Our Spiral Curriculum

Our Spiral Curriculum

We adopt a spiral approach to curriculum delivery, enabling pupils to revisit and reinforce key learning many times, This repeated exposure allows them to consolidate prior knowledge, make meaningful connections, and develop a deeper, more secure understanding over time. Each child follows a personalised programme of skill development that has been carefully designed around their unique strengths, needs and developmental priorities. These individual learning intentions are woven into a class curriculum in ways that ensure that every pupil can pursue meaningful personal goals through a broad and balanced educational experience. Increasingly diverse opportunities are given to transfer these skills to different contexts as they move up the school

In each phase, all learners access the same topic, regardless of age or stage, although they may engage with it in different ways. This inclusive approach reflects our belief that all pupils should have access to a broad and ambitious curriculum and should not be limited by a particular pathway. Given the complexity of our learners’ needs, it is important to maintain high aspirations and provide opportunities that help us identify their strengths, interests and potential.

A shared curriculum supports movement between pathways, allows pupils to learn alongside peers across age and stage, and promotes the development of wider skills such as teamwork, resilience, confidence and self-esteem. It also ensures all children experience a broad range of learning opportunities through a rolling programme of topics, keeping learning fresh and engaging while reducing the risk of important experiences being missed.

The delivery of our curriculum draws on teachers’ skills, professional judgement, and expertise to tailor learning appropriately for each learner and use approaches that best meet their individual needs.

Delivering a rich and complex curriculum to such a wide variety of learners has its rewards but also its challenges and strong teamwork is essential. Class teams united by their commitment and cooperation, and a well-established, fully integrated multi-professional partnership with therapists, social care and other professional bodies, plays a key role in its success.