Our Curriculum

Primary Curriculum

Our curriculum is designed to be creative, inspiring and memorable to provide our children with opportunities where doors are opened to them for the future with the hope that they will learn to find a love of school. Due to the difficulties that many of our students face, we include enrichment opportunities throughout the year to ensure that our children have positive life experiences alongside the curriculum.

Encompassed within our vision, is the need for pupils to be exposed to a range of topics and experiences that broadens their understanding and equips them with the skills our children need to be successful, confident, life-long learners who reach their full potential. Due to the context of our school, we endeavour to enable all our pupils to acquire the knowledge, skills and attitudes needed to enable them to thrive.

Our curriculum is literacy and language rich as this is a must for our school if we are to open doors for the children’s futures. We, therefore, place a high focus on developing the children’s vocabulary and spoken skills and use quality texts to do this. Reading is at the heart of our school and central to the children’s learning.

We believe access to a broad and balanced curriculum is the right of all pupils. Our curriculum is a designed to be ‘creative’ and our curriculum overview ensures that the children acquire knowledge in all areas of the curriculum. We provide thematic learning approach and, alongside this, we build in enriching and enlivening topic weeks which immerse the children in a variety of themes that are led by them.

We try to encourage an inquisitive mind through the teaching of science and regularly plan STEM through our core values, we foster a nurturing environment where the emotional, physical, academic, social, moral, spiritual and cultural development of each child is considered.

Our holistic curriculum is designed to challenge, engage, and motivate pupils whilst supporting their social, emotional and mental health needs. Our goal is that our learners progress academically and become successful, confident individuals, who make a positive contribution to the community and society – both now and in the future.

The importance of British Values are taught discreetly and are continually promoted throughout the wider curriculum to ensure our children are ready for life in Modern Britain and beyond.

Key contact: Miss Bhatti –Primary Lead Jbhatti@eat.uk.com

At Elements, we have 3 different routes that pupils follow to ensure that all needs of the pupil are met. This includes Foundation, Beginnings and Explore Routes:

Foundation+

Overview	·KS2 students who require intervention at all levels ·The Foundation Route is for our learners who have SEMH needs and have limited experience of being in a classroom. These are pupils who would benefit from a continuous provision styled approach . ·This Route is tailored to the needs of students whose main barrier to learning is complex SEMH needs.
Intent	·To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum. ·Access to the primary curriculum including ELG based around thematic approach ·Curriculum delivery is based upon the continuous provision model.
Implementation	·The Foundation route students will have access to a base teacher, Learning Support Mentor and TA within their classroom. Students will stay within their base classroom. ·This is a differentiated curriculum based upon the building block model which is tailored to the student’s needs. This includes dedicated time for sensory sessions, therapeutic activities (if required), emotional literacy and mindfulness in order to help students regulate their emotions. ·The Foundation route curriculum will be an immersive incidental learning experience through the continuous provision style of learning. ·Where appropriate, students within this Route experience wrap around care from a range of multi-agencies including occupational health, speech and language therapists, CAMHS and social care.
Impact	·Positive student well-being, confidence, independence, functional communication skills. ·Students feel that they belong, secure, welcome, and able to learn. ·Students make good progress over time and receive purposeful interventions where needed to boost progress. ·Students build upon their self-esteem and resilience ·Students will be ready to learn within the classroom environment.
Post 16 route	Students who follow this Route could progress to: ·Supported learning within a mainstream college. ·Specialist 6th form placement. ·Structured traineeship. ·Employability.

Beginning+

Overview	·KS2 students who require intervention at all levels ·The Beginning Route is for our learners who have SEMH needs and who would benefit from a nurture classroom setup. ·This Route is tailored to the needs of students whose main barrier to learning is complex SEMH needs.
Intent	·To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum. ·Access to the primary curriculum based around thematic approach ·Curriculum delivery is based upon the nurture model
Implementation	·The Beginnings route students will have access to a base teacher, Learning Support Mentor and TA within their classroom. Students will stay within their base classroom. ·This is a differentiated curriculum based upon the building block model which is tailored to the student’s needs. This includes dedicated time for sensory sessions, therapeutic activities (if required), emotional literacy and mindfulness in order to help students regulate their emotions. ·The Beginning route curriculum will be an immersive incidental learning experience. ·Where appropriate, students within this Route experience wrap around care from a range of multi-agencies including occupational health, speech and language therapists, CAMHS and social care.
Impact	·Positive student well-being, confidence, independence, functional communication skills. ·Students feel that they belong, secure, welcome, and able to learn. ·Students make good progress over time and receive purposeful interventions where needed to boost progress. ·Students build upon their self-esteem and resilience
Post 16 route	Students who follow this Route could progress to: ·Supported learning within a mainstream college. ·Specialist 6th form placement. ·Structured traineeship. ·Employability.

Explore+

Overview	·KS2 who require the traditional KS2 model of delivery ·The Explore Route is for our learners who are able to access a broad and balanced curriculum with aim of sitting age-related national assessments ·Students in this route will be classroom ready however may have an additional barrier to learning. ·The Explore Route curriculum is designed to challenge, engage, and motivate pupils whilst supporting their SEMH needs
Intent	·To embed and promote positive student well-being, confidence, independence, communication skills throughout the curriculum. ·Access all areas of the primary curriculum through a thematic approach ·Access to bespoke intervention groups for high attaining learners.
Implementation	·Student on this route will access mainstream style curriculum through a thematic approach ·Students will have access to a base teacher, Learning Support Mentor and TA within their classroom. ·Students have access to social and academic activities that support and widen their knowledge, allowing them to apply their learning in a variety of contexts. ·Pupils have access to interventions which are targeted to support their nurture, sensory and SEMH needs ·Differentiated curriculum to suit the individual needs of all pupils with a focus on Quality First Teaching. Teaching is personalised and targeted including tasks, questioning and interventions where needed
Impact	·Positive student well-being, confidence, independence, functional communication skills. ·Students will make good academic progress over time and receive purposeful interventions where needed to boost progress. ·Students build upon their self-esteem and resilience ·Students will access age-related national assessments
Post 16 route	·College ·Apprenticeships

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