Our Curriculum
A therapeutic, relationship-based curriculum designed to meet the unique needs of every learner and prepare them for successful futures.
Our Quality of Education Framework
A structured, evidence-informed framework defining how we design, deliver and evidence high-quality education for every learner — aligned to the SEND Code of Practice 2015 and Preparation for Adulthood outcomes for post-16 provision.
The definitive Curriculum Offer table — subjects, levels, accreditation routes and progression — lives on the Curriculum Offer page.
Intent
What we teach and why
- Five core principles: Safety & Regulation · Relationships · Belonging · Progress · Purpose
- Preparation for Adulthood (PfA) outcomes underpin every curriculum decision
- Seven-pillar model: English, Maths & Digital · SETPD, Vocational & Practical Futures · Employability, Careers & Enterprise · Preparation for Adulthood & Independent Living · Personal Development, Regulation & Wellbeing · Therapeutic & SEND Support · Community, Physical Health & Enrichment
- Sequenced through long/medium/short-term planning with identified threshold concepts
- High expectations maintained for all learners regardless of starting point
Implementation
How we teach and adapt
- Trauma-informed, relational adaptive teaching responsive to emotional state
- Evidence-informed pedagogy: retrieval practice, explicit instruction, scaffolding, metacognition, dual coding
- Three differentiated pathways: Engagement · Functional · Accredited
- Boxall Profile triangulated with academic, behaviour, attendance and EHCP data termly
- Cross-curricular literacy, numeracy, oracy and digital embedded in every subject
- PSHE / RSE / SMSC / British Values taught discretely and cross-curricularly
Impact
What learners achieve
- Academic achievement benchmarked against SEND national expectations
- SEMH progress evidenced termly via Boxall Profile trends
- PfA outcomes tracked across all four domains (Employment, Independent Living, Community, Health)
- Destination tracking post-16 and post-19 (FE, apprenticeships, supported internships, employment)
- Literacy gains via standardised reading-age assessments each term
- Equality monitoring across protected characteristics at every data drop
How we monitor, evaluate and improve
Six concurrent quality-assurance activities running on a termly cycle, led by senior leaders with governor oversight.
Learning walks & lesson observations
Frequency: Half-termly
Work scrutiny & book looks
Frequency: Termly
Progress data analysis & drops
Frequency: Termly
Curriculum deep dives
Frequency: Annually per subject
Subject audits & moderation
Frequency: Termly
Learner, parent & staff voice
Frequency: Termly surveys + ongoing
Ofsted EIF & Statutory Frameworks
Our Quality of Education framework is explicitly mapped to statutory and inspection requirements — the same evidence base used by governors, commissioners and inspectors.
| Framework | Requirement | How we evidence it |
|---|---|---|
| Ofsted EIF — Quality of Education | Curriculum intent, implementation and impact | 5 core principles, PfA-aligned, sequenced SOWs, Boxall, destinations tracking, literacy gains |
| Ofsted EIF — Personal Development | Character, resilience, SMSC, healthy relationships | PSHE/RSE programme, SMSC & British Values embedded, therapeutic curriculum, outdoor learning |
| Ofsted EIF — Behaviour & Attitudes | Safe, calm, orderly environment; attendance | Relational & trauma-informed approach; SEL Room; therapeutic tutorials; attendance monitoring |
| Ofsted EIF — Leadership & Management | Strategic direction, safeguarding, staff development | CEO/Director of Ed oversight; named governors; structured CPD; annual Boxall/SEF cycle |
| ISS Part 1, Para 2(1)(a) | Full-time supervised education across 6 areas of experience | Seven-pillar curriculum model covers all ISS areas with small class sizes (4-6) |
| ISS Part 1, Para 2(1)(b) | Curriculum appropriate for learners with an EHC plan | Personalised curriculum plans mapped to EHCP outcomes; 3 differentiated pathways |
| ISS Part 1, Para 3 | Teaching enables learners to acquire new knowledge & progress | Evidence-informed pedagogy, formative + summative cycle, termly data drops |
| SEND Code of Practice 2015 | Graduated approach: Assess, Plan, Do, Review | Termly Boxall reviews; EHCP-linked curriculum targets; multi-agency collaboration |
| Gatsby Benchmarks (2025/26) | All 8 benchmarks for careers guidance | CEIAG programme, named Careers Lead, SME/micro-employer encounters, qualified PGI interviews |
| Equality Act 2010 | Reasonable adjustments; accessibility; no discrimination | 4-domain reasonable adjustments; protected characteristics monitored termly |
| KCSIE 2025 | Safeguarding embedded in curriculum | Online safety, consent, exploitation, county lines embedded in PSHE; DSL oversight |
Full framework mapping is documented in our Curriculum Policy (Appendix A) and in our Quality Assurance Framework policy.
How we know every learner is making progress
Every learner is assessed, planned, delivered, recorded and reviewed on a repeating cycle. We combine BKSB and RARPA with EHCP outcome mapping and the co-produced Individual Learner Agreement — so progress is holistic, evidenced and outcome-based.
Assess
Establish a holistic starting point.
First 10 working days combine BKSB, prior attainment, lecturer assessment, functional application, practical tasks, EHCP / PfA starting points, engagement, attendance, wellbeing and destination aspirations.
Plan
Co-produce the Individual Learner Agreement (ILA).
Map EHCP outcomes and set measurable short-term targets, success measures, teaching / support actions, evidence sources and review dates alongside the learner.
Deliver
Adapted teaching, accredited and non-accredited learning.
Delivered in the agreed setting and staffing model, weaving through the seven curriculum pillars and RARPA for non-accredited learning.
Record
Valid, sufficient and proportionate evidence.
Capture level of prompting, learner voice and application across contexts — across accredited work, RARPA milestones, engagement, independence and destination readiness.
Review & adapt
Six-week review, then act.
At least every six weeks (sooner if needed): evaluate impact, agree the next action and update the programme. Insufficient progress triggers early adaptation of teaching, support, staffing or programme.
Tools we use
Moderation cadence
- Weekly:Exception review — attendance, evidence gaps, risk, overdue actions.
- Six-weekly:Formal learner-progress review, ILA / EHCP update, evidence sufficiency check.
- Half-termly:File & portfolio sampling, work scrutiny, learner voice, moderation, dashboard analysis.
- Termly:Leadership review of cohort trends, equality, pathways, destinations and quality actions.
- Annually:Procedure review, impact evaluation and Board approval.
Reporting to learners, families & commissioners
Concise, accessible, outcome-based reports — at least half-termly unless a different schedule is agreed.
- • Attendance and engagement
- • Progress from baseline against each ILA / EHCP outcome
- • English & Maths development where relevant
- • Accredited achievement and RARPA milestones
- • Independence, prompting and application across contexts
- • Learner voice and family / professional contribution
- • Barriers, changes made, next actions, owners and review dates
- • Destination and transition progress
Insufficient progress? Learners not making expected progress trigger early adaptation of teaching, support, staffing or the programme itself — with the change agreed at the next six-week review and recorded in the ILA. The full procedure is reviewed annually and approved by the Board.
Supporting Policies & Evidence
Quality of Education is governed by a named policy stack — all reviewed annually.
Beyond the Core Timetable
Dedicated programmes that run alongside academic and vocational learning — each with its own structured approach, evidence base and progression framework.