Skip to content ↓

Our Curriculum Offer

Curriculum

A Curriculum is a framework setting out the aims and expectations for what will be taught, and structure of what pupils will do within a programme of education. This can be broken down into the Intent, Implementation and Impact. 

Intent

At Woodsetton we believe ‘Every pupil matters...every moment counts’. This is reflected in our curriculum intent. We offer a broad and balanced AIM High curriculum that is Ambitious, Inclusive and Meaningful. Our bespoke curriculum sets out high expectations for all learners, is adapted so no pupil is disadvantaged and ensures learning is relevant and purposeful for the needs of all our pupils. The curriculum is designed so that learning is sequenced to build on pupils existing skills and knowledge. Moreover, it teaches them to apply their learning and prepares them for life within school, at home and in the wider community. We also provide pupils’ the opportunity to develop their independence, well-being and confidence through a wide range of enrichment and extra-curricular activities linked to personal development. 

At Woodsetton we aim for our curriculum to:

  • Provide pupils with a stimulating and engaging learning environment 

  • Ensure that all pupils develop an understanding of themselves and an awareness of their place within the community 

  • Ensure that all children develop appropriate subject specific knowledge, skills and understanding in line with their stage of development 

  • Allow pupils to apply their skills and knowledge within a range of meaningful contexts 

  • Develop pupils’ resilience and perseverance 

  • Prepare pupils for their next steps beyond Woodsetton 

  • Provide pupils with a breadth of experiences and opportunities to expand their horizons beyond the classroom 

  • Teach and give pupils’ ‘the right to choose’ 

Implementation

At Woodsetton our curriculum continues to evolve to meet the individual needs of all our pupils. We have restructured our classes to ensure pupils are grouped appropriately to achieve the best possible outcomes during their time at Woodsetton. 

Pupils are grouped with peers of a similar age and cognitive ability and will receive a curriculum which best supports their individual needs, as well as considering their social and emotional development.  

Each class bridges two-year groups in sync with our two-year curriculum cycle so work is not repeated. Pupils next steps are clearly mapped out within a Route structure, however there is flexibility for pupils to move between ‘routes’ depending on their progress. 

To ensure learning is relevant, engaging and challenging within each route, teaching and learning is tailored to provide pupils a meaningful curriculum, giving them the appropriate level of support to develop their knowledge, skills and understanding in their learning journey. Each route covers skills, knowledge and understanding across a range of areas of learning. These follow a sequence of learning and therefore are transferable between the routes and demonstrate progression. 

Robust quality assurance ensures consistency in delivery and expectations across the school.  

Route A – Caterpillars → Hedgehogs → Ladybirds → Bees 

Within this route there is an emphasis on establishing routines, supporting communication and interaction and developing a confidence to learn through exploration, realisation, anticipation, resilience and initiation. There is a great emphasis on sensory learning. 

Route B – Moles → Hedgehogs/Woodpeckers → Frogs → Squirrels 

Within this route pupils are continuing to develop their listening, attention and communication skills to support their learning but also building their confidence to learn new skills and knowledge in different areas of the curriculum through a semi-formal approach.  

Route C – Badgers → Woodpeckers → Owls → Butterflies 

Pupils in this route are more formal learners who are developing skills to be independent learners with the ability to transfer skills across different areas of the curriculum. They will be working towards National Curriculum age related expectations and some may be able to access statutory assessment in Year 2,4 and 6.  

Because of the personalised approached to the curriculum we can meet the needs of all our learners. Through Individual Learning Plans, all children across the school focus on targets linked to their Education, Health and Care Plans (EHCP). Some pupils also receive additional funding e.g. Pupil Premium and the impact of any interventions funded through these is monitored to ensure that they support progress. 

Impact

We measure impact, not just in the work pupils’ produce, but in all aspects of their learning and development, no matter how small. We celebrate each pupil’s small steps of achievement in their individual journey as they develop their skills and knowledge and embark on new experiences. The curriculum is designed so that all pupils can demonstrate progress over time, regardless of their starting point. Not only do we measure pupils’ academic progress through assessment of their levels of knowledge and understanding, we also measure pupils’ personal achievements and well-being linked to their EHCP. Moreover, our curriculum is measured by its ability to successfully prepare our pupils for their next steps beyond Woodsetton; equipping them with the life skills and core British Values to become rounded citizens and valued members within the community. Ultimately, our pupils are motivated and empowered to succeed and become independent and confident young adults who have high expectations of themselves despite their disabilities or barriers to learning. 

Relationships, sex and health education and the school ethos

All children are entitled to Relationships and Sex Education. This entitlement is taken from the UN Convention on the Rights of the Child which establishes that all young people have the same right to enjoy their sexuality within the highest attainable standard of health, free of coercion and violence, and to access quality sexuality education and sexual health services. 

Learning about their own sexual development and health together with an awareness of their relationships with others, can greatly enhance the pupils’ ability to lead their lives competently and with fulfilment. We also expect other learning outcomes to be enhanced by the increased self-esteem and confidence which a good relationships, sex and health education programme can bring about. 

Our guiding principles for Relationships Education at Woodsetton School have been that all of the compulsory subject content must be age appropriate and developmentally appropriate. It must be taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents while always with the aim of providing pupils with the knowledge they need of the law. 

We are determined that the subjects we teach must be deliverable and have flexibility to shape our curriculum according to the needs of our pupils and our community. 

We want the subjects to put in place the key building blocks of healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. This will sit alongside the essential understanding of how to be healthy.