Curriculum
Our students are here to prepare for the future they want. We’re here to help make that happen. Step by step we help our learners conquer their barriers, go beyond their expectations and own their unique success. And we do so through our bespoke curriculum.
Why Inscape House School?
- Choose from a broad range of subjects based on the national curriculum
- Learn communication, social and life skills
- Prepare for all aspects of adulthood, from future work and community life to independent, healthy living
- Gain nationally recognised qualifications
- Learn at your level, with an individual academic and therapeutic programme designed around you
If you'd like more information about our curriculum, get in touch with Hannah Stollar.
E: hannah.stollar@togethertrust.org.uk
Curriculum stages
Curriculum stages
Primary school
Over three years, students take part in theme-based learning. Rather than rigid subject lessons, students explore different aspects of the curriculum through themes. This helps make learning more relevant. In this period we cover:
- Literacy, language and communication
- Mathematics
- Physical development
- Personal social and emotional development
- Expressive art and design
- Understanding the world
Our main reading scheme is the Oxford Reading Tree. We use the Letters and Sounds programme to teach reading.
Middle school
Students in our middle school embark on topic-based learning, studying the subjects that match their interests and aspirations. They can also access plenty of enrichment activities. Over three years their curriculum will focus on:
- English
- Maths
- Science
- Computing
- Humanities
- Art
- Personal, social and health education (PSHE)
- Food technology
- Health and wellbeing
Upper school
When students move into our upper school they follow an accredited curriculum across two years, along with non-accredited learning. Subjects covered include:
- English
- Maths
- Science
- Personal, social and health education (PSHE)
- Outdoor learning
- Art
- Geography
- ICT
- Food technology
- Employability
In upper school, students can achieve a range of qualifications, including: pre and entry-level, functional skills, GCSE, Duke of Edinburgh, Arts Award, Duke of York, ASDAN BTEC, EPQ's and Cambridge Nationals.
Post-16
As we prepare our students to leave us, they embark on a three-year cycle of accredited learning and enrichment activities. This is where they can really hone their skills and interests ahead of adult independence. Students can choose to study a range of academic, vocational and social subject areas:
Academic
- English
- Language, literacy and communication
- Maths
- Science
- Art
- ICT
Vocational and college links
ASDAN employability and enterprise education
Work experience and careers guidance
Vocational taster sessions and college links:
- Multi-trade
- Vehicle maintenance
- Construction
- Hospitality
- Animal care
- Computing, games and media
Non-accredited
- Independent community participation
- Expressive arts
- Physical development
- Understanding the world
- Personal, social and health education (PSHE)
- Sex and relationship education
- Health and wellbeing education
Across all these subjects areas, students can achieve a range of qualifications, including: pre and entry-level, functional skills, GCSE, A Level, Arts Award, Duke of York, ASDAN, EPQ's, BTEC and Cambridge Nationals.
Learning at your level
We have four different pathways at Inscape – Champions, Explorers, Adventurers and Pioneers. Each pathway provides structure for our learners.
From the moment you choose our school, we work with you to assess your child’s education, health and care needs. We’ll then get them started along the right pathway. As things change, your child might move between different pathways to suit their needs.
What does success look like?
Every learner is on their own journey. So we believe in celebrating individual success. But we see positive outcomes for our students in six key areas:
- Developing skills for life
- Growing knowledge and understanding
- Mastering economic wellbeing
- Learning how to take positive risks
- Knowing how to stay safe
- Developing emotional wellbeing
How we assess progress
How we assess progress
As students travel along their learning journey, we regularly assess their progress through the curriculum. This means we can celebrate every success, as well as keep on top of any additional needs or changes.
New students
To help us choose the right pathway for your child, we’ll assess their starting point when they join us. Together we’ll discuss your child’s education, health and care plan and transition review. We might also do a few assessments. These might include:
- AET baseline
- Subject-specific baseline tests
- Initial placement review
- Interim placement review
- Provision map
- OT assessments
- SaLT assessments
- Therapy outcome measures
Daily
We measure student progress against their personal plans every single day and identify positive next steps through:
- Self-assessment
- Peer-assessment
- Purple pen work
- Student-teacher dialogue
Termly
Each term in our student progress meetings, we'll update your child's roadmap and review our planning. We use data collection and audits to review your child's progress and update plans using:
- Lesson observations
- Learning walks
- Moderation of work
- Book scrutiny
- Therapy outcomes
- Learning measures
Yearly
Each year we'll conduct an annual review of your child's EHCP using:
- Entry Level, Functional Skills, GCSE, Arts Award, AS Level and A Level results
- Occupational therapy (OT) reassessment and outcome measures
- Speech and language therapy (SaLT) reassessment and outcome measures
Accountability and measures of success
We also monitor your child's education, health and care plan outcomes using:
- Attendance and engagement
- Individualised planning
- Impact of therapy or individualised programmes and outcome measures
- Autism Education Trust targets
- Behaviour
- Individual education plan
- Student progress data and reports
- Case studies