Curriculum Overview 2018/2019

Our Shenstone school values underpin our school curriculum.

School Values









Never giving up


Our Intention

We strive to ensure that all pupils have a unique learning journey and make outstanding progress from their individual starting points.  Our bespoke curriculum intends to enable pupils to engage in relevant, meaningful, fun and highly differentiated learning activities which support all areas of their development.

We aim to successfully prepare pupils for all transitions e.g. into school, moving classes, moving school sites, moving schools and preparing for adulthood. We promote active learning throughout the curriculum and empower pupils to be the best they can be. We do this by setting and maintaining high expectations.

We focus on celebrating pupil achievements, in and out of school, and recognise all progress made on a pupil’s individual learning journey record.

Our curriculum will always be driven by outcomes for pupils, however it also reflects current research and legislation relating to pupils with SEND.

Our Implementation

We facilitate learning and teach skills that are developmentally in line with pupils next steps. We use a topic based approach to support pupils across the 6/7 areas of learning.

For all pupils in Nursery and Reception we follow the Early Years Foundation Stage (EYFS) Framework and meet pupils needs through 7 areas of learning:

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development
  • Literacy
  • Mathematics
  • Expressive Arts and Design
  • Understanding the World


For pupils in Year 1 – Year 6 our curriculum consists of 6 areas of learning:

  • Personal, Social and Emotional Development
  • Communication, Language and Literacy
  • Physical Development
  • Mathematics
  • Expressive Arts and Design
  • Understanding the World

To reflect our different cohorts of pupils we have three learning pathways. These are embedded in the above areas of learning to maximise learning opportunities, taking into account individual learning styles and needs.   These pathways are:

  • Forest – pathway for pupils with severe learning difficulties
  • Meadow– pathway for pupils with complex/profound and multiple needs
  • Garden– pathway for pupils who are on independent learning tiemtables

These pathways include specific teaching strategies relevant to the cohort of pupils e.g. Intensive Interaction, Picture Exchange Communication System (PECS), sensory circuits and MOVE.

Curriculum termly topics have a three-year cycle and these have been devised based on what we know of the current cohort, their interests and levels of development. They enable teachers to plan fun, engaging and meaningful activities/lessons across all areas of learning, taking into account the appropriate pathway.  These topics are under constant review with mini topics often being implemented to ensure we are pupil led.

Our curriculum works in partnership with pupils’ Education Health Care Plans (EHCPs) objectives and smaller step termly set targets (IEPs). In order to maximise learning in all areas pupils are supported by a range of therapists e.g. Speech and Language Therapist, Physiotherapist and Occupational Therapist, all of whom are an integral part of the curriculum implementation.

Religious Education (RE) is covered through RE days throughout the year.

Our Impact

The impact of our curriculum is assessed through the Early Learning Developmental Phases for Nursery and Reception aged pupils. For Year 1 – Year 6 we assess the impact through our comprehensive assessment system – Shenstone Stepping Stones.

Baseline assessments of pupils starting points are carried out to identify where pupils are in each area of learning. Formative assessments are then carried out during daily activity/lesson basis to ensure that learning outcomes are evaluated, targeted, challenging and amended accordingly.  

Summative assessments are carried out termly to summarise progress.  Teachers review this data to identify progress and next steps.  This is monitored, supported and challenged by the Senior Leadership Team (SLT) to ensure pupil progress is maximised at every opportunity.

Learning journey records are used to capture a pupil’s holistic journey and cross referenced to data tracking sheets.  These are regularly monitored and moderated by SLT to review the curriculum and progress towards agreed objectives.

The impact of all our teaching and learning is shared with parents/carers, our school community (including governors), our multi-academy trust (TKAT) and Ofsted.


We recognise and celebrate that our curriculum evolves in response to the pupils changing needs and differing cohorts. 

For more information, please see our School Curriculum and Assessment Policy and/or speak to a member of the SLT.

Link to our Curriculum and Assessment Policy: