Woodeaton Manor School – Curriculum Statement

Woodeaton Manor School is a special school which caters for children with a variety of complex needs. These include: 

• Language and learning difficulties 

• Autism 

• Attention deficit hyperactivity disorder (ADHD) 

• Behavioural problems 

• Social, emotional and mental health needs (SEMH)

Our intention is to equip all pupils with the skills and knowledge they need to be effective learners so they may have as happy, fulfilled and successful futures as possible. 

Our Curriculum: 

• Meets the needs of pupils with a wide range of aptitudes and abilities 

• Is broad and balanced 

• Follows an adapted version of the National Curriculum 

• Includes methods and approaches that meet the needs of each individual pupil and supports their personal development 

• Supports the outcomes described in each child’s Education, Health and Care Plan (EHCP). 

Our curriculum model aims to: 

• Maximise each pupil’s engagement 

• Support outstanding progress across all areas of learning 

• Provide motivating and relevant learning opportunities and developmental activities 

• Adopt a personalised approach that allows staff to plan in response to a pupil’s individual needs and interests and take into account their barriers to learning 

• Aims to ensure that pupils are well prepared for the next phase of their education 

• Lay the foundations for pupils to have a meaningful and independent adult life and are well-placed to make a positive contribution to life beyond school 

• Base learning opportunities on real-life experiences in engaging, cross-curricular, innovative, and stimulating and inspiring ways 

• Promotes pupils to engage, participate and try hard 

• Provide pupils with the foundations for learning so that they can achieve and progress at their own pace 

Curriculum planning should: 

• Be highly focused on communication and interaction through a language rich environment, continuous provision and learning activities 

• Provide opportunities to generalise skills across a range of contexts 

• Aim to develop our pupils by providing well-planned, trans-disciplinary sessions that maximise engagement, achievement and progress 

• Use outdoor learning experiences so that pupils learn within real world contexts 

• Use educational visits or external visitors to motivate and engage learners. 

Assessment should be accurate, precise and used to clearly identify: 

• Pupils’ stages of development and learning 

• Appropriate next steps that allow pupils to access meaningful, appropriate and well-differentiated learning opportunities.