Curriculum Information
Vale of Evesham School is organised into four phases: Early Years, First School, High School, and Sixth Form. Pupils follow one of several curriculum pathways, carefully matched to their individual learning needs. These pathways include:
- Early Years – Be more playful
- Complex Pathway – Be more curious and Be more connected
- Semi-Formal Pathway – Be more skilful
- Formal Pathway – Be more aspirational
- Sixth Form (Strand 6) – Be more prepared
The school adopts a Quality First Teaching approach, ensuring that all pupils benefit from high-quality, inclusive teaching. Its creative curriculum is specifically designed to meet the diverse needs of learners, with a strong focus on Preparing for Adulthood, equipping pupils with the skills, knowledge, and independence needed for their future lives.
Our Curriculum Aims To:
- Promote independence and a love of learning
- Maximise the individual’s potential and develop a level of resilience.
- Offer a wide breadth, balance, relevance, differentiation, progression and continuity that is suited to each learner.
- Address the needs and requirements of each pupil’s Education, Health and Care Plan (EHCP). This may require specific modifications of, or dis-applications from, various National Curriculum requirements
- Provide a stimulating and engaging learning environment which promotes effective learning and enables the pupil to experience a sense of enjoyment and achievement throughout their school career
- We prepare pupils for life by equipping them with the skills, confidence, and knowledge needed to successfully navigate transitions, manage new experiences, and thrive in adulthood.
- Encourage pupils to meet their aspirations.
School Curriculum Model
Curriculum Pathways
Our curriculum has aspirational yet realistic expectations for all learners across the following pathways:
| Pathway | Pupils | Content |
| EYFS Be more playful | Early Years | Learners follow the EYFS curriculum throughout Early Years. This is a developmental curriculum, which plays a diagnostic role in establishing which of the two pathways the child begins in First School. |
| Complex Be more curious Be more connected | For pupils with complex learning disabilities and difficulties or profound multiple learning difficulties. needs FS1 onwards | A developmental sensory based curriculum. Supporting pupils to engage in the world around them. To build and sustain meaningful interactions and make choices. |
| Semi-Formal Be more skilful | Pupils with severe learning needs for FS1 onwards. | A predominately skills based curriculum that focuses on embedding key knowledge and mastering key skills that prepare pupils for life beyond school. This broad curriculum provides pupils with the opportunity to consolidate and generalise their skills to develop their long-term memory through the delivery of core and foundation subjects. The curriculum creates opportunities for appropriate independence and fostering skills for life. |
| Formal Be more aspirational | Pupils with moderate learning needs FS3 onwards | Delivered through an adapted National Curriculum, where pupils access a full range of core and foundation subjects. We focus on outcomes for life after school, giving the opportunity to gain accreditation to support their next steps into college and/or appropriate employment. |
| 6th Form (Strand 6) Be more prepared | Pupils with severe and moderate and complex learning needs in 6th Form | 6th Form has preparing for adulthood at its centre. Developing pupils’ independence and life skills in preparation for their next step destination. Pupils have the choice to choose which strand they follow in order to meet their ambitions. |
Curriculum Design
Early Years (Be more playful)
In EY we follow the key principles of the EYFS with a focus on the Prime areas of development as well as Thinking and Literacy.
In the EYFS classes children are supported to develop through a balance of child led learning and adult led learning. Adults support learning through play and this is an essential part of learning for this younger group of children. During adult led learning adults support the essential early learning skills that allow them to sit and take part in adult activities as part of a group and to actively learn. As the children move through the reception year there is a gradual change of emphasis as they are encouraged to take part in more adult led learning activities.
Complex (Be more curious and Be more connected)
The complex curriculum meets the needs of pupils who have profound and multiple learning difficulties and those who have complex learning difficulties (complex SLD)
We understand pupils with PMLD as being those pupils who
‘’are on a spectrum that indicates that they have profoundly complex learning needs. In addition to profound learning difficulties, learners are likely, though not in all cases to have other significant difficulties such as physical disabilities, sensory impairments and/or severe medical conditions. Learners require a high level of adult support, both for their learning needs and also for their personal care. They are likely to benefit from engagement across all senses and will need a curriculum which recognises that all learners will to a greater or lesser degree, have difficulties with object permanence, contingency awareness, declarative communications, making choices, learning by imitation and following instruction. Learners generally communicate by facial expression, body language and other non-verbal methods.’’
