The curriculum itself offers academic, vocational and therapeutic support as well as a comprehensive careers pathway which runs throughout the whole school.

Northcroft School is proud of our curriculum. It is ambitious and inspiring. The curriculum itself offers academic, vocational and therapeutic support as well as a comprehensive careers pathway which runs throughout the whole school to ensure all young people and their families make informed choices about their future after Northcroft School. The team itself is dedicated to offering a curriculum which is broad (in terms of subject areas covered) and balanced (in terms of skills and competencies). Pathways are firmly inbuilt into KS4, which enables all students to achieve - regardless of their starting point at Northcroft School.

There are daily lessons in Mathematics, English and Reading alongside weekly lessons to ensure that the schools offer a board curriculum in all key areas and KS4 students' pathways are successfully achieved ; PSHE. SMSC and British Values are embedded within all aspects of the curriculum.

We understand the importance of emotional and social literacy in developing a student's character. For this reason, we follow a Social Emotional and Mental Health (SEMH) scheme of work developed by our team of therapists and educators, that seeks to empower students to take responsibility for their own mental health.

Our Personal Development and life skills sessions  educate and support our    students on relevant topics such as:

• Communication and interaction
• Health and well-being management
• Understanding identity and relationships
• Understanding society and the wider world

We want to inspire our students to develop a love of learning, the self-belief to take risks and the confidence to achieve anything they set their mind to, aligned to our school aims and priorities.

Curriculum Intent

• Our curriculum is designed so that all students, regardless of when they join Northcroft  and at what stage of their learning, will have a range of subject opportunities at a level that is suitable for their age and stage and differentiated according to their learning levels.
• We aim to include a range of different assessment methods to accommodate our students' needs and abilities, whilst enabling them, wherever possible, to achieve an equivalent standard to their chronological mainstream peers.
• We have clear pathways for learner progress and the subjects thread through the school, with clear progression from one year to the next, allowing the process of learning, revisiting and embedding skills and knowledge.
• Finally, we aim to provide a curriculum which recognises our students' needs, plays to their strengths, supports them to develop those skills which may not come naturally to them and prepares them for a full, independent and successful life, in line with CEIAG (Careers, Education, Information and Guidance) and PfA (Preparation for Adulthood) themes.

 

Curriculum Implementation

• Our curriculum - across all subjects - is adapted to meet the individual needs of the students and to draw on their strengths, interests and abilities. We have high expectations of our students and work hard to enable them to achieve their potential.
• The curriculum, underpinned by therapeutic principles, is delivered using phenomenon-based teaching, enquiry-led learning and clearly defined structures of learning. This is to support students to understand the relevance of topics and be able to ‘place’ their learning within real life and familiar contexts. It also promotes opportunities for creativity and collaborative work with peers. 
• Our teachers are all regularly trained and understand Autism, ADHD, PDA, Trauma & attachment, its individual presentations and its impact on learning; as such, they deliver their lessons with a unique style to engage, challenge and progress students within school. 
• Learning is delivered in small groups with a high level of support staffing; our approach to learning is underpinned, not only by therapeutic principles, but within the context of positive behaviour management, to minimise disruption and maximise focus.
• The curriculum across all subject areas is designed to enable students to learn, relearn and revisit topics across different year groups, adding layer upon layer of learning to reinforce and develop subject knowledge. 

  

Curriculum Intended Impact

​Ultimately, it is our goal that students will leave Northcroft School with:

• A secured post 16 destinations 
• 5 accredited qualifications 
• An understanding of emotional regulation and the strategies needed to achieve this.
• An understanding of their social/relationship needs and appropriate behaviours within these.
• A positive self-esteem and an understanding of how uniquely wonderful they are.
• A range of self-help and independence skills.
• Students with EHCP'S and who EAL is identified will leave  Northcroft School equipped with tools to support their welfare.
• A developed sense of sensory integration and physical development.
• An ability to express themselves appropriately, positively and with maturity.

 

We are currently receiving Pupil Premium funding for 5 students at Northcorft School . The funds are spent solely on individual requirements to support attainment and development.