Our Curriculum

Many of our learners start with us having become disengaged from learning and not seeing the value of education; they often have gaps in their knowledge and understanding because they have experienced disruption to their schooling.  Learners have tailored, personalised curriculums to meet their individual needs which we hope will also capture their interests and prepare them for the next stage of their educational journey.

The curriculum offer is discussed with learners and their parents/carers during the induction meeting.

Some academic data for each learner is usually provided by their mainstream schools at the point of referral, but we also complete a series of baseline assessments with each learner once they start at our school.  These assessments are analysed and an appropriate learning plan is put in place to improve their academic performance.  We do this by filling gaps in their knowledge which in turn gives them the confidence to progressively gain new knowledge and understanding, as well as acquiring and demonstrating new skills.

Additional academic interventions may be put in place if a learner is struggling to make expected progress or a specific learning need is identified.

The vast majority of our learners have either Social, Emotional or Mental Health (SEMH) issues so supporting our learners to manage these areas is a priority in our setting.  Our taught emotional literacy curriculum as well as our targeted Thrive interventions are designed to improve not only our learners’ ability to learn but to develop their social/emotional resilience so that they are better equipped to return to school, further education or enter the world of work.  The curriculum gives priority to meeting learners’ current and future needs and promotes spiritual, moral, social and cultural development.

All full-time learners have access to 25 hours of education.  However, for some learners, their needs may be best met by a flexible timetable for a period of time; this may be due to their emotional wellbeing; their ability to cope with full time provision (especially for those who have been out of education for some time); or due to challenging personal circumstances not connected with school.

When this is the case, this provision is reviewed regularly to ensure they can be increased to full time within a structured time limited plan.  Each of these learners has a support plan for their next steps, clearly-defined timescales and systems to put planning into action.  Secondary aged learners not accessing full time onsite provision are expected to access online learning activities.

The progress of all learners is monitored carefully and provision adjusted accordingly in consultation with their parents/carers.