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Curriculum Information

Please view our September 2021 Semi- Formal and Formal Curriculum below

Curriculum Statement 21/22

The school has 4 Phases: Early Years, First School, Middle School and High School. In First School pupils are taught by a class teacher and have regular opportunities for child-initiated learning. In Middle School the young people are taught by some subject specialist teachers. In High School most pupils follow accredited programmes and are taught by specialist teachers.

Pupils in First, Middle and High School follow one of the following curriculum pathways, depending on their learning needs – Formal, Semi-formal or Pre-formal.

Vale of Evesham school adopts a quality first teaching model and has its own creative curriculum devised to meet the specific needs of our pupils. The curriculum provides opportunities for active learning and encourages independence. There is a wide range of technological support to enable pupils to learn effectively such as Eye Gaze, Switches, and a wide range of programmes and apps for various subjects and activities. Vale of Evesham school has a sensory room and here are serval adaptions in rooms to support learning, e.g. cookers and sinks that lift up and down and tables that are height adjustable in the science laboratory.

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 learning environment which promotes effective learning and enables the pupil to experience a sense of enjoyment and achievement throughout their school career

Curriculum Pathways






Early Years Learners follow the EYFS curriculum throughout Early Years and Year 1. This is a developmental curriculum, which plays a diagnostic role in establishing which of the two pathways the child begins in Key Stage 1.


Pupils with complex or profound needs KS1 onwards A developmental sensory based curriculum helping pupils to connect and respond to the world around.



Pupils with severe and moderate learning needs KS1 onwards




Skills based creative curriculum with a basis of a highly differentiated national curriculum


Pupils with moderate learning needs  UKS2 onwards Adapted National Curriculum which emphasises skills for life

Pathway Allocation

When moving on from




VOE Routes

Progression Step



High School

Formal PStep 10 Level 2
PStep 9
PStep 8 Level 1
PStep 7 Entry 3
Standard 6 PStep 6
Standard 5 PStep 5 Entry 2
Standard 4 PStep 4 Entry 1

Secure Step 4 or higher of Early support

Semi-Formal Standard 3 PStep 3 Step 7
Standard 2 VOE routes 9 PStep 2 Step 6
Standard 1 VOE Routes 8 PStep 1


Working  in Step 1-3 of Early support


Pre-Formal VOE Routes 7
VOE Routes 6
VOE Routes 5
VOE Routes 4
VOE Routes 3
VOE Routes 2
VOE Routes 1

Curriculum Design

Early Years

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 the essential early learning skills that allow them to sit and take part in adult activities as part of a group and to actively listen. As the children move in to reception there is a gradual change of emphasis as they are encouraged to take part in more adult led learning activities.


The pre-formal pathway focuses on the key areas of learning outlined in pupils’ EHC plans – communication, cognition, physical skills, sensory needs and social emotional and mental health needs. Pupils have individual learning plans that reflect the highly individualised approaches needed for learning. We encourage pupils to be active communicators using a range of approaches including intensive interaction and augmentative communication strategies. We support pupils in having as much control over their environment as possible using an active learning approach.

Teaching and learning for our pre formal learners is sensory in nature. .A topic overview supports teachers in providing an imaginative framework of sensory experiences.

Semi-formal and Formal

Semi-formal and Formal pathways follow a topic based creative curriculum (see topic overview). There is an over arching whole school theme which are linked to the Fundamental British Values, which can be embedded to an appropriate level for the class. Whether that be by values board, class rules, collective worship and reflection or within the curriculum content.

The two pathways are parallel in design to allow pupil transition from one pathway to another when appropriate to the learner. The pathways run on a two-yearly cycle apart from High School which operate on a three-year rolling programme. This allows for skills to be developed through a spiral approach to learning across all subjects. Where repetition does occur, this is to ensure the skills are embedded, developed and extended. Some areas may appear the same, however they will be taught at a different level appropriate to their phase.  The topics are designed to reflect age-appropriate learning and development across the school.


Early Years

EY 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 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.


Pupils following the pre formal curriculum pathway have a session each day focussing on communication and cognition. Pupils with physical needs have a daily session to support learning in this area.

Teachers track progress using Routes for learning and Vale of Evesham Routes for learning. We acknowledge that engagement is crucial to optimise learning and use the engagement model to analyse pupil experiences and play approaches to best enhance engagement.

Semi-formal and Formal

For each curriculum area teachers are provided with a subject overview and long-term plan. This is to ensure all areas of the curriculum content are covered and the number of hours are relevant to age and phase. This also ensures topics relate and do not overlap, ensuring the pupil has a progressive learning pathway throughout their school life. This allows the pupil to build on previous knowledge and experiences providing a sequential approach to learning throughout the school. Teacher will track and access pupil progress through the use of B Squared.

Topic Year Rota

Teachers will follow the below rota as to which topic area they will be following. EYFS-KS3 will run on a 2 yearly programme. High School will run on a 3 yearly programme. This is to ensure pupils do not repeat topics and areas of learning, ensuring a broad, balanced and spiralled curriculum.


Academic Year





Topic Year



High School

Academic Year





Topic Year



Topic Breakdown (not Pre-formal)