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Curriculum - Intent, Implementation and Impact

Our Curriculum Intent, Implementation and Impact are based in our Core Values.

 Curriculum Intent:  

  • That pupils access a broad and balanced curriculum that combines both knowledge-based teaching with skills-based learning 
  • That pupils develop skills in order to retain information meaning that knowledge is generative and has a positive impact on their long-term memory 
  • That pupils develop a vocabulary sufficient to support them through qualifications and into the wider world 
  • That pupils develop knowledge that is connected in schemata which enables them to make links between learning 
  • That pupils make good to outstanding progress against personal targets 
  • That pupils have a sense of pride in their learning and achievements 
  • That pupils have opportunities to participate in a range of co-curricular enrichment activities within and beyond the Academy day 
  • That pupils develop communication skills in order to be able to clearly express their needs, access the curriculum and be ready for adult life 
  • That pupils develop reading skills through a phonics-based reading scheme 
  • That pupils develop vocational and independence skills for life beyond the Academy 
  • That pupils use of ICT is encouraged, and that they learn skills and safety for modern technology 
  • That pupils develop a greater awareness of their local community and make a positive contribution to society 
  • That all pupils are fully supported and guided through the process of planning their futures 
  • That pupils are able to identify, understand and regulate their own emotions
  • That pupils develop prosocial interaction skills, which can be generalised outside of the classroom


  • Each day starts with a PSHE wellbeing session which teachers plan to support pupils’ progress towards their individual emotional skills targets. These lessons follow the trauma-responsive approach of safe – connected – regulated – ready to learn
  • Class teams work in partnership with parents and carers to ensure the best outcomes for pupils
  • Teachers have good subject knowledge and pedagogy   
  • There is a nurturing, safe environment to support learning  
  • Pupils are aware of their own targets and are helped to understand how to progress
  • Pupils are supported to develop strategies to remain emotionally regulated to access learning
  • Pupils have regular trips into the local community to extend their learning
  • There is a language rich environment in all subjects in which staff support pupils using a total communication approach   
  • Teachers check understanding and correct misconceptions  
  • A variety of teaching approaches is used building on developing a variety of experiences and skills for pupils  
  • Tasks are designed sequentially to support pupils develop and build upon their long-term memory  
  • There are foci on reading and communication skills, giving pupils foundations for future learning  


  • Students develop confidence, independence and self-worth leading to improved mental and physical well-being  
  • Students acquire new knowledge and skills, building upon skills known  
  • Students improve all forms of communication in a language rich environment  
  • Students make social and emotional progress measured through a range of welfare data: attendance, behaviour, progress towards Prisum targets, well-being surveys  
  • Students develop independence skills to enable success within education, chosen career pathways and life skills
  • Students have a sense of pride in learning and personal development  
  • Students are able to read a sufficient level in order to be able to access qualifications and the wider environment such as further education and employment  
  • Students have the skills to form meaningful friendships and relationships
  • Students feel connected to the local community and believe they have a positive role to play in it