Our Formal Curriculum

Curriculum Intent
Holistic Curriculum
Curriculum Quick Links

Our Vision for our Formal Curriculum

The Mendip School is committed to and passionate about the learning and progress of our students. Staff, parents and governors have high aspirations for our children and provide a high quality, relevant, ambitious, broad and balanced education for all our students. The school has a curriculum that focuses on individual, personal and academic achievement. There is a happy and positive atmosphere in which children can fulfil their potential and grow in self-confidence, whilst respecting others and the environment around them.

Our Intent

We believe that every student possesses unique strengths, talents, and an inherent capacity for growth. We want all of our students to leave school as independent as they can possibly be in a fulfilling paid job or supported employment. Preparing students to be responsible, caring citizens who are independent and curious about the world, ensures that they develop the self-esteem and resilience they need to share their voice and feel heard.

In order for our students to reach their full potential our curriculum is broad, balanced and aims to create an educational experience that prepares students for adulthood. Our curriculum is deeply person-centred and unique, adapting flexibly to the diverse needs, learning styles, and aspirations of each individual, empowering them to thrive and achieve their fullest potential. This personalization extends to every aspect of their learning, anchored by their personalised learning goals.

Our focus is supporting our students to make connections with the knowledge learned in school, with real life situations and first-hand experiences. We develop our pupil’s knowledge and understanding of the wider world with discussion topics surrounding cultural capital, diversity and British Values. They are adapted regularly in light of UK and global current affairs.

Our students represent a very wide range of abilities and in response the curriculum provides a number of pathways that lead to a variety of post school destinations such as college, work or supported employment.  Click here to view Our Curriculum Pathways.

The Formal Curriculum

Our formal curriculum is based on academic learning and aligns with the Early Years Foundation Stage Framework (EYFS), National Curriculum, Equals and recognised qualification routes. These are adapted to identify the key sequential learning for students across the school.  Each curriculum area has a framework to support teaching, learning and assessment. Frameworks build on prior learning to enable young people to progress to the next stage of their academic journey and make connections to real life experiences to prepare them for adulthood. Our formal curriculum forms a crucial part of this structure, dedicated to academic learning and progression.

Sequential Learning and Progression Frameworks:

A core principle of our formal curriculum is the emphasis on sequential learning. For each curriculum area, we have developed a clear framework that supports teaching, learning, and assessment. These frameworks are designed to:

  • Build on prior learning: ensuring that new knowledge and skills are introduced systematically, connecting seamlessly with what students have already mastered.
  • Enable progression: providing a clear trajectory for young people to progress to the next stage of their academic journey, at a pace and level appropriate for them.
  • Connect to real-life experiences: crucially, our academic frameworks are always designed to help students make tangible connections between classroom learning and real-life situations, preparing them for adulthood and independent living.

Key Stages and Curriculum Delivery

The Mendip School structures its formal curriculum across the following Key Stages, with specific approaches adapted for each. Pupils are grouped according to need and therefore may be following areas of study which differ to their chronological age.

EYFS

  • Individualized planning based on needs
  • Mixture of structured teaching activities, small group learning, and free play
  • Structured teaching
  • Visual schedules and timetables
  • Clear instructions
  • Small group learning activities
  • Free play (child-initiated learning) allowing pupils to
      • Explore interests: building on their innate curiosity and motivation.
      • Develop independent learning: applying skills learned in structured settings to self-chosen activities.
      • Practice social skills: initiating interactions and negotiating within their own play.
      • Sensory exploration: using different materials and textures to meet sensory needs and develop understanding.
  • Ongoing observation and assessment
  • Creating a confident and enthusiastic learning environment
  • Positive reinforcement: celebrating effort and achievement
  • Safe and enabling environments: providing a predictable, low-arousal environment where children feel secure to explore and take risks.
  • Highly responsive adults: staff who are attuned to children’s cues (verbal and non-verbal) and respond in a way that encourages further engagement and communication (e.g., intensive interaction, mirroring, joint attention strategies).
  • Sensory considerations: integrating sensory experiences and providing ‘sensory diets’ where needed to help children regulate and be ready for learning.
  • Multi-sensory and differentiated approaches
  • Emphasis on communication alongside our therapy team.

KS1

For pupils in key stage 1 (years 1 and 2), The Mendip School continues to build upon the strong foundational principles established in the early years foundation stage (EYFS), ensuring a smooth transition and bespoke support. As EYFS plus (when appropriate):

  • Structured teaching activities: early teaching of formal frameworks where appropriate. This might involve:
    • Phonics (e.g., sounds write): dedicated, multi-sensory phonics sessions to develop early reading and writing skills.
    • Early maths concepts (e.g., numicon): hands-on, visual, and practical approaches to number, shape, and measure.
    • Visual supports: continued use of visual timetables, task planners, and symbols to aid understanding and independence.
    • Clear routines: consistent daily and weekly routines provide a secure and predictable learning environment.
  • Small group learning activities: these remain crucial for targeted intervention and reinforcement of specific skills. In ks1, these groups often focus on:
    • Literacy skills: guided reading, handwriting and fine motor development and early writing tasks.
    • Numeracy skills: problem-solving, number recognition, and practical application of mathematical concepts.
    • Communication and social skills: supported practice in turn-taking, listening, and collaborative play within a peer group.
  • Targeted teaching

KS2

In key stage 2 (comprising pupils in years 3 to 6), The Mendip School builds significantly upon the foundational skills and personalized approaches established in EYFS and KS1. The curriculum maintains its adapted, bespoke nature, while progressively introducing more formal learning structures and a wider range of subjects to deepen engagement and foster independence. As above plus:

  • A significant focus during the KS2 phase is on encouraging pupils to develop their independence as learners and to become more engaged with what and how they learn. This is achieved through:
    • Increased choice and voice: providing opportunities for pupils to make choices within their learning activities and to voice their preferences and needs, fostering a sense of ownership.
    • Self-regulation strategies: reinforcing and developing strategies for self-regulation, task initiation, and persistence, building on emotional literacy skills learned in earlier stages.
    • Metacognition (learning about learning): simple discussions about how they learn best, what helps them, and how they can overcome challenges.
    • Structured independent tasks: gradually increasing the duration and complexity of independent work, with appropriate support and scaffolding.

