Skip to content ↓



Curriculum Intent

Curriculum INTENT

Our 'Intent' outlines the core and moral purpose of our curriculum design.  In addition, we carefully considered the design of the curriculum, what is covered and its relevance for our individual pupils transitioning through childhood into adulthood.  This school's curriculum covers the entire learning experience for each pupil - what's learnt in class, unstructured learning times - breaks, lunches, games and clubs, informal and formal learning of knowledge and the skills to apply this.
Our St Luke's School Curriculum intent is ultimately to engage children with learning in order to successfully access our mainstream world with increasing independence.  We want our pupils to thrive through their childhood whilst enabling robust foundations for an impactful adulthood.
Learning is a complex activity and not necessarily linear; particularly so for children and adults with cognitive disabilities and disorders, syndromes and the layered complexity of these.  Often subject-specific learning requires earlier 'building blocks' to be in place in order to acquire new knowledge/skills.  As a child, each pupil needs to be supported in remembering and embedding knowledge and applied skills to encourage an enquiring mind.  Our teaching consistently supports the individual in their developing independence to further their learning and apply knowledge and skills in different contexts. 
The National Curriculum entitlement forms a strong part of our school curriculum; ensuring a broad, balanced and meaningful programme of learning and experiences.  Within our school, relevance is of particular importance and as such, some national curriculum areas of study have different relevancies to our pupils in childhood, whereas other areas are crucial, such as reading and skills in communication.  
Learning at different rates and the embedding of knowledge can be particularly difficult for some of our pupils.   Due to their difficulties, our pupils are likely to:
  • Be working below or at the lower end of the standards set out by the National Curriculum, though have some age-appropriate knowledge and skills
  • Have non-traditional learning needs such as feeding independence skills in managing transitions, medical needs, personal care or requiring specific therapies.
As such, the skill in teaching concepts and knowledge by breaking down the activities and tasks to help the individual grasp and retain this means our assessment methodology needs to cover both small steps and assimilate these into chunks of progress.  Assessing progress in our school considers carefully what 'we' (including the child, their teachers, potential employers, the child's family) want the individual to achieve and as such, we make judgements on whether enough progress has been made and how we enable/ facilitate this potential for the pupil.  In doing so, we look carefully at 'outcomes' - both in terms of accreditation and those outcomes identified in the individual's EHCP.
Our Learning Disability (LD) Sector schools in Hertfordshire do not have Post-16 provisions, but pupils statutorily have to continue education until 18yrs.  As such, the vast majority of pupils leave our school for one of the four colleges of further education in Hertfordshire, an FE college in another county or, sometimes a private SEND school with a sixth form provision. 
We want to know the impact of our curriculum and school experiences on our leavers.   As such, we have been having purposeful conversations with young adults and their families who attended St Luke's to find out about their experiences since leaving school.  Discussions have highlighted the challenges faced of attending college, expectations and attempts to access the world of work.   Like the majority of adults with cognitive disabilities, many are unemployed, though the majority are active in voluntary roles.  Some view their situation positively as further building experience of the working world to gain subsequent employment.  Some of our alumni students have continued with education beyond 18yrs as part of the 0-25 agenda, though a few who went on to undertake apprenticeships have left these and as such, their EHCP has ceased.
The picture of early adulthood (and longer term) is challenging for many with cognitive disabilities.  Like their mainstream counterparts, our young people (and alumni) have been significantly affected by COVID-19.  The 'Big Ask' of 5million young people has however, revealed a majority have retained a positive outlook for their future.  Proportionately few young people with SEND make up the consulted young people, which will hopefully be rectified to capture the views and needs of those with disabilities and provide a national body of information from which to inform further evidence-based decision-making. 
The impact of COVID-19 on our current learners has been varied, though having school staff's strong relationships and support, knowledge of their capability and how to respond effectively to their needs, has supported the majority of children in their self-regulation and mental health needs.
The challenges for our young adults with SEND continue into and across their adulthood.  Young people starting employment now will work longer and change jobs more often – competing in what is an increasingly uncertain jobs market.   Government statistics identify 94% of adults with SEND and/or complex mental health difficulties are not in employment.   In competing with highly qualified peers (more than 50% of school leavers nationally attend university) our curriculum has to be relevant, purposeful and appropriate in supporting our youngsters to see themselves in employment, to secure work and have the resilience to remain in their job. 
Within and across our schools the young people’s needs are incredibly diverse, requiring high levels of flexibility and creativity of the adults working with them to ensure curriculum breadth, work-related learning and the functional application of skills in addition to the rising confidence levels and self-esteem needed to effectively navigate the challenges of our mainstream world.
Our curriculum seeks to meet the individual's needs and prioritise those most important to them.  We have moved away from the teaching of separate subject areas, instead, combining those most important aspects of the national curriculum under themed areas of learning;
  • COMMUNICATION: To be able to communicate effectively with members of their community.  To be able to read and write in everyday contexts and understand how to apply functional skills.
  • PERSONAL DEVELOPMENT: To be able to form positive relationships and manage their own emotions.  To develop the physical skills to interact effectively with the world.
  • UNDERSTANDING MY WORLD: To develop an awareness of the world around us, including all forms of diversity and how to stay safe and healthy.  To be able to use mathematical skills functionally.
We still want to identify subject area specific teaching for aspects of literacy, numeracy, communication, the arts and the sciences, though ensure these are also included in the wider thematic foci for learning, embedding the application of knowledge and skills to the pupils' experiences and understanding. 

