We believe the curriculum is everything a child experiences during their time in our school. With a constantly evolving curriculum which responds to the needs of our learners and their interests.

Equality means each individual or group of people is given the same resources or opportunities.                                                                                                                   The image represents how unjust it would be to treat children all equally. Each child is given the same materials and support, however only two of the three children benefit. The child on the right is at a clear disadvantage and is unsuccessful in seeing over the fence. Alternatively, if each child is provided with the level of support they require, they are all able to achieve the same goals. Just as within a classroom each child needs their individual level of support to be successful (Campbell, 2013). 

Meeting the needs of our students

Experience – Pre-formal

Our Experience curriculum is for our children and young people with complex and profound and multiple learning difficulties. This group of pupils are engaging at the very earliest stages of learning and will likely remain within developmentally early  intellectual parameters for the whole of their school career. The learning needs of our children and young people are best met through a personalised learning approach that places relationships at the heart of activities and is based on the principles of communication, cognition, social and emotional development and physical development. This group of learners need a bespoke timetable that enables health and care plans to be seamlessly incorporated into their daily timetable to run alongside their education plans. The focus of the curriculum is on the learner and his/her abilities rather than disabilities.

Engage – Semi-formal 

Our Engage learners are on a learning spectrum that indicates that they have complex learning needs. In addition to learning difficulties, they may also face other barriers to learning such as physical difficulties, medical conditions, sensory processing disorder, visual or hearing impairments, communication difficulties, ASD. Our learners will all require additional interventions throughout their day to enable them to fully access and engage with all educational activities and opportunities. Whilst they will benefit from accessing a more formal subject curriculum, they also need a more flexible and holistic approach to learning to ensure that all learning needs are met and barriers to learning are removed e.g. developing communication, independence, emotional literacy and ability to regulate behaviour.