The curriculum is designed to meet the social, emotional, mental health and learning needs of our pupils. We recognise that pupils learn best when they feel safe, regulated and valued, and our curriculum is built to reflect this.
We provide a broad, balanced and ambitious curriculum, adapted to individual need and delivered through a trauma-informed, relational approach. Academic learning is prioritised alongside personal development, therapeutic support and preparation for adulthood.
We operate a flexible, tiered curriculum model that allows pupils to access learning at the right level, at the right time, with the right support.
Placement within tiers is responsive to need and regularly reviewed. Pupils may move between tiers as they develop academically, emotionally and socially.
Focus on safety, engagement and rebuilding trust in learning.
Focus on developing learning stamina, independence and readiness for accreditation.
Focus on accreditation, independence and transition to next steps.
All pupils access a broad and balanced academic curriculum, adapted to their tier and individual learning needs.
Oracy, reading for pleasure, phonics and functional writing. Functional Skills and GCSE pathways where appropriate. Literacy developed as a tool for communication, confidence and self-expression.
Practical and project-based science in lower tiers. GCSE or applied science pathways in Tier 3. Experiential and outdoor learning where appropriate.
Practical numeracy including money, time and problem solving Functional Skills and GCSE routes Emphasis on real-life application and independence.
Age-appropriate learning in history, geography, RE and citizenship. Exploration of identity, community and British values. Increasing depth and accreditation as pupils progress through tiers.
Safe, responsible and purposeful use of technology. Functional ICT and vocational digital pathways. Assistive technology used to remove barriers to learning.
Creative and vocational learning is a central part of our curriculum and supports both wellbeing and employability.
Curriculum planning reflects pupils’ vulnerabilities, promotes emotional safety, and supports the development of healthy relationships, self-awareness and resilience. SEND support and safeguarding systems work closely together to ensure pupils feel safe, supported and ready to learn.
Assessment includes baseline information, ongoing review and regular reflection, and is used to adapt provision to meet individual needs. Progress is shared with pupils, families and relevant professionals to support sustained success.
Pupils’ progress is assessed across academic learning,
pupils progress is assessed personal development
pupils progress is assessed upon emotional regulation