Relevance of Learning Through Pathways

It is recognised that children will not always fit neatly into a particular pathway, and that a best fit approach is required.   That said, we have created Pathways of learning which are more relevant to the child than an arching curriculum that loses purpose and intent. 
Within each pathway there is flexibility in terms of the content delivered to ensure that the needs of all children over time can be most appropriately met.  As such, our Pathways are a route of learning knowledge and skills that our pupils need to learn in order to reach their 'destination'.  The destination is a combination of accreditation that is relevant to the learner and, their next programme of learning towards the world of work.
Capturing progress against skills ladders, that allow learning to be pitched appropriately and knowledge areas; mapped out over time to ensure coverage of key ideas.  Objectives are identified for each strand, differentiated by pathway, with each strand of learning revisited in subsequent key stages to allow progression, over-learning and gap filling.

Skills Ladders and Topic Mapping

Examples of Skills Ladders Found within Topic Maps

Skills Ladders

Topic Maps





Creative Arts (Art, Music, Drama, DT)






Relationships and Sex Education




Independence (Personal Safety, Healthy Living, Careers)




Understanding My World (Science, Humanities, RE, Citizenship)


It is also recognised that children do not always follow the same pathway as their peers, and that progress will not always be smooth; they may make more or less progress than their peers at different points in the school life. Therefore there is provision for children to move between pathways. At the end of each key stage, transitioning between Lower, Middle and Upper school, children are assessed to ensure that they are on the correct pathway.


Depending on the Pathway, learning styles adapt to the needs of the learner from pre-formal to formal:



St Luke's School Curriculum Journey

Why Change the Curriculum Now?

Relevance - our own St Luke’s Curriculum for our pupils, linking directly to our vision
Flexibility – catering for the needs of all of our pupils
Ensure coverage over time
Clarity for pupils, their families and teachers
Changes in Ofsted expectations enable us to do this now

Issues We Addressed Through Our Journey

  • The Needs and Wants of our children and their families
  • How the Curriculum is mapped over time (annually and across the years)
  • The challenges of keeping NC schemes of work when some were not relevant
  • Appropriateness of examinations
  • Ability and Stages covered that are necessary, engaging and encourage enquiry
  • How effectively we work with employers and colleges of FE leading to work
  • Parents' engagement with their child's learning
  • How well literacy, reading and comprehension were taught
  • The impact of pupils' low working memory and strategies to support them retain information
  • The impact of interventions - their successes and tracking this through their schooling.


Children & Their Families' Needs Were Central in Creating Our Curriculum

Addressing The Wants & Needs of Our Children & Their Families

Children with SEND often aspire to the same sort of outcomes as non-disabled children. However, what these outcomes meant, the way they are prioritised, and the level of achievement expected, often differs from non-disabled children.

Outcomes in certain areas of children’s lives – physical and emotional well-being, communication and safety are seen as fundamental and need to be addressed before other outcomes can be achieved.

