To provide a broad and balanced curriculum

To provide different pathways to learning, based on assessed prior skills and knowledge:

•Explorers (pre-formal)

•Adventurers (informal)

•Discoverers (semi-formal to formal)

so that each child: engages, makes personal progress, and finds fulfilment, joy and success. To utilise trusted curriculum resources, relevant to both age and stage of development. To assess the stage at which children and young people are learning, to ensure appropriate access to relevant pathways, up to and including the National Curriculum. To provide fundamental skills, with a multi-sensory approach. To adapt Teaching and Learning to ensure PLG objectives are realistic and attainable. To set half-termly steps working towards the yearly targets, linked to EHCPs.Longer term outcomes are discussed with parents/carers and external professionals at annual reviews, and subsequently laid out as a statutory requirement of their EHCPs.

Giving children and young people a voice and a choice

To ensure our curriculum fully supports the development of communication skills, through a range of strategies, including low and high tech AAC. To develop independent communication skills to enable pupils to be able to make choices (where possible) and be a key part of their own development. Communication and independence skills to enable pupils to be successful in the next stage of learning and in life beyond learning. Encouraging opinion and choice, with respect and empathy.

Independent living skills and preparation for a life beyond education

Continue, develop and build the curriculum within the wider Trust, with reflection and CPD

To further develop an engaging curriculum where pupils learn meaningful and relevant skills and knowledge, reflecting equity, access and inclusion.

To enable children and young people to develop their social and emotional skills - to be aware of their emotions, communicate them effectively and be able to regulate appropriately

To build rigorous and robust assessments that inform the next steps of learning

To create appropriate accreditation opportunities that are bespoke and aspirational and provide currency for the next stage of learning