Curriculum

We aim to deliver a curriculum which allows our learners to shine; one that we believe allows them to gain knowledge, skills and attitudes that support progress whilst also capturing their interests and preparing them for their next steps.

Every learner who joins Three Towers is on a unique educational journey: many start with us having become disengaged from learning and not seeing the value of education; and there are often gaps in their knowledge and understanding because they have experienced disruption to their schooling.  The curriculum offered to each learner is discussed with them and their parents/carers during the induction meeting and regular review meetings. 

Although personalised to meet an individual learners needs, our curriculum is intended to ensure that all learners make progress academically meeting and sometimes exceeding Three Towers’ expectations.  We ensure that high quality teaching along with high quality, timely interventions promote effective learning to enhance the progress of learners.  We are committed to equipping our learners for the next stage of that journey, whether it is returning to mainstream school, moving to specialist provision or transitioning to post-16 education, employment or training.

Learners are with us for varying amounts of time; some individuals will have a very short time on our roll, whilst older learners may remain with us until the end of Year 11.  As a result, our curriculum must be flexible enough to provide a personalised curriculum to meet each learner’s needs. 

Some academic data for each learner is usually provided by their previous schools at the point of referral, but we also complete a comprehensive set 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.

Almost all of our learners have either Social, Emotional or Mental Health (SEMH) needs so supporting them to manage these areas is a priority in our setting.  Our curriculum, underpinned by a whole-school “Thrive” approach and targeted Thrive interventions is 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.  Our curriculum also aims to meet learners’ current and future needs and promotes spiritual, moral, social and cultural development.

The progress, engagement and needs of all our learners is monitored carefully and provision adjusted accordingly in consultation with their parents/carers, and when necessary relevant external agencies. 

Full-time and part-time education

“The law does not define “full-time education” but children should have provision, where possible, which is equivalent to the education they would receive in a mainstream (or special) school. This may not mean the same number of hours. If, for example, a child receives one-to-one tuition, the hours of face-to-face provision could be fewer as the education may be more intensive.  Where full-time education would not be in a child’s best interests for reasons relating to their physical or mental health, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests.” (Arranging Alternative Provision DfE 2025)

The majority of our learners have access an appropriate full-time education education, however, for some learners their needs may be better 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 agreed with parents/carers and 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.