Being able to communicate is fundamental to meeting desired outcomes in other areas of life for
all groups. Children and parents highlight the importance of other people who have regular contact with the child (including parents and siblings, teachers, hospital staff, carers and peers) having the knowledge and skills to understand the child’s means of communication. Apart from giving the child a ‘voice’, having the ability to communicate is seen as opening doors to more opportunities, such as socialising, being active and becoming more independent, which in turn help promote a child’s feeling of security and self-esteem.

Keeping Children Safe from exploitation, abusive relationships or physical danger, and the difficulties this poses when children receive care from a number of people, cannot communicate well or lack any sense of danger, is emphasised by parents.. Staying safe is also talked about in terms of preventing the child having accidents. There were different reasons why children might be vulnerable to accidents including using inappropriate or unsafe equipment, living in unsuitable housing and/or requiring high levels of supervision.

Enjoying and achieving encompassed various inter-related areas:  Socialising and having friends Having friends was a priority for many children and their parents. However parents of children with ASD recognise that to have friends their children would first need to have the desire to interact. The lack of contact with school friends out of school was seen as a barrier to achieving friendship, and is a source of considerable frustration for some children.

Activities and experiences: having interests and being able to participate in activities is something parents want for their child. Many are concerned that their child’s ‘world’ was restricted to home and school and they want their child to have greater variety and opportunities. Most parents express the desire for their children
to participate in mainstream activities in their local community. The exception was some parents of children with degenerative conditions who reported their children were no longer able to cope with such situations. Many children also express a desire to be ‘doing more’. The lack of accessible or appropriate facilities and/or the lack of support to assist the child mean that taking part in mainstream activities can often very difficult.

Education and learning: Parents’ aspirations for their child’s education varies according to the severity of the condition and associated learning difficulties. All parents want their child to fulfil their learning potential. For those with limited cognitive abilities, acquiring self-care and living skills and enjoying a stimulating environment is often prioritised over academic achievements. However, for children with greater cognitive abilities, parents want their child to at least achieve basic skills such as reading, writing and number skills. Children with complex health conditions do not want their schoolwork to be affected by having time off due to ill-health or for treatments. 

Self-care and life skills: While for non-disabled children independence is often seen as the child being able to do something without help, for many disabled children, this is not achievable in certain areas of their lives. Managing self-care tasks as independently as possible, with or without support, was a key priority among many children and parents.

Independence is often seen in terms of children reaching their potential in carrying out life skills with or without support. The life skills children want to acquire include being able to make snacks, go out alone, handle money and manage unforeseen circumstances when out and about.

Feeling loved, valued and respected.  Parents want their children to feel that they were loved and that what they wanted matters. Treating the child as an individual, involving the child in making decisions about his/her life, and respecting the child’s privacy (in a way appropriate to their age) were among things said to make children feel valued.

Identity and self-esteem.  For many children feeling ‘normal’ can be important and this tends to be linked to being acceptedby their peer group. ‘Looking good’, wearing similar clothes to others and being able to use attractive equipment (boots, wheelchair etc.) contribute to how they feel about themselves. Parents want services to be more sensitive to the child’s identity and social integration when issuing with equipment, making sure that it is attractive whilst still offering appropriate support. They also stress the importance of the child experiencing success, and having their achievements recognised.

Being part of the local community: having the same access to opportunities and activities as non-disabled children and being part of the local community was important to many children and parents across all groups. However, for children who attend special school, the location of the child’s school and the inaccessibility of local facilities can often mean children do not participate in local community-based activities.

Feeling involved and having the opportunity to exercise choices: being involved in decisions that affect their lives was important for many children and their parents. This ranges from choices about what to wear, how and where they spend their time, planning for the future and decisions about their care and treatments.

Economic well-being; having a job and earning money in adulthood is seen as important by young people with good cognitive ability and their parents. Employment opportunities and support, and access to transport are seen as key factors in achieving these outcomes. Parents of young people with more limited understanding want them to be meaningfully occupied and be able to contribute something when they become adults.

Not all disabled children will be able to make an economic contribution and families with disabled children are more likely to be living in poverty than other families, so the presence of adequate levels of benefits is important.

Cultural Capital

Cultural Capital

Ofsted added the term 'cultural capital' to their inspection handbook as part of its 2019 update.  It defines it as: the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said, and helping to engender an appreciation of human creativity and achievement.

Chief Inspector Amanda Spielman explained: By 'cultural capital', we simply mean the essential knowledge, those standard reference points, that we want all children to have.  So for example, it’s about being able to learn about and name things that are, for many, outside their daily experience. 

