Discover Our Curriculum

At Active Wellbeing School, we believe that learning should be engaging, enjoyable and rewarding for everyone, developing pupils to be lifelong learners.  Through high quality teaching, we inspire pupils to learn and equip themselves with the skills, knowledge and understanding necessary to reach their full potential.  Our belief in an individualised approach to teaching and learning contributes to pupils becoming successful learners who make excellent progress.

We deliver a curriculum which is broad, balanced and inclusive, tailored for pupils with social, emotional and mental health difficulties as well as varying needs, including SpLD, MLD and various cognitive learning difficulties.

Through this curriculum, we also aim for pupils to achieve and maintain a strong sense of wellbeing. This is accomplished through the building of mental health literacy and self-belief, which will be consciously incorporated into all aspects of their school experience: subject lessons, outdoor education, education resilience, and emotional intelligence.

This means that our curriculum, in every subject, is planned to ensure pupils leave with exceptional outcomes, both in their academic attainment and in their personal development. We encourage every child to strive for personal excellence, as well as reaching their full academic potential.

We have two phases at Active Wellbeing school, ensuring that the pupils receive the education and curriculum suitable to their needs. 



Pre-Key Stage 

The Pre-Key Stage Curriculum is pre-formal and child-centred for pupils working at a level requiring assessment using the engagement model.  During process-based learning, teachers engineer tailored opportunities for development for the learner to engage with, alongside small group or individual teacher lead learning. The Pre-Key Stage Curriculum details a broad range of learning opportunities within the four strands which closely link to the four areas of need identified in the SEND Code of Practice. The Pre-Key Stage Curriculum allows pupils to acquire skills, concepts, knowledge and attitudes, enabling them to develop as individuals and prepare them for life in modern Britain.

Key-Stage 1 & Key Stage 2

The Key Stage 1 & Key Stage 2 curriculum is a formal curriculum, child-centred and adapted for pupils working below age related expectations, where needed.  During learning, teachers engineer tailored opportunities for development for the learner to engage with, alongside small group or whole class teacher lead learning. 

The Key Stage 1 & Key Stage 2 curriculum details a broad range of learning opportunities with the aim to develop the child holistically, creating independent and passionate pupils for life.   The Key Stage 1 & Key Stage 2 helps pupils acquire skills, concepts, knowledge and attitudes, enabling them to develop as individuals and prepare them for life in modern Britain. 

The core strands are embedded in the Key Stage 1 & Key Stage 2 curriculum in order to ‘focus on the things that matter’. All pupils follow a broad and balanced rolling curriculum including all national curriculum subjects, differentiated and individualised to suit the needs of every pupil. 



It is recognised, that in order to be able to learn, pupils must have their basic learning requirements met; comfort, security, stimulation, motivation & time. We employ a child centred approach to learning led by the pupil and facilitated by the teacher.  Staff working with pupils ‘do with’ not ‘do for’.

Within Pre-Key Stage, Attention Autism is part of the daily routine to build upon pupils’ ability to focus and maintain attention on an adult led activity and to help them to access the curriculum at a level appropriate to their individual needs.   

Flexible timetabling enables learning to continue when a learner is engaging well or making progress.  Equally, activities may be shortened, modified or changed altogether if deemed inappropriate for the learner in the moment ‘Constrained by timetables and specific objectives, the natural pattern of interaction becomes staff led, disempowering the learner’.

Our unique cultural capital curriculum involves regular educational visits which reinforce self-development and British Values. 

We develop the whole child, embedding the wider curriculum to promote and develop social and life skills, invaluable for our pupils. 



We see the impact of our support and curriculum in many ways. 

Some pupils are able to introduce variations to well known, routine activities demonstrating cognitive development.  This also demonstrates that the security required for progress is effectively provided by the systems and routines in place.

Pupils demonstrate interest or enjoyment in their interactions with staff, peers, activities and the school environment, by engaging with challenging activities within a broad range of learning opportunities that are tailored to their needs.

Pupils make good progress across a broad and balance curriculum, focusing on developing the child holistically and not just academically. 

On B-Squared and Personal Progression Steps, pupil’s achievements are recorded. Pupil’s Individual Education Plans (IEPs) are reviewed weekly by the class team and termly together with the SENDCO. 

At the annual review, the pupil’s progress is shared, discussed and updated using information from the team around the child.  Progress against targets is shared and appropriate amendments to EHCP outcomes may be discussed.

There is a great emphasis on ensuring that pupils have a good quality of life and access to a broad and balanced curriculum, along with meeting the needs of all pupils to enable them to continue to accessing the school environment and enrich their life experiences.

Pupils timprove, thrive and succeed holistically in school, social situations and in their home environment.