Our Primary Curriculum is designed to meet the unique needs of our students, who often face learning difficulties, disrupted educational experiences, and social, emotional, and mental health (SEMH) challenges. As a result, our curriculum is pitched approximately two years below the National Curriculum to ensure accessibility and promote meaningful progress. However, our Relationships and Sex Education (RSE) and Personal, Social, Health and Economic (PSHE) curriculum remains age-appropriate, fostering essential life skills and emotional understanding.

We use the Thrive approach to support the social and emotional development of our students. Thrive helps children understand and manage their feelings, build positive relationships, and develop confidence. Through fun and engaging activities, students learn how to express themselves, deal with challenges and feel more secure in their learning environment. This approach is especially helpful for children who have experienced difficulties, as it provides them with the tools they need to grow emotionally and socially. Classes have Thrive lessons as part of the curriculum. 

To enrich our students’ learning experiences, we incorporate engaging extracurricular activities that build resilience, teamwork, and self-confidence. For instance, students in Years 5 and 6 participate in Challenger Troop outdoor education activities. These sessions provide opportunities to develop practical skills, leadership and a sense of adventure in a supportive, hands-on environment.

Phonics teaching is a vital component of our curriculum and is delivered through the Read Write Inc. reading scheme. Recognising our students’ varied learning difficulties, we extend the use of Read Write Inc. beyond Key Stage 1, ensuring they receive consistent, structured support to develop their reading and phonics skills throughout their primary education. This approach fosters confidence in literacy and encourages fluency when reading.

We use the White Rose scheme to teach mathematics, which provides clear and structured lessons to help students build their skills step by step. The program focusses on understanding and applying mathematics, making learning engaging and accessible for all students. More information about White Rose can be found here.

Student progress and expectations in mathematics and English are described through three assessment pathways. These pathways reflect the different levels of support and challenge needed by each student, ensuring that every student has realistic goals that match their abilities and needs.

Due to our students’ learning difficulties, disrupted prior educational experiences, and social, emotional and mental health (SEMH) needs, progress and curriculum expectations vary from student to student. This individualised approach allows us to support their unique learning journeys, ensuring that every student can achieve their personal best.

If parents would like to withdraw their child from any aspect of the RE curriculum please could you make contact with your class teacher or form tutor initially. 

If you would like to know more about our secondary curriculum please contact the school office to arrange an appointment with Debbie Worman, our Assistant Headteacher for Inclusion.