Cury School Curriculum

Curriculum Overview

The curriculum allows pupils the opportunity to learn and develop in a supportive and creative environment, in which there is a focus on recognising achievement and supporting progression and in which pupils feel safe and are happy. Building relationships, confidence and resilience are key in their readiness to access curriculum learning. The curriculum integrates the development of SEMH skills within all subject areas (problem-solving, coping, conflict management, understanding and managing feelings).
Emotional Literacy and Self-Regulation: The curriculum places a strong emphasis on emotional literacy and self-regulation. It provides explicit instruction on identifying and understanding emotions, managing stress and anxiety, developing coping strategies, and building healthy relationships. pupils learn to recognise and regulate their emotions effectively, which enhances their social interactions and academic engagement.
A broad, balanced and ambitious curriculum, based on the National Curriculum. This is blended with opportunities for pupils to develop functional skills, social, emotional and independence. It aims to promote the social, moral, spiritual and cultural development of the pupils as well as their intellectual and physical development. Provide pupils not only with the literacy skills to access curriculum successfully, but to foster a love for reading.
Carefully sequenced learning from starting points that allows pupils to know more, remember more and do more, providing a range of group and individual interventions for those who require additional support.
Flexible approaches to delivering the National Curriculum are key in order to provide bespoke learning opportunities to engage learners in ways linked to strengths and interests , their learning style, and their developmental progress. Learning activities are differentiated for emotional and learning needs.
Holistic Development: An outstanding SEMH curriculum aims to support the holistic development of students. It recognizes that academic achievement is intertwined with social, emotional, and mental health well-being. The curriculum provides opportunities for students to develop their self-awareness, self-regulation, empathy, resilience, and other essential social and emotional skills.
There is a clear and well- constructed PSHE and RSE offer; embedded British Values and a common approach to tackling intolerance.
Provide a meaningful context for pupils’ learning and relate learning to their own experiences and interests, their learning style, their developmental progress and differentiate appropriately. All pupils access a social and emotional well-being curriculum both through dedicated PSHE and the wider curriculum. This is supported by the rest of the school experience and underpinned by complementary work with staff.
Inclusion and Equity: The curriculum emphasises inclusion and equity by recognising and valuing the diverse needs and experiences of all pupils. It promotes a culture of acceptance, respect, and understanding, fostering an environment where every pupil feels valued and supported regardless of their social, emotional, or mental health challenges.

Intent

•To create a highly effective and inclusive educational environment that meets the social, emotional, and mental health needs of pupils.

•Provide exceptional support, tailored interventions, and a holistic approach to the well-being and academic progress of pupils with SEMH challenges

Implementation

•Multisensory and experiential approaches incorporate multisensory learning activities into the curriculum to engage students with different learning styles and provide practical experiences that enhance their social and emotional development.

•In order to support the learner’s readiness to learn the curriculum will be a creative and flexible one, with TIS strategies at its heart. An equal emphasis will be placed on Wellbeing and National Curriculum.

•EHCPs and resulting PLGs will drive the individual offers, ensuring learners feel safe and secure

•Outdoor learning opportunities including, forest schools, beach skills,

Literacy intervention programmes include:

•Wordshark

•Accelerated Reading

•Beat Dyslexia

•Rapid Reader

•Clicker programme

•Active Phonics

•DALP

Catch Up Reading

Therapeutic interventions include:

•Sensory intervention

•Theraplay approaches

•Interoception curriculum

•Art therapy

•Rebound therapy

•Equine therapy

•Play therapy

•Lego therapy

•Animal assisted intervention

•Counselling/mentoring

•Music therapy

•Sound bath

Therapeutic Approaches:

•Incorporating elements of cognitive-behavioural therapy, mindfulness or other evidence-based practices to support pupils' emotional well-being and personal growth.

Impact

•Learners will progress through EHCP and PLG targets

•Learners will make measurable progress through wellbeing including, motional assessment.

•Learners will make progress towards national curriculum outcomes.

•Learners will transition to the most appropriate KS3 setting.

•Improved Emotional and Mental Health: development of coping strategies, problem-solving skills, and the ability to regulate their emotions effectively.

•Enhanced Social Skills and Relationships, fostering positive relationships, empathy, and effective communication skills. Pupils learn to develop healthy friendships, resolve conflicts, and work collaboratively with others. By creating a supportive and inclusive environment, the curriculum helps pupils develop strong social skills, empathy, and a sense of belonging.

•By fostering a positive and supportive environment, the curriculum helps to reduce barriers to learning, increases motivation, and improves academic performance.

Long-Term Well-being and Success: The skills and knowledge gained extend beyond the classroom and have a lasting impact on pupils' lives, preparing them for future challenges and increasing their chances of long-term success.

The curriculum is adaptable and responsive to the evolving needs of pupils. The curriculum is reviewed and revised periodically based on feedback from pupils, teachers, families, and mental health professionals to ensure its continued effective

The curriculum is comprehensive, personalised and promotes the social, emotional, and mental health well-being of students.

Universal Offer – Enriching to Learn

The ethos and values at Cury School will be embedded within a child-centred curriculum. The curriculum recognises the impact and value that a pupil’s Academic Achievement and Personal Development within EHCP areas of need will have in ensuring the pupils are supported to thrive. The role of enrichment in supporting access is also recognised, and a curriculum has therefore been developed offering opportunities to engage with each of these areas at a universal level (all pupils).

Additional Needs Offer – Enriching to Engage

At Cury School we recognise that some of our learners may experience challenges in accessing and engaging with education, requiring support beyond that which is on offer within the universal offer. For these students we offer the ‘Enriching to Engage’ curriculum. This curriculum reflects bespoke offers that support students with their emotional wellbeing, whilst supporting them to develop positive relationship skills, emotional wellbeing and resilience within social and learning environments.

The offer mirrors the universal offer, with a greater emphasis on the aspects of both therapeutic and community enrichment.