Curriculum Overview

7

A CURRICULUM THAT GROWS WITH THE CHILD

Our curriculum is coherently planned, carefully sequenced and ambitious for all learners, ensuring that pupils develop the knowledge, skills and personal attributes needed for their next stage of education and adulthood.

We have designed a curriculum that:

  • Is broad and balanced, reflecting the full range of learning experiences expected within the National Curriculum, adapted to meet the needs of learners with SEMH needs
  • Places equal importance on academic achievement and personal development, ensuring pupils are prepared for life beyond school
  • Is rooted in our vision of ‘My Story, My Voice, My Future’, enabling pupils to understand themselves, develop their identity and plan for their future

Our curriculum is delivered through a chapter-based model, allowing for progression over time:

  • Learning is sequenced across Opening, Middle and Final Chapters, ensuring pupils build on prior knowledge and develop increasing independence
  • Content is carefully adapted and scaffolded, enabling all pupils to access learning regardless of starting point
  • Teaching is informed by high expectations and adaptive practice, including structured support, clear modelling and opportunities for overlearning

As a result of our curriculum, pupils:

  • Develop secure knowledge and skills across a range of subjects
  • Demonstrate increasing confidence, independence and resilience
  • Are able to regulate their behaviour and engage positively in learning
  • Achieve meaningful qualifications and outcomes aligned with their individual pathways
  • Are prepared for their next steps in education, employment or training

Our curriculum is:

  • Inclusive by design, ensuring that all pupils, including those with additional needs, can access a full curriculum offer
  • Ambitious for every learner, with no cap on achievement regardless of background or starting point
  • Responsive, adapting to individual needs while maintaining breadth, depth and coherence

We ensure that any adaptations made do not narrow the curriculum but instead enable pupils to successfully access and succeed within it.

Leaders regularly review the curriculum to ensure that it:

  • Remains relevant, cohesive and well-sequenced
  • Continues to meet the changing needs of pupils and cohorts
  • Reflects best practice and supports strong outcomes over time

This approach ensures that our curriculum not only supports pupils to achieve academically, but also to grow as individuals, develop their voice and successfully shape their future.

Students move through three key phases:

  • Opening Chapters
  • Middle Chapters
  • Final Chapters

Each stage builds the knowledge, skills and confidence needed for the next.

OPENING CHAPTERS (KS2)

In the Opening Chapters, we focus on helping students re-engage with education, build trust and develop the foundations for learning.

What students experience:

  • A highly supported and structured curriculum through English, Maths and Science lessons
  • A strong focus on relationships, routines and emotional regulation
  • Development of basic literacy with Phonics lessons
  • Introduction to Discovery, supporting identity and behaviour

Key curriculum features:

  • Small steps learning with repetition and consolidation
  • High levels of adult support and scaffolding
  • Multi-sensory and practical approaches

Students begin to:

  • Feel safe and ready to learn
  • Develop positive learning behaviours
  • Build the foundations needed to access a broader curriculum

MIDDLE CHAPTERS (KS3)

In the Middle Chapters, students access a broad and balanced curriculum, alongside the continued development of their personal and social skills.

What students experience:

  • A structured curriculum across core subjects, including English, Maths, and Science
  • The wider curriculum, which develops character, wellbeing and life skills through Personal Development, PE, Computing, and Humanities lessons
  • Opportunities to explore different subjects and interests across our carousel of Art, DT, and Food.

The Personal Development curriculum plays a central role, enabling students to:

  • Understand their identity and relationships
  • Develop resilience and emotional regulation
  • Build confidence and independence

How learning is delivered:

  • Curriculum content is sequenced and adapted to meet SEMH needs
  • Learning is often practical, project-based and experiential
  • Students build knowledge over time to support progression

FINAL CHAPTERS (KS4)

In the Final Chapters, the curriculum becomes increasingly focused on qualifications, independence and preparation for adulthood.

Core Curriculum Offer:

All students access a core set of qualifications:

  • GCSE English (Language and Literature)
  • GCSE Mathematics
  • GCSE Science

This ensures all students leave with essential qualifications in literacy and numeracy.

Option Pathways:

Students personalise their learning through option choices, which may include:

  • Art and Design
  • 3D Design
  • Hospitality and Catering
  • BTEC Sport
  • BTEC Creative Media
  • GCSE History or Classical Civilisations

These pathways allow students to:

  • Develop practical and vocational skills
  • Work towards recognised qualifications
  • Explore future career interests

Student also have the opportunity to learn through Preparation for Adulthood lessons, students receive a strong focus on:

  • Careers education and guidance
  • Post-16 pathways (college, apprenticeships, employment)
  • Life skills such as CV writing, decision-making and independence

This ensures students are prepared to:

  • Make informed choices about their future
  • Transition successfully into further education or employment

Enrichment and Accreditation

Students also have opportunities to:

  • Gain vocational and accredited qualifications (e.g. in sport and physical activity or Animal Care)
  • Take part in enrichment activities and real-world learning (e.g. Music interventions)
  • Build confidence through practical and applied experiences (e.g Forest Schools)