It is for the school to decide what is 'essential knowledge' for our pupils and as such, our curriculum outlines the cultural capital we want our pupils and students to learn about; with due regard to relevance for their particular needs as young people with specific needs in our mainstream world.

It is crucial to our pupils that they develop their cultural capital so that they have equal opportunities for social mobility and to achieve success in society, diminishing the difference. With this in mind, our curriculum has a strong focus on PCSHE (Pastoral, Citizenship, Social, Health, and Economic) as well as growing in pupils a strong mental health by developing values such as compassion, resilience, teamwork, risk management and performance.

At St Luke's school, we recognise that for pupils to aspire to be successful in our mainstream world, they need a curriculum that embraces the complexities of their changing needs. It needs to give pupils appropriate opportunities and experiences that in turn nurtures their self-esteem through engagement and learning the required skills and knowledge in order to survive and thrive. 

Working In Harmony With Hertfordshire LA's Strategy

The current Hertfordshire LA SEND Strategy will run until 2023, due to significant change taking place during the life of the current Strategy including a significant increase in demand, activity and improvements undertaken by the SEND Transformation programme and the Covid19 pandemic it was identified by professionals across education, social care and health an earlier refresh would be beneficial to support the development of SEND services.

The new SEND Strategy and SEND ambitions have been designed to support future service delivery and development.

In Hertfordshire we want all children and young people with special educational needs and disabilities (SEND) to be included and valued, so that they can live happy and fulfilling lives. We will have services that will make a difference to families because they are joined up, inclusive, easy to access, close to home and adapt to meet individual’s needs.

Hertfordshire will be a county where we’re proud to say that SEND is everybody’s business.


Pupil Progress Towards Relevant Outcomes


Pupils following a carefully constructed curriculum will lead to accreditations in Year 11.  These are relevant to the child's adulthood and are pitched at a level with stretch but appropriate.  Accreditations offered by the school include: our own certification, Entry Levels, ASDAN, GCSE, BTEC and adult industry certification in areas such as Health and Hygiene.  Our use of the College Link courses in Key Stage 4 continue to promote preparation for adulthood in supporting pupils move from school to their next destination.


EHCP Outcomes

Each pupil in our setting has an EHCP with identified Outcomes over the course of the year.   These Outcomes are designed with families and the child to be purposeful, meaningful and relevant to the individual at that time in their life.   Progress towards these Outcomes are measured by Teachers and reviewed annually in the paperwork and meetings for the EHCP Annual Review. 


Assessment Page

Curriculum Implementation

Our Curriculum Implementation: Content, Organisation and Delivery

In the implementation of our curriculum, we have addressed pedagogical choices, activities for creating learning opportunities and test how well these are being undertaken - the Quality of Education provided.

All pupils have access to a broad, balanced and relevant curriculum, based on the National Curriculum, which is differentiated and modified for pupils with complex SEND. We have strong processes for assessment, planning, teaching and reviewing to help each pupil make the maximum progress in learning.  We teach through practical and highly visual approaches, using learning from experience, signing, pictures and symbols to support understanding. We emphasise developing academic, personal and social skills to improve each child’s independence, confidence, and resilience.

All pupils are offered a broad and balanced curriculum that is differentiated according to their personal needs and strengths.  The curriculum focuses on the development of functional skills in literacy and numeracy, speech, language and communication, social interaction and independent living.

The curriculum includes a wealth of routes for learning, which may include lunch-time and after-school clubs, with high levels of skilled staff who continue to educate and support learners. There are planned integration experiences, for example with pupils from local mainstream schools, and educational outings as part of the curriculum.

Timetables at The St Luke's School follow a primary style manner of teaching, with pupils having a 'learning group' which most of their lessons are taught in.  However,  specialist teachers and/or teachers who developed expertise in a primary or secondary setting work with our children over the course of the week. School organisation is flexible to meet the changing pattern of pupil needs. 

Organisation is responsive to the needs of the pupils through the Key Stages. Small classes, and variable adult/pupil ratios depending on the needs of the group, ensure that learning can be tailored to a pupil’s individual needs. Included in this offer of a personalised approach is the assurance that intimate care and attention to all basic functions is guaranteed.

