Subheading (850 x 550 px) (2) See term dates 2026/27.
Read the April 2026 Ofsted Report with 'Strong' ratings across the board.

Curriculum

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Class Groups

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Co-Curriculum

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Curriculum Pathways

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Music

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Phonics and Early Reading

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Forest School

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Curriculum Overview - Lower School

The Lower School curriculum is designed to combine a nurturing primary model with targeted interventions and support to meet each pupil’s individual EHCP outcomes. Lower School is divided into two phases: Key Stage 2 and Year 7.
Pupils in Key Stage 2 follow the Explore pathway, which provides greater opportunities for learning through play and hands-on experiences. Classes are organised responsively to meet pupils’ individual needs rather than their chronological ages.
When pupils move into Year 7, they are grouped according to the school’s three pathways — Endeavour, Innovate, and Discovery. At this stage, pupils begin to access subject-specific learning spaces, such as the Art and Design Technology rooms. They also start developing greater independence in their learning and engage in more detailed, subject-focused teaching.

Click here to view End of Term Report Guidance for Families

How is the curriculum delivered in Lower School?

In Lower school the majority of lessons take place in the tutor room and are delivered by the class tutor and other members of the Lower School teaching team. Our staff team comprises a core group of primary and SEN-trained specialists who deliver a class-based approach. This enables staff to use their in-depth knowledge of each pupil to adapt learning activities and provide support that meets their individual needs.
Some subjects are taught by specialist teachers, including Forest School, Computing, Expressive Arts, and PE. The use of subject specialists helps pupils develop a deeper understanding and allows us to offer a broad range of engaging, subject-specific learning experiences.
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Reading and phonics are key areas of focus in the Lower School. In Key Stage 2 and the Discovery Pathways, pupils take part in daily short sessions designed to strengthen their reading skills. In Year 7, these sessions take place three times a week. Activities may include guided reading, phonics practice, or targeted reading interventions. Pupils are grouped according to their individual reading levels to provide appropriate challenge and support for each learner.

All pupils are assessed regularly to monitor progress and inform teaching. Assessment is carried out through a combination of formal assessments and teacher observations. Some Year 6 pupils may take the End of Key Stage 2 assessments, and some Year 4 pupils may complete the multiplication check. These decisions are made on a pupil-by-pupil basis and in consultation with families to ensure the assessments are appropriate. Pupils undertaking these tests receive a bespoke curriculum that includes any necessary support, such as therapeutic interventions, literacy and numeracy support, and exam readiness preparation.

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All pupils work towards individualised targets, supported by a range of tailored strategies. Staff collaborate closely with the Integrated Services Team to ensure that every pupil has the tools and support they need to access learning successfully in the classroom.

End of Key Stage 2 Assessment Summary

Each year, pupils working at or around Age-Related Expectations are considered for end of Key Stage 2 assessments. Decisions about who takes part are made on an individual basis, taking into account each pupil’s Special Educational Needs. This personalised approach means outcomes can vary from year to year.

Assessment Outcomes

  • 2023–2024: 4 pupils took the assessments; 1 met the expected standard.
  • 2024–2025: 4 pupils took the assessments; 1 met the expected standard in Reading.

Our cohorts are small and include pupils with a range of additional needs. Not all pupils will have previously had access to the full national curriculum and some may face barriers in accessing standardised tests, even with appropriate support. As a result, these outcomes should be viewed within the context of individual needs and personalised learning pathways.

We place strong emphasis on recognising each pupil’s progress and achievements beyond statutory assessments, ensuring that all learners are supported to succeed.