The school's curriculum whilst based on the National Curriculum, has a number of additional elements. It is non-discriminatory and provides for all pupils regardless of their needs and is regularly reviewed, monitored and evaluated by governors and staff. All related policies and schemes of work are available from the school office.

The following elements underpin our curriculum:

  • 'Curriculum guidance for the foundation stage' for pupils in the first years of their education
  • The general requirements and full range of subjects in the revised National Curriculum using programmes of study taken primarily from Key Stage 1 and 2
  • Learning alongside pupils attending mainstream partner schools
  • Provision which prepares pupils for further education and for adult life, with access to suitably accredited courses at Key Stage 4
  • The provision of para-medical care and therapeutic programmes to meet priority needs
We employ a multi-sensory approach to learning across the age-range. Teaching styles vary according to individual need, stage and age of development. Teaching is carefully differentiated to build on the strengths of individual pupils and to overcome barriers to learning. A range of assessment processes are finely tuned to capture progress, however significant.

Pupils may be taught individually, in small groups, as a class, a whole department, or through whole school activities. Learning may be directed by teachers, LSAs, therapists, visiting specialists or trained volunteers according to the activity being undertaken. Teaching may take place in the classroom, or in specialist areas such as the sensory room, in mainstream school, or within wider school environments such as the outside play areas, or in the community.

For pupils beyond the early foundation stage there are 6 core subjects, religious education and a further 8 foundation subjects. The subject schemes of work overlap to provide part of a broad, continuous and progressive curriculum.


We are flexible in our to time allocation for various aspects of the curriculum. Decisions are influenced by individual needs, statements of special educational needs, the outcomes of annual reviews and priorities identified in individual education plans. In order to maximise learning potential and development, time will also be allocated: for opportunities to acquire, practise, apply and extend learning skills; for therapeutic programmes, integrated into classroom activities where appropriate; and to meet priority needs such as mobility, and personal care, as required

The school uses a range of strategies for managing time and curriculum elements: some foundation subjects are offered in alternating blocks e.g. History and Geography; we recognise mealtimes and playtimes as valuable opportunities to enhance many areas of learning; we integrate key parts of pupils' personal development into subject plans e.g. allocating time at the beginning and end of PE lessons to support personal hygiene or dressing skills; where appropriate, we link subjects thematically; and we provide deeper study in some areas as an alternative to regular lessons, for example, preparing a drama performance