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Curriculum Information

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Hope School Curriculum Intent

Hope School is a setting for children with Social Emotional and Mental Health Difficulties from year 1 to year 6.    Middle and senior leaders worker effectively together to create a quality curriculum for the needs of pupils at Hope School.

Our curriculum is layered in 3 broad areas to support the needs of our pupils


Yellow (inner ring)- The Whole Child



Therapeutic support, play therapy, PSHE, PE, life skills, play skills

Our therapeutic curriculum is well-considered and research-based especially around the area of attachment and trauma responsive education. We focus on the whole child being healthy inside and outside.  We prescriptively teach about emotions through the zones of regulation, mindfulness and sensory regulation techniques.

We at Hope embrace the uniqueness of every child; working with them to gain a deeper understanding of themselves and their place in their families, community and their world. We work with, and support, their individual needs through integrating physical, sensory, emotional, aspects as core strand in our curriculum.


Green (Second ring) - Core Curriculum:


Phonics and Reading, English, Mathematics, Science

We follow the Ruth Miskin read write Inc. for both phonics and comprehension for all children in the school, pupils are set for this half termly.  English follows a sequence of immerse, analyse, write and mathematics follows a sequence of fluency, reasoning, problem solving using white rose. Science works on enquiry and working scientifically also following White Rose.


Orange (outer ring)- Wider Curriculum:


History, Geography, Art and design, Design and Technology, Computing, music, RE.

We follow a thematic approach which uses the humanities as a driver each half term following a sequence of enquire/immerse, retrieval, knowledge, analyse and assess.


******Currently under construction*****

Curriculum Implementation

The quality if teaching learning and assessment is outstanding at Hope school.  Teachers have small classes and adapt medium term plans lesson by lesson taking into account pupils understanding and other additional needs to ensure the curriculum is both challenging and accessible, children feel comfortable and confident taking appropriate risks.  Senior leaders

Hope School offers a creative curriculum often driven by the humanities.  Oracy underpins the implementation with strong focus on pupil voice collaborative learning and participation. Reading is of high importance and the school strongly follow the Ruth Miskin Read Write Inc program daily for the teaching of phonics and early reading.  Once complete at any age Guided reading is used a minimum of twice weekly following Code Project X.  The outdoor curriculum is of high importance and children complete a day a week learning outside of the classroom, this includes local visits, forest schools and the school outdoor areas. SMSC underpins all we learn and can be seen in every part of the school day, this is supported by the teaching of British Values.  Trips and visitors enrich our curriculum and social experiences, we usually have a trip once a term and residential once a year. Charity and celebration days happen half termly.

Curriculum Impact

As a specialist provision our curriculum improvements and quality teaching will lead to better long term outcomes for children including improved wellbeing, mental health, attendance, physical development and academic outcomes.

Hope have a strong and consistent record ensuring good long term progress and outcomes from children’s starting points.  The school prepares pupils in wider holistic outcomes and being turned on to learning in the long term alongside more timely and measured outcomes in mathematics and literacy.  Overall pupils are happy and keen to attend school and strive to achieve their best on a daily basis.







Curriculum Linked to the Values of the School

You will become

Our Vision

Resilient independent lifelong learners.

We organise our curriculum in four areas

Our Mission

Providing an attachment friendly community which fosters warmth with high boundaries so that all can achieve to their full potential.






What makes me special

Occupational therapy


Speech and Language

Cognitive behaviour therapy

Play therapy

Massage in schools









Forrest schools


The World Around us






To be a positive member of the community

So that you can show



Is created by respecting all, being thankful and helping others. We are charitable to all, locally, nationally and globally.



Is created by trying new things and persevering when we find it difficult. We support each other in finding solutions.



Is created by embracing change in a positive way. We encourage each other to approach every day challenges in an enthusiastic and confident way



Is created by demonstrating knowledge, understanding and reflection. We share our experiences and insight with each other.



Is created by respecting and working together to learn and achieve. We strive to be positive role models for each other.



Is created by resolving any differences in a respectful, restorative way.  We respect and celebrate diversity.

Curriculum progression maps by subject

Ruth Miskins- Read, Write Inc


All pupils are taught phonics using the Ruth Miskin's Read, Write, Inc Programme. pupils are assed every half term and placed in to the correct group which meets their Phonics assessment level. Pupils complete a 30 minutes session every morning covering sounds, reading and writing. Pupils who are secure in their Phonics knowledge complete comprehension sessions during this time to help them understand text. 


Parents can support pupils with their Phoincs by practising at home, there are a number of Phonics videos on YouTube that can be accessed to support with this. the link below has some resources and videos to support.


All pupils follow the National Curriculum for England and Wales and read several reading schemes such as Project X and Oxford Reading Tree. 


We also push a 'Love of Learning' and encourage pupils to read and re-read their favourite books. WE have a school reader who comes in once a week and completed 1:1 reading with pupils. Reading is also implemented in to the school day and pupils do whole class, group and 1:1 reading sessions throughout the school day. 



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 or Mr. M. Gorman at

What progress am I expected to make?

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.