Imray and Colley, 2017
We understand pupils with CLD (complex learning difficulties) as being those pupils within the SLD spectrum who alongside their learning needs may have some additional difficulties that include
- social communication, social interaction, and rigidity in behaviour towards thought and change sensory sensitivities
- A tendency towards restricted personal interests
- A need for support and direct teaching to engage in social activities
- Difficulties in conforming to what may be considered conventional school behaviour which means much or all of the learning takes place in very small groups or on an individual basis.
Pupils with CLD are intentional communicators. Pupils use a range of communication strategies including body language, gesture, sign, symbols, symbol exchange and AAC. Some pupils may use a limited range of words or protowords – however most pupils with CLD are nonverbal or minimally verbal.
Engagement
Engagement is central to effective learning for pupils following the complex curriculum. We use the Engagement scale and profile (Carpenter et al, 2015) as a tool to analyse the learning and teaching experiences we offer and pupil responses to these activities. We acknowledge that there will be significant overlap in skills, knowledge and understanding between some pupils following the complex curriculum and those following the semi formal curriculum. How best to engage pupils and so maximise their learning is the dominant factor in deciding which curriculum pathway is most appropriate.
Semi-formal Curriculum (Be more skilful)
The Semi-formal Curriculum is a specific pathway designed to support and nurture the needs of children with a range of severe learning difficulties. The Semi-formal pathway is mapped out with a variety of statements that are based around embedding key knowledge and developing key skills. We call these ‘Sticky Knowledge’ and ‘Sticky Skills’ and the premise behind these are that pupils on this pathway leave our school with fundamental knowledge and skills that ‘stick’ with them for life. The ‘Sticky Knowledge’ and ‘Sticky Skills’ are focused on promoting independence, prepare for adulthood and engage with the world around me; which is why we strive to provide frequent real-life opportunities for students to feel part of and understand their local and wider community. This curriculum pathway is designed to celebrate that each child has an individualised learning potential, and our high-quality teaching enables each learner to master a range of key knowledge and skills at a level suitable to them.
Formal (Be more aspirational)
The Formal curriculum is designed to meet the needs of pupils with moderate learning difficulties. The curriculum is designed to engage, stretch and accredit the work that pupils do. Some pupils are placed on the Formal curriculum at FS3 . The curriculum is designed to give a breadth and balance of National curriculum subjects as well as develop independence, prepare for adulthood and help pupils understand their role in the wider world. The school accredits at Entry level 3 if appropriate in English. Maths, Science and PE. Signalong for Learners and Arts Award are offered as an additional accredited options in HS2. Pupils are encouraged to become independent and curious learners, with a focus on promoting core skills and Preparation for Adulthood.
6th Form (Strand 6) ( Be more prepared)
At VOES, we offer three strands as part of our 6th Form Local Offer for semi‑formal and formal pathway students. Learners select the pathway that best aligns with their interests, strengths, and future ambitions. The available strands are Café/Horticulture and Creative Enterprise.
All students also access options related to Health and Fitness and Mental Health and Wellbeing, supporting their physical and emotional development. In addition, Independent Living Skills form a core component of preparation for adulthood, ensuring learners build confidence and practical life skills.
Each student will take part in a ‘My Strand 6’ discussion, where they explore the three strands in detail and make an informed choice based on their aspirations. These discussions are recorded on Evidence for Learning. A review will take place in the summer term of Year 12 to revisit each student’s choices and discuss progress, ambitions, and next steps toward their future goals.
This Strand 6 Offer applies specifically to semi‑formal and formal pathway students. Learners following the Complex Pathway access a distinct curriculum designed to meet their individual needs and developmental priorities — see the Complex Pathway Curriculum section for further details.
Implementation
Early Years (Be more playful)
Early Years have a continuous provision of what is available all of the time for the child led learning. Enhancements for this are detailed in the medium and short term plans relating to the topic, the needs and also interests of the cohort of children. Adults support learning through play by observing and responding in that moment by playing alongside, modelling, commenting, supporting and encouraging play.
There is a long-term plan with topics to and to focus on to ensure all areas of development are supported.
This is then broken down into medium term plans for each topic each half term with focuses for the areas of development and individuals next steps and SaLT targets. Adult led activities will happen within a familiar routine and have a high level of structure. Details for the adult led sessions will be broken down in the short term planning and observations of the previous week will feed into the short term planning for the subsequent week.
We work closely with other professionals and parents to support the learning at this early stage of development.
Complex (Be more curious and Be more connected)
Lesson structure
Pupils with PMLD and CLD learn in different ways from their peers therefore for them to learn effectively lessons will look different. Learning is likely to be individualised rather than differentiated. Effective lessons may involve all of the pupils doing different things, sometimes supported by an adult, sometimes exploring an enabling environment independently. Some pupils may be learning at the table, others may be learning on the floor or whilst moving around the classroom.
Pupils following the complex curriculum often have difficulties with sensory processing and in managing arousal levels. They may be taking part in sensory diet activities to allow them to access learning. Effective lessons following the complex curriculum may allow for periods of activity and periods of apparent inactivity. Effective engagement is key in providing high quality learning experiences, this engagement may ebb and flow during a lesson.
Pupils following the complex curriculum will have delays in their attention. Lessons should be short (30mins unless an offsite activity or one involving travel.)
Breadth and Balance
We recognise that to maximise engagement and learning we need to give our pupils a rich and inviting range of learning opportunities. We use themes to ensure pupils have a range of experiences as they progress through the school year and through their school career. We concur with Imray and Hinchcliffe 2014 ‘’for the most complex (learners) let’s focus on the things that matter. This is why we advocate a very different personalised curriculum for some learners, which might be broad and balanced when we can make it so, but above all, is relevant’’
The impact of learning opportunities is assessed on an ongoing daily basis through careful staff observation. Impact is evidenced using the Evidence for Learning online system. We use the engagement model to assess pupil engagement across the range of learning opportunities given to pupils following the complex curriculum pathway.
Progress in communication and cognition is assessed using the Vale of Evesham routes assessment tool. A small minority of pupils following the Complex (Be more curious) pathway who have literacy and thinking skills as an area of strength may also be assessed using the Vale assessment framework (V levels). For those pupils in a Complex (Be more connected) they will be assessed on the V levels.
We work collaboratively with parents and other professionals including speech and language therapists to set long-term communication targets as part of pupil EHCP reviews. All pupils will have at least 1 target around their communication needs.
Semi-formal Curriculum (Be more skilful) and Formal (Be more aspirational)
For each curriculum area, teachers are provided with a subject overview and a long-term plan. This ensures that all curriculum content is thoroughly covered and that the allocated hours are age-appropriate and aligned with each phase of learning. It also helps to ensure that topics are carefully sequenced, avoiding unnecessary repetition or overlap, and supporting a coherent and progressive learning pathway for pupils throughout their school journey.
This structured approach enables pupils to build on prior knowledge and experiences, promoting a logical and sequential development of skills and understanding over time. Teachers track and monitor pupil progress using Evidence for Learning, allowing them to assess achievements effectively and inform future planning.
6th Form- Strand 6
The 6th Form curriculum is implemented through a balanced approach of both explicitly taught sessions and integrated learning opportunities, ensuring that key skills are developed systematically and applied meaningfully across contexts. Teachers are provided overviews and long term plans from which to plan.
Students have options including expressive arts, creativity, yoga, gym activities, Duke of Edinburgh (DofE), cycling this further supports this model by providing rich, varied contexts in which learning is both explicitly revisited and naturally embedded. These experiences are carefully planned to consolidate and extend skills introduced in discrete lessons, ensuring transferability and real-world application. Digital literacy is also embedded where appropriate, supporting independence and engagement through the purposeful use of technology. This combined approach ensures learning is cohesive, relevant, and accessible, enabling learners to build confidence, independence, and the ability to apply their skills across a range of environments.
Topic/ Theme Year Rota
Teachers will follow the below rota as to which topic area they will be following. This is to ensure pupils do not repeat topics and areas of learning, ensuring a broad, balanced and spiralled curriculum.