Teaching uses a wide variety of methods to teach key skills and abstract concepts through national curriculum subjects. Children learn in different ways so knowledge is delivered and skills taught using kinaesthetic, visual, practical and concrete approaches. Pupils are likely to require access to a high level of visual support, e.g. objects of reference, photographs, the use of symbols and appropriate signing strategies.

Pupils are given regular opportunities to learn new skills and to generalise those already learned through frequent repetition and the chance to practise skills in different situations.  This will include a large range of curriculum enrichment activities, such as visits to museums and subject-related facilities in the wider community.

We enable pupils with complex learning needs to access education and engage in learning in preparation for adult life. This is provided in a safe environment. All our pupils have learning difficulties and cognitive barriers to learning to differing degrees.  As such, our curriculum is created in Pathways that focus on the child's needs and progress through a relevant curriculum.


Our Curriculum Pathways

Our curriculum and subsequent planning is divided into three main sections, based on the differing needs of our pupils within the lower, middle and upper school - with relative and meaningful aspirations.  The learning intentions within the Curriculum Pathways are aligned to the National Curriculum, but topics are chosen that are relevant to the needs, skills and understanding, as well as interests of the pupils. We strive to ensure that the topics chosen reflect the ages of the pupils exploring them; otherwise, they are left vulnerable, particularly when out in the community. e.g. young adult with Thomas the Tank engine lunchbox. There are no perceived limitations to what pupils can achieve.


Functional Skills Learning

The curriculum has a focus on ‘functional’ so that pupils develop the skills necessary to thrive and live as independently as possible. Some topics are also chosen to excite and motivate our pupils e.g. myths and legends - we have a large group of pupils who enjoy playing with mythical figures at playtime. Links are made between elements of learning e.g. letter writing to a figure from history. Where possible, learning is linked to first hand experiences such as going to the shop for money handling. This puts the learning within a context, making it more meaningful and useful. Wider skills such as reading are also laid out across the subjects to build comprehension.


Measuring Progression

Assessment information feeds into curriculum planning which ensures that there is progress in concepts from year group to year group, department to department. One of our progress measurements is  StAPPS, a system designed by staff.  Staff are able to track next steps in learning and highlight pupils who need intervention and/or further challenge. They are also used to identify curriculum areas that need strengthening. StAPPS enables staff to pitch the curriculum at the correct level and to ensure topics are progressive across the school.  We use additional measures for assessment to judge standards against national measures including age-related expectations for neurotypical children.

Targets are set in collaboration with pupils, parents and other professionals and reviewed together on a regular basis. Assessment is moderated across the county and regionally. Information and data is held at school, local authority and national level. A range of assessment tools are used to provide a picture of attainment and progression. These tools include our bespoke system, CAPPS, the use of historical National Curriculum levels, new P Levels, visual assessment tools, Childhood Autism Rating Scale (CARS), Wide Range Intelligence Testing (WRIT), TOMAL2, reading and comprehension tests, receptive and expressive language tools and teacher assessment.


Challenge and Relevant Outcomes

The right pitch and challenge is ensured for pupils by a series of pathways, based on their starting points. There is the option to transfer to a more challenging pathway, should this be appropriate. These are aligned to National expectations and as a result, pupils have the option of sitting GCSE’s should these be appropriate.  Many other qualifications are chosen to support the individual's pathway and interests to support them accessing college and the world of work beyond.

Each Department has a different rationale for the structure of their curriculum although there are some key methods of teaching such as revisiting and reinforcing, building on prior knowledge and skills, teaching in a logical sequence building to an outcome that transfer across all.


Structuring Our Curriculum Around the SEND Child


Our Curriculum is grouped in three Areas of Learning


 'COMMUNICATION' (Relationships)

  • To experience therapeutic interventions including speech and language, animal therapy, arts therapies
  • To develop effective attention and listening skills
  • To develop an understanding of language
  • To develop effective communication skills
  • To develop lifelong learning skills and strategies
  • To have opportunities to learn through a broad, ambitious and challenging range of experiences
  • To build on prior knowledge
  • To develop transferable thinking skills
  • To acknowledge and celebrate our differences
  • To work with others
  • To express ourselves through the arts
  • To communicate through writing, drawing and different technologies
  • To read functionally and for pleasure
  • To engage with talk therapies


Discreet subject areas within the area of Communication include:

