CCL focusI can understand simple emotion words | PfA focusEmployment: café/restaurant, real-world play, careers |
| Summer 1 | DriverPSHE: People who help us / transport | TopicFarm and Other Vehicles (rockets) | CCL focusI can ask for things I want | PfA focusIndependent Living: road safety, travel, time |
| Summer 2 | DriverScience: Growing | TopicColour | CCL focusI can ask for things I want | PfA focusHealth: cleaning, washing, brushing teeth |
How the curriculum is built
- Whole-school drivers (History, RE, Geography, Science, PSHE) are taught through the termly topic.
- Communication, Cognition and Language (CCL) focuses build across each year and are tracked against individual EHCP outcomes.
- Preparation for Adulthood (life skills) strands run through each term: Independent Living, Health, Community Inclusion and Employment.
Progression across the three years: communication and language
| Focus | Year 1 | Year 2 | Year 3 |
|---|---|---|---|
| Understanding concepts | Responds to concepts with objects, gestures and models | Sorts and matches concepts (big/little, in/out, hot/cold) | Uses concepts in new contexts with fewer prompts |
| Emotion words | Recognises happy/sad on faces and symbols | Labels own feelings using symbols, signs or words | Links feelings to causes and chooses a regulation strategy |
| Asking for things | Requests using objects, signs, PECS or gesture | Requests with a choice of two or more items, adding "please" | Requests across settings and to unfamiliar adults |
Progression across the three years: Preparation for Adulthood
| Strand | Year 1 | Year 2 | Year 3 |
|---|---|---|---|
| Independent Living | Participates with full support | Completes steps with prompts | Completes routines with minimal support |
| Health | Explores foods and hygiene routines | Makes simple choices and follows a visual recipe | Prepares simple snacks and manages own hygiene routine |
| Community Inclusion | Role-plays shops | Shopping trips with support and handing over money | Chooses items and pays with increasing independence |
| Employment | Real-world play (café, shop) | Takes on roles (server, cashier) | Works towards small responsibilities, such as a class job or café run |
Delivery, assessment and review
Planning: Each topic is planned as a half-termly sequence with a sensory hook, a repeated core story or song, and daily communication opportunities. Driver subjects (History, RE, etc.) are taught through the topic.
Assessment: Baseline each September, then termly tracking against individual EHCP outcomes. Use the Engagement Model or Pre-key Stage Standards as appropriate, plus CCL and PfA checklists.
Generalisation: PfA skills practised in school, then in the community (local shop, café, bus or train), with home-school links for carry-over.
Review points: Termly pupil-progress meetings, an annual curriculum review, and a full three-year evaluation before the cycle restarts.