The development of our new curriculum is being overseen by Katie Cardwell.

The aim of our curriculum at Willow Park is to help students develop a greater understanding and acceptance of themselves as positive individuals with a value that goes beyond school. With a nurturing environment and positive relational practice at our core, we will create a safe space where children feel part of the 'family', a space where they feel cared for and can be accepted for who they are.

We will be relentless in our pursuit of ensuring our children achieve their maximum potential and appropriate qualifications, leading to progression to further education and employment.

Aims

• For all pupils to have Maths and English skills to allow them to develop life chances and access further education, training and employment.
• For all pupils to develop their reading and phonics skills.
• To encourage pupils to recognise the value of reading.
• Provide a broad and balanced curriculum that is sequenced towards knowledge progression which is challenging, engaging and enjoyable.
• Provide pupils with the knowledge and skills they will use both in their next steps of school and into employment and training.
• Ensure all pupils meet the outcomes set out in their Education Health Care Plans.
• Teach pupils to develop strong relationships and know how to make positive choices that help keep them safe.
• Have careers imbedded throughout curriculum subjects which stimulate the aspirations and abilities of all students.
• Support pupils’ spiritual, moral, social and cultural development.
• Support pupils’ physical development and responsibility for their own health, and enable them to be active.
• Provide positive cultural capital opportunities to support their understanding of the wider world.
• To identify what the child needs, giving effective support through high-quality teaching to close the gaps pupils may have in their understanding.

The curriculum is organised via key stage and phase groups; Rivelin, Loxley and Sheaf. Due to pupils having such varied starting points upon entry to school, each curriculum subject is broken down into progression grids, which detail the skills and knowledge pupils should know. Progression grids allow staff to identify gaps in learning and the ability range a pupil is working at. Curriculum content is then targeted to close the gaps in missed knowledge whilst the learning is adapted to meet individual pupil needs.

Subjects are sequenced in accordance to the National Curriculum through long-term plans, subject roadmaps, and progression grids.

Rivelin phase follows a primary model. The pupil cohort is predominately primary-aged pupils with the addition of some Y7 pupils who are not yet ready to transition into KS3 phase. All curriculum subjects are delivered by the pupil’s class teacher with the exemption of PE, which is delivered by a subject specialist. The curriculum follows the National Curriculum and every effort is made for pupils to access an age-appropriate curriculum. However, this is subject to starting points and individual ability.

Loxley phase follows a transitional model which aims to prepare pupils for KS4. The pupil cohort is predominately KS3. This curriculum follows the National Curriculum and every effort is made for pupils to access an age-appropriate curriculum. However, this is subject to starting points and individual ability. In order to minimise the number of transitions for pupils throughout the day, all pupils have a main classroom which serves as a safe space with regular class staff. Pupils stay in this classroom unless they are being taught foundation subjects. These subjects are designed and delivered by subject specialists in specialist environments. Pupils in Y9 who demonstrate they are able to transition into their next phase in education will access the Sheaf KS4 model.

Sheaf phase follows a KS4 model where pupils are working towards their next life stage. Where possible, pupils are grouped according to their academic ability. However, due to the level of need and support there may be exceptions to this. The focus of the curriculum is for pupils to achieve a wide range of qualifications and effective careers guidance prepares pupils for their next life stage. All subjects taught in the Sheaf phase follow the National Curriculum and are delivered by subject specialists. Pupils are supported by a regular teaching assistant throughout the day.