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Rationale for the Curriculum

Our curriculum is designed to recognise both the needs and the starting points of all our learners at whatever age they join us. From the thematic approach in Key Stage 1 to the subject focus in Key Stage 4 the teacher is skilled and empowered to design the learning programmes to meet each individual’s needs. This is enforced by the following ‘principles’. 

  • Class groups of no more than 8 young people with similar needs and within the same Key Stage (preferably a spread of no more than 2 years). A full-time teacher and a full-time Learning Facilitator working with them giving a consistent ratio of 1 adult to 4 pupils. This classroom staffing ratio helps both to provide support for highly differentiated, personalised learning programmes across all the 8 learners, and, the attachment and regular consistent adult communication and feedback the young people need. Ensuring our young people treated and taught as ‘All Equal’, even though they are all individuals. 

  • The Primary curriculum would be through a thematic approach with agreed themes taught in termly (6-7 week) programmes and covering all subjects. Key Stage 3 will reflect a transition from a Primary style approach in year 7 to a more subject led curriculum allowing more opportunity to develop greater independence and personal interests and strengths. All the planning for each young person would be based upon their EHCP incorporating any additional specialised support identified within it.   

  • Discrete Hubs (department areas) for Primary SEMH, Primary SLCN, Secondary SEMH, Secondary SLCN. Each Hub will be self-resourced to deliver the class based curriculum and wrap around care and interventions provided by Speech and Language Therapy (SaLT) and a Family Link/ Therapeutic Worker (FLW). The Temporary Build will also include a sensory room, a group room and a therapy room, de-stressing and calming areas when required. It is essential these resources are close by as the young people become more anxious and upset if have to move to less well known, shared intervention spaces. This can at times be due to their heightened sensitivity towards perceived dangers/concerns of other young people they do not know. This specialised approach will help our learners ‘All Achieving Together’ 

  • All classrooms in KS1 – 3 will be expected to have a ‘Nurture Area’ in their classroom where individuals can go when necessary to relax, reflect and return more focussed on their work. This will look like a comfortable, soft area, which can be accessed for a few moments quiet time. The young people will be shown how to use this resource successfully by the Nurture Lead. We have experienced significant progress and improvement in the social, emotional and personal skills of our young people who have been through a Nurture programme. The ‘6 Principles of Nurture’ approach is based on developing self-esteem and communication skills, which are key common issues for both young people with SEMH and with SLCN.   

  • All the young people will receive quality first teaching so they have the opportunity to achieve the best outcomes they can whether in academic or Vocational qualifications. All teachers and vocational tutors will plan and prepare work based on a comprehensive knowledge and understanding of each young person, including their EHCP. All lessons will be differentiated on an individual level, through expected targets, activities and content to complete and support provided.