Impact

The impact of our curriculum will be student achievement (both on an academic and personal level). Our main aim is to re-engage learners with education and seek suitable placement when previous relationships have broken down. We aim to do this in the following ways:

Progress to Primrose is not just in the academic sense, but considering the whole child and their personal development. We measure and evaluate this through: time spent in lessons, reduction in behavioural incidents, progress in a range of ways including; Boxall profiling in nurture, Wellcom screening on entry and the Thrive online tool. Signs of good progress will also incude: time spent in lessons, reduction in behavioural incidents and academic formative assessments. Through use of our behaviour tracker tool, we are also able to build a picture of ‘triggers’ for our children and act quickly to identify areas of concern. For our permanently-excluded children, data is collected half termly for all curriculum subjects to assist with assessment.

Our marking policy clearly states how children will receive their feedback. ‘5 a-day’ starter activities of every lesson consistently provide opportunities for pupils to remember previous learning and also allow teachers to check retention of information.  Photo evidence is also gathered as a means of measuring engagement and progress as tasks are not always in written form.

Our assessment policy contains the detail of how we assess pupils. Teachers provide effective and immediate verbal feedback throughout lessons to check, consolidate and progress learning. This is achieved through the high staff to pupil ratios within classes and promotes positive and relevant discussion between staff and pupil regarding their work. We believe immediate, verbal feedback is much more effective for our pupils.

 The impact of our curriculum offer is evident through improved engagement, emotional regulation, and re-integration into mainstream or specialist settings. It is also seen when our parent/carer engagement begins to happen or dramatically improves through our family support work and collaboration to support learning and stability at home.

Ofsted Framework Alignment:

• Quality of Education: Our curriculum is ambitious, well-sequenced, and designed to close gaps in learning while supporting holistic development. Foundation subject content is purposefully selected to ensure relevance and engagement.

• Behaviour and Attitudes: We foster a calm, safe, and respectful environment where pupils feel valued and are supported to manage their behaviour positively.

• Personal Development: A clear and consistent focus on personal and social development. Emotional wellbeing is embedded throughout.

• Leadership and Management: Curriculum decisions are informed by the needs of our pupils, with ongoing staff development and reflective practice to ensure quality provision.

Conclusion

Our curriculum is not only a bridge back to learning but also a foundation for long-term wellbeing and success. By creating a curriculum that is nurturing, inclusive, and ambitious, and by carefully choosing foundation subject units that suit our learners, we empower our youngest pupils to rebuild trust in education and rediscover a sense of belonging, achievement, and purpose.