EYFS-HS1
| Academic Year | 2021/2022 | 2022/2023 | 2023/2024 | 2024/2025 | 2025/2026 | 2026/2027 |
| Topic Year | A | B | A | B | A | B |
HS2
| Academic Year | 2021/2022 | 2022/2023 | 2023/2024 | 2024/2025 | 2025/2026 | 2026/2027 |
| Topic Year | A | B | C | A | B | C |
6th Form
| Academic Year | 2021/2022 | 2022/2023 | 2023/2024 | 2024/2025 | 2025/2026 | 2026/2027 |
| Topic Year | A | B | A | B | A | B |
Frameworks and Guidance
| Framework Title | Levelling System | Phase | Curriculum |
| Early Years | |||
| Early Support- Literacy | Steps | EY | EY |
| Early Support- CAL | |||
| Early Support- PD | |||
| Early Support-Thinking Skills | |||
| Early Support- PSED | |||
| Guidance | |||
| CoETL | EY | EY | |
| Intensive Interaction | EY | EY | |
| Steps to Eating | EY | EY | |
| Semi Formal and Formal | |||
| Assessed Against | |||
| Vale- Reading- Phonics | V1-6 NC | First/High | Semi Formal/Formal/ Complex- Be more connected |
| Vale- Reading – Comprehension | |||
| Vale- Communication | |||
| Vale- Writing/Fine Motor | |||
| Vale- Maths- Number | |||
| Vale- Maths- SSM | |||
| Vale- Maths- Data Handling | |||
| Guidance | |||
| Vale- Computing | First/High/6th Form | Semi / Formal | |
| Vale-Science | First/High | Semi / Formal | |
| Vale-PSHE KS1 and 2/ PSHE KS3/4 | First/High/6th Form | Semi / Formal | |
| SMART Moves PE | First School | Semi Formal | |
| Vale PE Skills Grid | FS3-HS2 | Semi Formal/Formal | |
| MPTIW- RE MPITW- Georgraphy MPITW- History Creativity – Food Technology Creativity- Design Technology Creativity – Art Forest Skills Progression Community skills Progression | First/High | Semi-formal | |
| Learning for Life – Home Management Learning for Life – Kitchen Skills Learning for Life- Autonomy Learning for Life- Travel and transport Learning for life- Accessing the community | 6th Form | Semi/ Formal | |
| Music- Sounds of Intent | First/High | Semi / Formal | |
| Complex- Be more curious/ Be more connected | |||
| Assessed against | |||
| Vale Routes Assessment Framework Cognition/ Communication | Vale Routes 1-7 | First/high | Complex |
| Guidance | |||
| Intensive Interaction | 7 Point interaction scale | First/high | Complex |
| Rebound Proficiency | Grade 1 and 2 | First/high | Complex |
| Sounds of Intent | Reactive Proactive Interactive | First/high | Complex |
| Positive Looking | First/high | VI | |
| Steps to eating | First/high | Complex | |
| SEMH Autonomy | First/high | Complex | |
| SEMH Community | First/high | Complex | |
| SEMH Wellbeing | First/high | Complex | |
| Sensory | First/high | Complex | |
| PD | First/high | Complex | |
External Accreditation
Consideration is given annually to the suitability and relevance of any externally accredited qualifications. The courses currently delivered are outlined in the chart below; however, these are subject to change in order to respond to the evolving needs of students, the availability of new courses, and developments in curriculum provision.
| SATS- English/ Maths | SATS | FS3 | Formal |
| Entry Level English | Entry Level 3 | HS2 | Formal |
| Entry Level Mathematics | Entry Level 3 | HS2 | Formal |
| Signalong for Learners | Pre-entry level/ Entry level1-2 | HS2 | Option Semi-formal/ Formal |
| ARTS Award | Discover Explore Bronze | HS2 | Option Semi-formal/ Formal |
| Entry Level Science | Entry Level 3 | HS2 | Formal |
| Entry Level PE | Entry Level 3 | HS2 | Formal |
| English Language GCSE | GCSE | HS2 | Formal |
| Mathematics GCSE | GCSE | HS2 | Formal |
| Duke of Edinburgh Award | DofE Bronze Silver | 6th Form | Option for 6th form |
This cycle outlines the school’s comprehensive approach to monitoring teaching and learning. Through regular scrutiny, inquiry, observation and data analysis, leaders evaluate the effectiveness of classroom practice and the impact of the curriculum on pupil outcomes. The evidence gathered informs continuous improvement, supports staff development and ensures that all pupils receive a high-quality educational experience.
Teachers follow the below rota as to which year on the LTP they will be following. This is to ensure pupils do not repeat topics and areas of learning, ensuring a broad, balanced and spiralled curriculum.
EYFS-HS1
| Academic Year | 2021/2022 | 2022/2023 | 2023/2024 | 2024/2025 | 2025/2026 | 2026/2027 |
| Topic Year | A | B | A | B | A | B |
HS2
| Academic Year | 2021/2022 | 2022/2023 | 2023/2024 | 2024/2025 | 2025/2026 | 2026/2027 |
| Topic Year | A | B | C | A | B | C |
Strand 6
| Academic Year | 2021/2022 | 2022/2023 | 2023/2024 | 2024/2025 | 2025/2026 | 2026/2027 |
| Topic Year | A | B | A | B | A | B |