  • Communication
  • Reading
  • Writing
  • Speaking and listening
  • Visual art
  • Music
  • Drama
  • Modern foreign languages



  • To enable a readiness to learn
  • To be taught Personal, Social, Health, Citizenship and Emotional Development (PSHCED)
  • To know more about biology; how we and our world lives and thrive
  • Physical development including PE, sports and games
  • Occupational therapy and sensory integration skills to access learning and experiences
  • Life skills - in the home and our immediate world
  • To develop understanding of our own emotions and those of others to establish and retain strong relationships
  • To take risks in learning and develop resilience
  • To develop positive physical and mental health
  • To know how to keep ourselves safe - emotional, physical and sexual health.
  • To develop strategies to overcome our individual barriers to learning
  • To develop readiness to transition to the next stage of education
  • To develop as respectful and active citizens


Discreet Subject Areas within the area of Personal Development include:

  • Personal, Social Development (PSD)
  • Mental health appreciation and support
  • Social, Moral, Spiritual and Cultural (SMSC) education
  • Sport, PE and Games
  • Cooking
  • Life Skills
  • Counselling and talking therapeutic work
  • Sensory skills
  • Behaviour management skills
  • Occupational Therapy skills
  • Relationship and sex education (RSE)
  • Citizenship
  • British Values
  • Politics
  • Religions



  • To be taught knowledge and skills through relevant and appropriate topics that enable the individual to build on prior learning, expand their awareness and understanding of the world we live in, leading to the broadening of this from their immediate circumstances.
  • To experience learning through individual and group teaching that ensures an anchoring of knowledge and skills are obtained through regular recapping for the application of these to new learning.
  • To be taught through project-based work that links discreet subject areas and enables relevance for the individual child with functional skills.
  • The curriculum routes will enable relevance, pitch, appropriate pace and expectations of knowledge and skills as well as the application of these.


Discreet subject areas within the area of Understanding My World include:

  • Numeracy
  • Functional numeracy
  • Place and geography
  • Time and history
  • The world, space, weather and forces
  • Animal Care
  • Horticulture
  • Science
  • Modern Foreign Languages
  • Art, Music, Drama

An example of Medium Term Planning for Middle School at St Luke's: numeracy




Staff are the greatest resource in the school and they are expert in using strategies to overcome barriers to learning.  Learning difficulties schools provide expertise in a number of associated areas which impact on the education of the pupils.  Pupils have access to staff trained in alternative communication approaches, for example signing, symbols and IT-based alternative and augmentative communication (AAC) devices. Staff are trained in physical intervention as a matter of routine. 

Visual aids such as schedules and social stories support social communication and learning.

Facilities to support teaching and learning include, for example sensory resources, ICT, adventure play equipment, IT, library and minibuses.  Additionally pupils have access to swimming and appropriate outdoor spaces.

Trans-disciplinary Approach

A range of professionals works with the pupils, parents and staff of the schools to ensure that the best possible guidance is provided to encourage and support educational development. These professionals include Speech and Language Therapists, Physiotherapists, Occupational Therapists, Music and other therapists, School Nurses, Consultant Paediatrician, Educational Psychologists, Clinical Psychologists, Counsellors and Advisory Teachers for Autism, Hearing Impairment and Visual Impairment, Youth Connexions Personal Advisers and FE College tutors.

Schools work with a variety of external professionals to provide for the holistic needs of children and young people.

School Departments: Lower, Middle and Upper Schools

Lower School 

The Lower School's curriculum focus is on developing classroom readiness, as many pupils come to school having been on a reduced timetable or only having attended a pre-school. Communication and language form the basis of their curriculum either through language, or communication supports such as PECS. Many of the pupils have significant sensory needs and time is built into planning to facilitate their sensory diet, including working towards O.T targets. Younger children often struggle to rationalise their emotions and as such, the curriculum has an emphasis upon developing emotional regulation. 

There begins a focus on understanding number such as counting and one to one correspondence so that the basic blocks are set up. Lessons around phonics and spelling strategies occur daily, which develop an understanding of the text and an excitement and love for reading. For many of our pupils, the art of writing begins with the ability to mark make, form letters and then basic sentences. Writing is cross curricula as repetition of skills is the key to progress. The pupils study history, geography and science as part of a series of topics, mainly centred on their own community. STAPPS ensures there is progression in skills. As with the other departments in school, maintaining a healthy lifestyle and values such as friendship, kindness, respect, happiness and respecting each other remain high on the agenda. 


