Curriculum

Communication Engagement

Intensive interaction, use of SCERTS framework, total communication approach, multi-sensory opportunities to express choice and preference, routines that support predictability and security, high adult sensitivity and low demand

Creativity Engagement:

Sensory-based creative activities such as tactile art, music sessions with sensory instruments, light and sound exploration, water and messy play.

Cognition Engagement

Multi-sensory cause and effect experiences , object permanence games, real-life sensory learning linked to immediate environment, repetition of sensory patterns and sequences, adult-guided attention-building tasks, sensory story sessions.

Physical Development

Whole-body sensory movement opportunities, opportunities for proprioceptive and vestibular input, fine motor engagement through tactile materials, adapted PE, sensory regulation activities, physiotherapy and OT input embedded into daily routines.

Pupil Voice/Autonomy    

Recognition and response to pre-intentional and emerging intentional communication, providing sensory-based choice-making opportunities, predictable routines to encourage anticipation, celebrating any form of communication as voice, use of objects of reference and sensory cues for choice making.

Creativity Engagement

Structured creative activities with some increasing independence, exploring colour, texture, sound in more planned ways, opportunities for sensory exploration with purpose, supported imaginative play, visual arts with scaffolded support.

Cognition Engagement

Early problem-solving tasks, engagement in experiential learning with growing independence, cause and effect games with less adult prompting, sensory stories with interactive elements, exploring simple concepts, increased attention to adult-led learning sessions with visual and sensory support.

Physical Development

Structured fine and gross motor tasks, development of coordination through functional play, adapted PE sessions with increased participation, sensory regulation breaks, active movement opportunities across the day, targeted OT/physiotherapy input as needed.

Pupil Voice/Autonomy

Supported choice-making through PECS, visuals, or switches, opportunities for self-initiation, use of visual timetables and now-next boards to support understanding of routine, supported decision-making within daily transitions, recognition and encouragement of all communicative attempts towards independence, structured opportunities for students to express preferences.
 

Social Communication

Developing Purposeful Social Interaction, Supported Turn-Taking and Shared Attention, Use of Visuals to Support Social Understanding, Learning Social Rules Through Practice, Expressing and Recognising Basic Emotions, Encouraging Peer Interaction, Communication for Problem-Solving, Using Supported Social Scripts, Scaffolded Independence in Social Contexts

Functional Skills Independence

Structured creative activities with some increasing independence, exploring colour, texture, sound in more planned ways, opportunities for sensory exploration with purpose , supported imaginative play, visual arts with scaffolded support.

Functional Skill Cognition

Students engage in problem-solving tasks that involve following instructions, sequencing steps in everyday activities, and making decisions based on simple information . Functional numeracy is taught through real-life activities such as counting items during cooking, recognising numbers on classroom resources, or handling coins during shopping role-play. Literacy skills focus on recognising environmental print, following written or symbol-based instructions, and developing early reading and writing for functional purposes . Concrete, hands-on resources, repetition, and visual modelling support cognitive engagement.

Physical Development/PE

Adapted PE lessons that focus on coordination, balance, and following simple game rules, such as relay activities, yoga, pilates or dance routines. Fine motor activities are integrated into classroom tasks, including cutting, threading, mark-making, and manipulating small tools. Sensory circuits and movement breaks are available to support regulation and engagement throughout the day.  Outdoor play and active learning tasks give further opportunities to develop both gross and fine motor skills.

Life Skills

Life skills are a key focus and are taught through real-world, hands-on experiences within the school day with basic cooking activities. Community role-play activities, such as practising how to pay for items in a shop, crossing a road safely, or following school-based routines are regularly included. Students take responsibility for classroom jobs, such as tidying up, organising resources, or delivering messages. Visual supports and clear task breakdowns help students understand each step, with increasing expectation for independence as confidence and skill levels grow.

Social Communication

Initiating and Sustaining Social Interactions, Turn-Taking and Active Listening, Understanding and Using Social Language, Working Collaboratively with Peers, Expressing and Recognising Emotions in Others, Resolving Social Problems and Conflicts, Self-Advocacy and Seeking Support, Using Visual and Verbal Communication Tools, Adapting Communication to Social Contexts

Functional Skills Literacy

Structured literacy sessions that are highly differentiated and focused on developing functional reading and writing skills relevant to daily life. This may include reading timetables, signs, instructions, labels, and social information. Writing tasks focus on real-life application, such as filling in forms, writing shopping lists, personal information, or letters. Phonics or reading comprehension programmes are adapted where appropriate. Express ideas clearly in writing, with support as needed. 

Functional Skills Maths

Focus on using number, shape, space, and time in real-world contexts. Practise handling money, budgeting, telling the time, using calendars, measuring for cooking, and recognising numerical information in the community. Lessons are practical, visual, and often hands-on, using real objects, number lines, and functional maths resources. Solve simple problems using reasoning and logic and are encouraged to explain their thinking with support. Tasks are adapted to ensure relevance to individual EHCP outcomes and everyday life situations.

Functional Skill Cognition

Cognitive skills are developed through structured tasks that require planning, decision-making, sequencing, and problem-solving. Learners are encouraged to think independently, make informed choices, and reflect on their own learning. Lessons promote generalisation of concepts and the ability to apply knowledge in different contexts. Learners work on understanding cause and effect, making predictions, following multi-step instructions, and developing resilience when faced with challenges. Tasks may include real-life scenarios such as planning an event, following recipes, or solving practical dilemmas. 

Physical Development/ PE/ Sports

Learners participate in regular PE and physical development sessions which focus on improving coordination, strength, teamwork, and understanding rules of games. Activities include individual and team sports, movement sessions such as yoga or dance, and motor development programmes targeting both gross and fine motor skills. Learners are supported to understand the value of physical health and exercise. Skills such as dressing for PE, managing equipment, and participating in group activities are encouraged. Where appropriate, learners may access adapted sports or sensory movement activities to support regulation and engagement.

Life Skills/Vocational

Life skills teaching focuses on preparing learners for increasing independence and adulthood. This includes personal organisation, household tasks, travel training, and community-based learning. Learners take part in cooking, shopping, managing money, and engaging in school-based enterprise or work experience activities. Vocational skills are introduced through structured tasks such as stock checking, preparing resources, gardening, or working in the school café or library. The curriculum supports career awareness, with opportunities to explore interests, strengths, and responsibilities in simulated or real work environments. Independence is promoted through self-assessment, choice-making, and goal-setting supported by staff.