The aim at Bower Grove School is that all pupils have a right to access a curriculum that is of good quality, meaningful and appropriate to their individual needs whilst not compromising their entitlement.  Lessons at Bower Grove should motivate, engage and excite our pupils.  Clear routes of progression and development within curriculum planning result in coherence and continuity throughout the school.

With the complex learning and behaviour needs of the pupils being admitted to Bower Grove the school acknowledges that the needs of the individual are central and that the provision offered should be sufficiently flexible to enable pupils to be placed at an appropriately challenging point on the continuum at any time during their school career.

This school works in partnership with parents and the views of parents and pupils are taken into account in achieving the appropriate balance between pupils’ rights to curriculum access and the need for some to access other experiences such as alternative curriculum, mainstream inclusion, therapy or intensive tuition to enhance or consolidate core skills. Curriculum development in conjunction with the needs of the individual, strives to ensure maximum progress for all pupils.


To ensure that all pupils have access to a broad, balanced, challenging curriculum based on the National Curriculum

To ensure quality curriculum content through systematic curriculum planning and monitoring procedures.

To ensure that all pupils have access to an appropriately differentiated curriculum.

To ensure that pupils cover Programmes of Study and develop learning strategies needed to transfer between special school and mainstream provision.

To provide pupils with access to accredited courses at Key Stage 4.

To clearly identify progression pathways for children at 14, including access to Further Education, vocational courses and work related learning.

To ensure that there is an equality of access to all courses.

To promote pupils spiritual, moral, social, cultural and physical development in order to assist pupils in becoming thoughtful and responsible citizens.

To develop independence and life skills through experiences and programmes such as food, mobility, residential and work experience.

To prepare pupils for the opportunities responsibilities and experiences of adult life.

To monitor and assess pupil progress for the purpose of ensuring high standards of achievement.

To engage pupils in understanding how they may make improved progress through Assessment for Learning.

Fundamental British Values are intrinsic to curriculum planning and delivery.

Curriculum Organisation

Each curriculum area has a designated subject leader, to oversee its organisation.  Long, and medium planning systems follow the common framework adopted for curriculum planning and delivery throughout the school.  There are common principles throughout the school but as an all age school there are naturally some variations between the organisational needs of the primary and secondary phases of the school.

KS1 and 2 Phonics  – Sounds-Write is an effective alternative strategy to teaching reading, spelling and writing.  It is a multi-sensory approach which aids concentration.  The Sounds-Write approach to reading is phonographic.  It starts from what all children acquire naturally and right from the start the sounds of their own language.  It teaches that letters or combinations of letters, called graphemes, are the agreed ways in which we represent sounds when we write.

Primary – at KS1, where relevant, the foundation curriculum informs the planning and the Foundation Stage Profile is used to monitor, record and report on achievement.  The National Curriculum levels are used to report at the end of KS1 and these levels are moderated alongside mainstream schools in the area.  At KS2 the primary curriculum is based on a curriculum model in which core national curriculum subjects (English, Mathematics and Science) are taught as separate subjects.  Foundation subjects are learnt experimentally, following a creative approach to learning.  EHCP’s are managed and monitored by class teachers.  The Boxall Profile is an assessment tool used to monitor social and emotional development and engagement in learning for all pupils. Pupil interventions identified in Provision Plans are delivered as an integrated element of classroom learning.

Secondary – the secondary curriculum is organised on subject based model with pupils moving to specialist rooms and teachers. At Key Stage 3 pupils follow National Curriculum at a highly differentiated level. Additional interventions are used with identified groups and individuals.  At Key Stage 4, grouping according to ability occurs in some subject areas enabling all able pupils to be extended whilst allowing pupils needing enrichment activities to be supported through greater differentiation. Accredited courses are followed in English, Maths, Science, Computing, PE, Art, Technology and Music. Pupils enjoy a creative curriculum and work towards Arts Award accreditation.  Throughout the secondary phase class teachers oversee the delivery of Individual Education Plans.

In Year 11 CXK visit pupils to help them prepare for their EHCP transitional review meetings. These highlight areas of strength and need for each individual. The aim is to ensure that the relevant support and opportunities are accessed in order to achieve competencies and develop the confidence to participate fully in life as independent young adults. Links with Further Education Colleges, CXK and industry enhance the work related learning aspects of the curriculum.

The school actively promotes enrichment activities; however this may have an impact on curriculum access. Any integration or inclusion programme is explained fully to parents and pupils with regard to the curriculum impact and parental permission is sought before a programme is embarked upon. Disapplication from the National curriculum will only be sought in very exceptional circumstances.

For further information about the school curriculum, please contact the Subject Leader via the school office who will direct you to the key academic personnel.

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