Middle school

The skills within lower school continue, to be built upon. Communication and language becomes more functional, such as writing a list for shopping. Pupils are encouraged to question and form opinions. They begin to understand responsibility, democracy and tolerance and strategies are explored to teach empathy. Maths, has a stronger focus on time, money and number skills such as times tables. Strategies for problem solving are key and in particular, how these relate to the outside world e.g., How many rolls of wallpaper are needed. Writing takes on a more functional role. For instance, completing a form to join the library, sending an email. Basic spelling, punctuation and grammar remain as a focus so that the skills become embedded. Although staff still teach through topic, there is a greater emphasis upon specific subjects such as history and science. This way, the subjects can be explored at a deeper level. PCSHE and life skills is the area given the most curriculum time. There are so many skills that our pupils need to learn to be independent citizens that the focus has to increase in the middle school. As our pupils start to become more independent and start to use technology more readily, internet and social media safety is paramount to their well-being, so safety features highly in the curriculum.  There are more opportunities to engage with the community, develop leadership roles and engage in events to support local charities. Children continue to develop creative skills applying these to projects such as designing Christmas cards.


Upper school

The skills in Upper school build upon the skills from middle school. Whilst it is important to study for accreditation, there is a greater focus on the skills and knowledge needed to support our pupils when they leave to go on to the next stage. This includes drug education, protection from extremism, online safety and sex and relationship education. Functional maths and literacy remain high on the agenda. Communication is also a skill to be developed, particularly in relation to the world of work. E.g., Interview skills. As part of the curriculum pupils experience the world of work, volunteering, travel training, charity work, being a prefect and representing the school council. There are opportunities to experience competitive sport and to develop coaching skills. There is a focus on practising the skills that may be used in the place of work such as barista training and food preparation and safety. Pupils gain a greater understanding of themselves in relation to their community as well as the cultures that determine it.

Accountability Structure

Executive Headteacher - Quality of Provision Analysis and Impact

The Blue Tangerine Federation Governors - Monitoring of Quality of Provision

Head of School - Development of Framework, Intent, Standards, Training Needs

Deputy Head of School (From September 2021) - Curriculum Leader of Teams: Strategy and Operation, Delivery and Training Needs, Analysis

Pathway Teams (Leaders, Teachers, TAs) - Evaluating the Pathways of learning from Y2 to Yr11 and beyond; triangulating content, teaching and progress. Curriculum Area Audit, Overview, Topic Coverage, Age-related content and Teaching Resources, Learning Sequencing and Analysis

Heads of Department - Coverage, Standards, Assessment, Implementation, Interventions, Action Planning, Analysis

Teachers - Triangulation of planning, assessment, teaching and learning through delivery and Pupil Progress Meetings, feeding back to curriculum development. Feedback to pupils and parents, collaborative practices, reporting, termly pupil progress, contribution to curriculum area development and analysis

Teaching Assistants - standards, consistency of delivery, adaptation to needs, contribution to curriculum area development and analysis

Online Learning

We worked online during the Covid-19 pandemic to secure learning for pupils not able to access school. 

 Links to our curriculum online learning programmes and, others to explore.




What do we mean by 'remote education'?

Please don’t hesitate to be in touch with school if you would like any further explanation or support.

We use ClassDojo, Teams and Zoom to enable all of our pupils to access resources, communicate with their teachers and to learn from home during the pandemic.  As much as possible, teaching will follow the original class plan for the term.  Here are the ways we communicate with children and families online:

ClassDojo is a safe and secure solution for families to access learning materials directly from their class teachers, as well as a secure method of communicating with the school.  Work may be set directly through ClassDojo or be physically posted/delivered home.


Zoom or Microsoft Teams will be used where appropriate to support children’s learning and social interaction and so that all members of the class are physically able to see each other. 

Please be aware that all participants in a zoom call will be able to see and hear each other.   If you have any concerns about this please contact your class teacher via ClassDojo


Further information for parents

A Little Guide for Parents on Home Schooling During Lockdown
Parenting in a Pandemic: Growing confidence in guiding learning in a home environment

SEND Weblinks for Home Learning