Curriculum

Swallow Grange Curriculum: Intent, Implementation & Impact

Intent

At Swallow Grange, our curriculum is designed to nurture the whole child—academically, socially and emotionally—so that every learner develops the confidence, resilience and independence to thrive in life and learning. Rooted in therapeutic practice, literacy, and nature-based experiences, it equips children with the knowledge, skills and personal habits needed to rebuild a positive sense of self and belonging. Our intent is underpinned by Stephen Covey’s 7 Habits of Highly Effective People, adapted for children, forming the foundation of our culture and daily routines. Through these habits we teach leadership, responsibility, empathy and reflection, helping each child to ‘nurture potential and build futures.’ The curriculum is ambitious, inclusive and personalised to the needs of pupils with SEMH and SEND, ensuring every learner makes meaningful progress from their individual starting points.

Implementation

Learning is carefully sequenced around three pillars:

1. Therapeutic Foundations – daily emotional check-ins, regulation strategies, and restorative practice integrated across lessons.

2. Academic and Literacy Growth – small-group teaching with a strong literacy spine linking reading, writing and communication to all subjects.

3. The Storybook Forest Curriculum – outdoor and creative experiences where literacy meets nature, promoting sensory engagement and curiosity.

Each classroom (named after British birds) models one of the 7 Habits, reinforcing shared language and behaviour expectations. Teacher’s co-plan around half-termly themes that blend core learning (English, maths, science, PSHE) with enrichment pathways (forest school, art therapy, and life skills). Progress is tracked through Individual Learning Plans (ILPs) linked to EHCP outcomes, academic milestones, and personal development targets.

Impact

Pupils leave Swallow Grange as confident, reflective and socially responsible individuals who understand themselves as learners and leaders. Impact is measured through:

• Academic Progress – measurable gains in reading, writing and numeracy using baseline and termly assessments.

• Personal Growth – improved attendance, engagement, and emotional regulation evidenced through Boxall profiles and wellbeing scales.

• Social and Cultural Development – pupils demonstrate the 7 Habits in action: proactive choices, teamwork, and community contribution.

Our success is seen in pupils who re-engage with learning, rebuild trust in adults, and transition confidently to mainstream, specialist or long-term educational placements.

Assessment Arrangements

At Swallow Grange Independent School, assessment is an ongoing process that enables us to understand each pupil's strengths, needs and progress over time.

On admission, pupils undertake a baseline assessment to identify their starting points across academic, social, emotional and communication development. Information from Education, Health and Care Plans (EHCPs), previous settings and specialist reports is also used to inform individual learning programmes.

Progress is monitored through:

• Regular teacher assessment and observation
• Individual learning targets linked to EHCP outcomes where appropriate
• Assessment of academic progress across curriculum areas
• Monitoring of social, emotional and behavioural development
• Termly reviews of pupil progress and attainment
• Annual EHCP reviews for pupils with Education, Health and Care Plans

Assessment information is used to ensure teaching is appropriately adapted to meet each pupil's needs and to support pupils in achieving their individual outcomes.

Parents and carers receive regular updates on their child's progress through review meetings, reports and ongoing communication with school staff.

For further information about assessment arrangements, please contact the school office.

Withdrawal Rights

At Swallow Grange Independent School, we recognise and respect the rights of parents and carers regarding Religious Education (RE) and Relationships and Sex Education (RSE).

Parents and carers have the legal right to withdraw their child from all or part of Religious Education (RE).

Parents and carers also have the right to request that their child is withdrawn from the sex education elements of Relationships and Sex Education (RSE), except for those aspects that form part of the statutory National Curriculum for Science.

We encourage families to discuss any questions or concerns with us before making a decision. We are committed to working in partnership with parents and carers and will be happy to explain the curriculum content and how it is adapted to meet the individual needs of our pupils.

To discuss withdrawal from RE or RSE, please contact our SENDCo:

Kay Herd
Email: [email protected]
Telephone: 01472 514651