Welcome to the Summer Term!

Overview of Chadsgrove Curriculum

School Curriculum

The curriculum seeks to reflect the individual Special Educational Needs and Disabilities of the pupils at Chadsgrove School. It recognises the crucial importance of utilising, to the full, the professional skills of the multi-disciplinary staff team working at the school, and the essential part played by parent carers in the education of their children.


 Curriculum Aims
  • To maximise the individual's potential in mobility, physical abilities, communication skills, sensory capabilities and personal independence
  • To be characterised by breadth, balance, relevance, differentiation, progression and continuity that is suited to each child’s individual needs
  • To reflect teaching approaches and methods which best enhance the individual pupil’s ability to learn and to be delivered at a level and rate suited to the age and learning ability of each individual pupil
  • To take full account of each child’s Education, Health and Care Plan (EHCP). This may require specific modifications of, or dis-applications from, various National Curriculum requirements
  • To promote the spiritual, moral, cultural, mental and physical development of pupils at the school, and within society
  • To provide a stimulating learning environment which promotes effective learning and enables the child to experience a sense of enjoyment and achievement throughout their school career
  • To encourage each child to recognise, record and celebrate positive achievements in all areas of personal, educational and community life
  • To regularly and consistently record each child’s progress using appropriate methods of formative and summative assessment
  • To prepare pupils for the opportunities, responsibilities and experiences of adult life (which will include guiding pupils towards a realistic assessment of career possibilities and post-school opportunities)
  • To prepare pupils (where this is agreed to be the best course of action) for transfer into alternative settings
  • To ensure equality of opportunity regardless of gender, race, culture, religion, social disadvantage or disability
  • To be monitored, evaluated, modified and revised as necessary, reflecting initiatives and developments identified in the School Development Plan

Curriculum Pathways

The following curriculum pathways ensure that each child accesses a curriculum that is appropriate to his/her individual needs, whilst also having access to additional provision such as Speech and Language Therapy, Physiotherapy or input from sensory impairment specialists.

Depending upon a child’s special educational needs, he/she will access elements of the following:

Curriculum Pathway

 Early Years Assessment


For children in the Early Years Department

Statutory Content / Curriculum / Accredited Courses 

A developmental curriculum with an emphasis on learning through ‘doing’, (incorporating the EYFS curriculum, as appropriate).



Curriculum Pathway



For pupils with Profound and Multiple Learning Difficulties

Statutory Content / Curriculum / Accredited  Courses

A developmental/sensory curriculum

(The Barrs Court Curriculum and the EQUALS Pre-Formal Curriculum)



Curriculum Pathway



For pupils with Severe Learning Difficulties

Statutory Content / Curriculum / Accredited Courses

The National Curriculum (highly adapted and differentiated) EQUALS Schemes of Work




Curriculum Pathway




For pupils with Moderate Learning Difficulties

Statutory Content / Curriculum / Accredited  Courses

The National Curriculum (adapted and differentiated)



Curriculum Pathway

 Preparing for Adulthood


Our Post-16 curriculum is designed to meet the distinctive needs of pupils remaining at school beyond the minimum statutory leaving age, preparing them for their pathways into adulthood.

The Post 16 curriculum consists of pupils following the Pre-Formal, Semi-Formal and Formal Pathways.


Statutory Content / Curriculum / Accredited  Courses

Our Post-16 pupils study a range of accredited courses appropriate to their abilities across a wide range of subjects. These accreditations include:

  • Entry Level accreditations (e.g. WJEC) in English, Maths, Science, Humanities, Creative Media/Arts, PE
  • AQA Unit Award Scheme in Art, ICT and Health and Social Care
  • OCR ‘Life and Living Skills’ units (EL1)
  • Foundation Level GCSE’s in English and Art
  • Maths Edexcel Level 1 & 2 Number and Measure
Each ‘Curriculum Pathway’ is explained in more detail in the Pathway Synopsis documents.


Phonics is taught across the school for those pupils for whom it is appropriate. Due to the nature of their disabilities our pupils continue to require specific phonics teaching beyond Key Stage 1 and this is taught using the ‘Little Wandle’ programme. The teaching of phonics and reading is supported by the use of phonics based books, levelled to ensure appropriate progression and sequence of phonological awareness.

Extra-Curricular Activities

To enhance the curriculum we provide a variety of out-of-school activities, visits, residential trips and lunch time clubs. All pupils are encouraged to attend to promote independence and the transference of skills across the curriculum, and to promote healthy lifestyles and positive mental health.

Relationships and Sex Education

This is an integral part of the curriculum and it is taught with care and sensitivity at an appropriate level depending on the child’s age, learning ability and physical disability.

Religious Education

RE lessons focus specifically on the curriculum from the Worcestershire Agreed Syllabus for Religious Education. Pupils may also access RE through a thematic approach, incorporating the learning which is appropriate to their needs. This also includes participating in our ‘Festival of the Month’ initiative, our Multi Faith and Culture Curriculum days and other special assemblies and events.

The curriculum for RE aims to ensure that all pupils know about and understand a range of religions and worldviews, by being able to describe different religious beliefs, investigate some religious questions and recognise different ways of life in a range of communities and cultures.

Pupils have the opportunity for daily acts of Collective Worship, including ‘Grace’ after meals, as a whole school community each lunch time, during daily ‘Reflection Time’ in classes and during assemblies.

Chadsgrove School recognises that parent carers have the right to withdraw their child from RE lessons and/or acts of Collective Worship. The RE Policy, as well as the RE Long Term Plan, is available to all parent carers on request. Parent carers are also informed of the content of the RE that will be taught to their child through termly Curriculum Newsletters, which outline the learning that is to take place each term.

Curriculum Statements

Individual Class Curriculum Statements detail what is offered to pupils and how this is delivered. To see these statements, please see 'Individual Class Curriculum Statements' below.

Curriculum Newsletters

Curriculum Newsletters are completed termly to enable families, pupils, governors and staff to see the curriculum offer for the term.

Further Information

For further information on the curriculum, please contact Melanie Bullivant (Assistant Headteacher) at Chadsgrove School.