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Our curriculum is driven by the development of communication, independence and emotional health and well-being. These are essential to every pupil’s ability to engage, make choices, build relationships and participate meaningfully in school, home and community life. Through personalised learning, purposeful experiences and consistent opportunities to practise and generalise skills, we aim to strengthen each pupil’s confidence, belonging and future life opportunities
Communication
Communication is central to learning, relationships, independence and well-being. Every pupil has the right to communicate and be understood in a way that works for them.
New pupils’ communication is assessed collaboratively by the Speech and Language Therapist, class team and families, using the Communication at the Heart of the School (CATHS) framework (Sawford and Miles, 2021). Assessments identify strengths and next steps, informing personalised strategies and ongoing support.
We follow a total communication approach, embedding opportunities across the school day and all curriculum areas. Pupils are supported to communicate through facial expression, body language, gesture, eye gaze, Makaton, symbols, communication boards and books, PECS, objects of reference, switches, assistive technology, voice output aids and iPads.
Staff create supportive, language-rich environments and use consistent strategies to promote understanding, engagement and participation. By placing communication at the heart of our curriculum, we enable pupils to express needs and preferences, build relationships and participate as fully as possible in school and wider society.
Independence
We aim to develop each pupil’s confidence, skills and autonomy, enabling them to do as much as possible for themselves, with appropriate support that reduces as skills develop. We recognise that independence looks different for every pupil and extends beyond completing tasks unaided. It includes making choices, expressing preferences, communicating needs and having a meaningful say in everyday life. Through personalised teaching and regular opportunities to practise and generalise skills across different contexts, pupils develop self-reliance, problem-solving and self-advocacy. Preparation for adulthood begins early, with independence and life skills embedded throughout the curriculum to help pupils participate as fully as possible in their communities and future adult lives.
Emotional Health and Wellbeing
Emotional health and well-being are fundamental to learning, development and quality of life. We support pupils to develop emotional awareness, resilience and regulation in a safe, supportive environment. We teach interoceptive awareness through a whole-school curriculum and everyday experiences, helping pupils recognise and understand their body’s signals, from basic needs such as hunger and toileting to emotions such as anxiety, frustration and anger. Personalised emotional regulation strategies help pupils manage their emotions, supported by trusted adults, sensory approaches, visual supports, co-regulation and access to calm spaces where appropriate.
Secure, consistent relationships and trauma-aware approaches underpin our practice. Through empathy, predictability and attuned support, we help pupils feel safe, understood and valued. By prioritising emotional well-being and regulation, we enable pupils to engage in learning, build relationships and participate as fully as possible in school and wider life.