1.       Personal

Prioritise emotional security

Develop successful adults who enjoy a sense of wellbeing and can achieve sustained paid employment

2.       Social

3.       Academic

Deliver excellent teaching and learning opportunities


In order to achieve the above, we recognise that as an SEMH special school our role is to provide the high level of attention, nurture and specific support needed so that our pupils can recognise and understand their emotions and manage them more appropriately, whilst developing empathy and social skills when interacting with others. Once the pupils feel SAFE and SECURE in the setting, support for other areas including communication, learning, self-help and independence skills can then begin.   The carefully designed curriculum provides the foundation upon which we deliver our aims:





Whilst the chart above gives an indication of the relative curriculum weighting for each of the three domains identified, there is of course variation at the individual level as adjustments are made according to need.   It is also more typical that Key Stage 4 students will experience slightly less exposure to the personal and social development sessions as they mature and begin to focus on achieving national accreditations.   The table below gives an indication of the range of subjects and sessions available:




*Careers Programme

Core Academic

English, Maths, Reading, Science, Humanities, RE, PSHE, IT

Practical, Vocational & Aesthetic

Design Technology, Land Based Studies, PE, Motor Vehicle Studies, Food & Nutrition, Art, Music, Outdoor Education/Challenge

Personal & Social Development/SEMH

Social Learning Sessions (mixed/vertical year groupings), Pastoral Sessions, Relax Kids, Occupational Therapy, Personalised Timetables where appropriate

*The careers programme is being further developed this year to ensure, as a minimum, compliance with the Gatsby Standards.

Knowledge, Skills and Accreditations

Undoubtedly the curriculum is balanced favourable in regard to skills-development. As well as the development of subject specific skills, such as the chopping techniques covered in Food & Nutrition Studies, we regard skills such as resilience and perseverance as worthy and appropriate curriculum components. Much of the curriculum is also knowledge-engaged with the development of knowledge underpinning the usage of skills. At the subject level of curriculum implementation, each learning journey defines the knowledge and skills pupils will develop as they progress through each curriculum area.

In years 10 and 11, students typically study a range of accredited courses including GCSEs in English, maths, science, history, DT and art. Vocational qualifications, including BTEC, are available from entry level to level 2 in IT, PE, science, PSE, Home Cooking Skills and Motor Vehicle Studies. A strong focus on the development of literacy and numeracy skills is also complemented with Functional Skills accreditation in English and maths, as well as progression awards.

For further information about the curriculum please contact Steve McIntosh.