KS3

Key Stage 3 at The Mendip School encompasses pupils aged between 11 and 14. During this critical phase, the curriculum continues to be rooted in the 2014 National Curriculum, but with increasingly sophisticated adaptations and a clear focus on preparing pupils for future academic and vocational qualifications, and ultimately, adult life.

KS4

Key Stage 4 at The Mendip School currently comprises pupils in Years 9-11. The focus shifts significantly towards preparing pupils for formal qualifications and their transition to post-16 education, training, or employment. While maintaining the core principles of individualized support, the curriculum becomes more structured and exam-oriented.

Post 16

For information about our Post 16 provision, please see our Post 16 homepage.

Curriculum Areas and Pathways

Within our formal curriculum, we cover core academic subjects, adapted to meet the diverse learning needs of our students. This includes:

  • English/Literacy: Focused on functional communication, reading comprehension, expressive language, and written communication, adapted using multi-sensory and assistive technologies.
  • Mathematics: Emphasizing practical application, problem-solving, and foundational mathematical concepts through concrete experiences and visual aids.
  • Science: Taught through inquiry-based learning, hands-on experiments, and exploring the natural and physical world.
  • Computing/ICT: Developing essential digital literacy, online safety, and the use of technology as a learning tool.
  • Humanities (History, Geography): Exploring concepts of time, place, culture, and society through engaging and accessible content, often linked to local and global current affairs.
  • Creative Arts (Art, Music, Drama): While also supporting holistic development, these subjects provide structured academic learning in artistic techniques, appreciation, and performance.
  • Design & Technology: Practical skills-based learning, problem-solving, and understanding design processes.
  • Physical Education: Developing physical literacy, understanding rules, and engaging in structured sports and movement activities.
  • PSHE (Personal, Social, Health and Economic Education): Providing essential knowledge and understanding for responsible citizenship and personal well-being.
  • Religious Education: Exploring different faiths and beliefs, fostering respect and understanding within a diverse society.

Our curriculum pathways ensure that while all students access a broad academic offer, the depth and accreditation levels are carefully tailored to their individual abilities and post-school aspirations. This ensures that every student is challenged appropriately and gains qualifications that are meaningful for their next steps.

Assessment and Progress Monitoring in the Formal Curriculum

Our assessment in the formal curriculum is continuous and systematic, focused on demonstrating tangible academic progress against individual learning goals. Evidence for progress in gathered on Evidence for Learning, Flight paths, PLG’s and through data and progress conversations.

  • Personalized learning goals (PLGs): as detailed in our overarching curriculum approach, each student has individualized, holistic learning goals, which include specific academic targets derived from their EHCP and assessed through their engagement with the formal curriculum. These are collaboratively developed with families and the therapy team.
  • Framework-based assessment: progress within each curriculum area is assessed against the sequential learning frameworks, demonstrating mastery of key concepts and skills.
  • Pupil progress conversations: meetings are held regularly with teaching staff and senior leaders to discuss each student’s academic journey, celebrate achievements, identify areas for development, and collaboratively refine future targets to ensure continued, ambitious progress.
  • Evidence-based tracking: we ‘evidence for learning’ to capture tangible evidence (photos, videos, work samples) of students demonstrating academic skills and achieving their personalized learning goals, providing a robust and detailed record of their progress.
  • Accreditation evidence: for students pursuing recognized qualifications (e.g., equals, entry level certificates), evidence is systematically collected and moderated to meet awarding body requirements.
  • Regular review: student progress is reviewed regularly with parents/carers and relevant professionals, ensuring that academic targets remain ambitious, relevant, and responsive to student needs.

Vocational Approach and Pathways to Adulthood

A strong emphasis upon a vocational approach to our curriculum is central to our commitment to preparing pupils for adult life. This approach creates opportunities for our pupils to develop those skills which will be important to them in adult life. For some pupils, this may mean a dedicated focus upon independence skills and functional academics, while for others, rigorous academic qualifications provide the key to access post-16 Further Education courses and a broader range of vocational and employment opportunities.

Our diverse pathways cater to the wide range of abilities and aspirations, ensuring each student’s journey is mapped towards a successful and fulfilling post-school destination, whether that be college, supported employment, or independent work.

Accessing Further Curriculum Information

We are committed to transparency and providing comprehensive information about our curriculum.

  • Detailed Curriculum Documents: You can access detailed information for all of our formal frameworks, holistic frameworks, yearly overviews, and the individual subject intent, implementation, and impact statements on our dedicated “Quick Links to Curriculum Documents” page.
  • Direct Enquiries: We encourage parents, carers, and prospective families to find out more about our curriculum and subjects. You can do so by emailing the relevant staff member directly or by contacting the school office with your enquiry at office@themendipschool.com.

Conclusion: Empowering Academic Achievement for Life

The formal curriculum at The Mendip School is built on a foundation of high aspirations, national alignment, and profound personalization. By offering diverse learning pathways, with a significant vocational emphasis, focusing on sequential learning, and continuously connecting academic knowledge to real-life applications, we empower our students to achieve their academic potential. This strong academic foundation, combined with our broader holistic approach, ensures that every student is well-prepared to transition confidently into adulthood, ready to pursue college, work, or supported employment, and to become responsible, independent, and engaged members of their community.