Curriculum Statement

Pupils at Southview receive a broad and balanced curriculum. This child centred, needs driven curriculum is interlaced with the National Curriculum and blended with opportunities for pupils to develop independence skills and functional life skills.  Pupils also have access to the Early Years Foundation Stage curriculum, and a bespoke college curriculum in the early and latter stages of their school life. A personalised approach to learning is established within the school, matching content and learning experiences to the individual needs of each child as far as is practical, whilst taking into account their particular health and medical needs.

Liaison with parents/carers forms an integral part of the planning for each pupil. This is done through annual reviews of the EHCP, and parents meetings.

The timetable and Curriculum are reviewed regularly to ensure compliance, and to provide continuity and progression.

Our pupils have a physical and neurological impairment, and this is often combined with other barriers to learning, such as sensory loss, and communication difficulties.  Individualised timetables provide opportunities for students to withdraw from lessons to participate in therapy sessions with occupational therapists, physiotherapists, and Speech and Language therapists.



  • Pupils will access a broad, balanced and relevant curriculum which is child centred.
  • Pupils will access an EYFS (Early Years Foundation Stage) curriculum, appropriately expanded and broadened for our specific pupils.
  • Pupils will have access to examinations and appropriate schemes of work e.g. ASDAN, GCSE, entry level, foundation level etc
  • A personalised curriculum geared to the students personal and family aspirations is in place in the college department.
  • A flexible approach to the delivery of national initiatives integrating health, therapy and physical objectives is in place for all students.
  • An understanding and a development of British values.
  • Development of independence, social skills, and knowledge to support each student for life.
  • Pupils will develop communication skills through speech, signing, symbols, objects of reference, low-tech devices such as switches, and hi-tech communication devices such as eye-gaze.

Outcomes for Pupils

All pupils will be enabled to communicate their ideas, needs and wants, views and aspirations. They will grow and develop in a caring, supportive and challenging environment. They are expected to become responsible, respectful and compassionate individuals who behave well in society.

Early Years and Foundation Stage

Pupils follow a skills based curriculum as set out in the EYFS curriculum. Prime areas for learning are communication and language, physical development, and personal, social and emotional development. These are supplemented by specific areas of literacy, mathematics, understanding the world and expressive arts and design. Themes are drawn from the Primary curriculum map.

Key stage 1 and 2

Learning objectives are taken from the National Curriculum and combined with therapy targets to ensure a holistic approach. We have a topic based approach, and a five year rolling programme ensuring coverage of all subjects. Many subjects, especially communication and computing skills, are cross curricular and taught throughout the day.

Key Stage 3 and 4

Where appropriate, pupils have access to discrete lessons under National Curriculum subject headings. The Curriculum lays out clearly the range of skills and the progression of knowledge to be covered within each subject. Pupils are assessed using our assessment system which is integrated into all pupils EHCPs. Where applicable, students are entered for public examinations and external accreditation, including ASDAN, GCSE and entry and foundation level in various subjects.

Pupils with PMLD/complex needs

Pupils with profound and multiple learning difficulties are offered a sensory curriculum called Firm Foundations which recognises that this particular cohort have distinctly unique abilities and ways of learning, and are likely to remain within early developmental levels of learning throughout their school learning. We have recently had a separate classroom built which accommodates pupils who need sensory areas of learning.  

Southview College

Students aged between 16-19 at Southview College have a bespoke curriculum geared towards them. The curriculum is taught through seven strands; Communication, Functional Maths, Enterprise and Work Related Skills, Developing and Managing Relationships, Creative Development, Health and Well-being, and Community Links and Participation.

Life skills 

Life skills permeate the taught curriculum at all levels. Development of communication, independence and social skills are seen as vital components of the education we provide at Southview. Evidence of progress in these subjects is captured via our social skills assessment systems. Soft data is collected to evidence progress in areas not deemed as ‘academic’ e.g. confidence and sociability. As pupils progress through the school, there are opportunities to take part in work experience or to become part of the school council. This will help to develop confidence, initiative and problem solving skills.


Supplementing the curriculum, we have an afternoon per week devoted to enrichment, when physical skills in their broadest sense are worked on. Activities might include yoga, zumba, exploring sensory materials and developing fine and gross motor skills.  Pupils’ personal physical targets are worked on in a fun and targeted way under the advice of the physiotherapist and occupational therapist.


Parents are partners in their child’s education. Some pupils take homework home at their parents’ request. Parents who wish to help and encourage their children through homework are invited to discuss the work and approaches used with learning leaders. Homework might take the form of physiotherapy programmes or exercises from the relevant therapist.


Where desirable and appropriate, developmental learning and social experiences are available in mainstream settings. We work collaboratively with other schools and organisations to include our students.


The organisation of the timetable is structured to suit the needs of pupils. Classes and activities are organised to reflect the abilities of the children, and a mix of individual, small group and whole class teaching takes place. The timetable will look different in each learning team and will reflect the curriculum being taught there.


There will be opportunities for pupils to work with relevant therapists such as Physiotherapists, Speech and language therapists, Music therapist, Occupational therapists. Additionally pupils may spend time in group or individual communication sessions with 1:1 support.

Additional support/intervention

Pupils may have access to some form of additional support or intervention. This could be academic support in terms of preparing pupils for exams or it could be take the form of one to one sessions for pupils in receipt of Pupil Premium for example. We also have a ‘well-being lead’ who takes pupils out to support them with emotional wellbeing or life skills. We currently also provide horse riding lessons for targeted groups.


Recognising achievement

Each class use their own age-appropriate systems to recognise and celebrate achievement. There are stickers from the Head teacher, and regular assemblies to share good work and success.

Monitoring and developing excellence in learning

Pupils’ work is continuously monitored and assessed by learning teams. Progress is recorded and next steps identified. These are drawn from the curriculum and from targets discussed with parents/carers at annual review meetings of the EHCP. Targets are displayed around the classroom and discussed with support staff and also pupils themselves where appropriate.

The whole school, including parents, staff and pupils have recently contributed to creating a new curriculum within Key Stages 1-4, making it even more relevant and innovative. Learning leads are responsible for their class targets, but also, in some cases, lead a subject across school. They will keep abreast of new developments in their subject, and have an understanding of how their subject is taught at all levels across the school. They will be aware of where data shows strengths and weaknesses in their subject, and have a plan on how to address this, either through supporting themselves or through external continued professional development courses.

Reviewed: Spring 2022

Next Review: Spring 2023