Education

Curriculum delivery

While the national curriculum is the basis of how we have sequenced knowledge and skills, each individual student receives a bespoke curriculum offer. See Skills and Subjects for further details on individual subjects.

Students receive a creative, flexible curriculum, which is organised and underpinned by the Maslow Hierarchy of Needs. Across all phases of school life, therapeutic intervention and input is woven into the fabric of each school day. Consequently, each student receives a dynamic, holistic curriculum offer which supports their readiness for learning and meets each aspect of their Education, Health and Care Plan. In practice, this means that students may access therapy or individualised group teaching to meet this need.

A close working mult-idisciplinary team (MDT) enables Treloar’s to combine the best of all methodologies to form a strong, cohesive learning system. Regular MDT meetings, which students attend, focus on positive achievement and progression to aid all student to reach their maximum potential. Priority is given to developing students’ communication skills, together with developing their personal independence and physical wellbeing. Personalised learning is generated through key experiences and is built upon a foundation of seven curriculum priorities: well-being, self-awareness, communication, resilience, independence, collaboration and curiosity. These seven curriculum priorities form the basis for our collaborative target setting process. These targets are then shared and regularly reviewed by the MDT. This team approach enables a clear focus on developing students as individuals and supports them for life beyond Treloar’s.

Students join Treloar’s community at different ages and stages within their own learning journey. The close partnership of the MDT ensures that each student is provided with a bespoke and highly effective programme of study, built upon their individual starting point. Students receive an active and broad curriculum offer where meaningful, real-world learning sits alongside an engaging, age-appropriate curriculum. ‘Real-World Learning’ is embedded within topics, promoting a balance between new experiences, increased student choice and exposure to a wide range of opportunities which hold value for ‘Life Beyond Treloar’s’.

All students, across all age groups, regardless of their need, have a right to a curriculum that offers both richness and breadth appropriate for the students’ needs and that will support and prepare them for their future. Students’ learning is carefully sequenced from nursery through to post-16 to ensure that all students are encouraged and challenged to learn within the same ‘future-focused’ context and framework as peers outside of Treloar School.

Leaders continually review impact:

• against the curriculum vision
• against students’ potential
• against student attitudes e.g. ambitious – fun – purposeful – inspiring

• We keep a shared vision to improve our students’ lives, develop their communication and independence, their love of learning and ability to achieve great things
• We understand the students to set the right targets and personalise their curriculum and experiences to meet their needs
• Parents/Carers are a huge part of this shared goal – sharing knowledge, strategies and providing support and consistency
• We ensure that students views and feelings are actively and routinely sought, including those who do not communicate verbally
• Keep enjoyment and fun at the heart of school life and inspire everyone to want to learn and improve

Treloar School ensures that at the heart of everything is the student.