Curriculum Statement

Curriculum Statement

At Hope school we offer a holistic curriculum meeting children’s academic and emotional needs, this then provides the children with the tools or skills to access learning in their lifetime.  We tailor our curriculum to be inclusive to the individual children, avoiding the integration of children into a set rigid curriculum path. 

We do this through whole school teaching, family teaching, whole class teaching, targeted group interventions, paired interventions and 1:1 interventions.  Underpinning the formal academic curriculum are developmental needs which are met through interventions.  The key academic drivers are Mathematics and English, these then provide the skills for other learning.  Specific and group learning allows pupils to meet developmental milestones, to self-regulate and to motivate themselves as learners. The attachment and trauma sensitive approach is the overarching ethos of the school.

What we do

Most children in primary schools in the UK have a secure base which allows them to reach developmental milestones.  The children at Hope (for a variety of reasons) have missed critical developmental milestones.

At Hope School we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage.
The curriculum incorporates the statutory requirements of the National Curriculum (2014) and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school.

The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education. It is important that the curriculum considers the development of the whole child and not only concentrating on academic success of pupils and for this reason we do pre plan specific termly topics but adapt and change them to meet the needs of individual pupils.

The National Curriculum is delivered using an integrated topic approach and assessed using PIVATS 5 and an internal assessment model.  

The more able are challenged further in their learning and children who find aspects of their learning more difficult are appropriately supported so that they too are enabled to experience success. We will never exclude a child.

All subject leaders are given training and opportunity to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school.
Theme weeks, whole school activities and opportunities within and outside school all enrich and develop the children’s learning.

The outdoor environment and the local community are considered an opportunity for active learning for all our pupils.

Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.

Curriculum Linked to the Values of the School

Phonics and Reading Programmes

Key Stage 1 - Pupils are taught phonics using the Ruth Miskin's Read, Write, Inc Programme. They follow the National Curriculum for England and Wales and read several reading schemes such as Project X and Oxford Reading Tree.

Key Stage 2/3 - Pupils follow the National Curriculum for England and Wales and use the Project X and Oxford Reading Tree schemes of work for reading as well in addition to guided reading 3 times per week. 

We recognise that many pupils have become disengaged with learning in their previous schools and work to ensure that our curriculum fosters a love of learning that will continue beyond the time they spend with us.

Quality first teaching is complimented with intervention that all pupils access. The vast majority of pupils start Hope School working significantly below age related expectations. This can be due to poor attendance in previous schools, an extended period of absence from a school setting following exclusion or the needs of the pupils meaning that learning has been lost.

We have a specialist SENDCo, speech and language team, Occupational therapist, Cognitive behavioural therapist, Thrive specialists, Forest schools practitioner and highly trained staff who tailor intervention to the individual needs of the pupil.

Planning begins with an understanding of the key skills to be developed and the content is selected to support these. All the skills that are developed enable pupils to become good communicators, problem solvers , encourages them to work well with others and ultimately improve their own learning performance.

Our curriculum is also enhanced by celebration days and events including the following:

• PSHE week
• No pens Wednesday
• World Book day
• Maths Party
• Neurodiversity Week
• Arts Festival

For more Information click on the pages below or contact our curriculum leader Mrs. M. O'Neill at m.oneill@hope-school.co.uk or Mr. M. Gorman at m.gorman@hope-school.co.uk

Article 3; The best interests of the child must be a top priority in all decisions and actions that affect children.

Article 8; Every child has the right to an identity. Governments must respect and protect that right, and prevent the child’s name, nationality or family Protection and relationships from being changed unlawfully. 

Article 23; Every child has the right to relax, play and take part in a wide range of cultural activities.