Menu

01785 214172 | office@thehavenschool.com |

Curriculum Overview

The Haven

Curriculum overview

At The Haven we believe that the word ‘curriculum’ should be interpreted in its widest meaning. It is every planned learning experience that the pupils have as a member of the school, both learnt formally within a lesson and informally outside the classroom. It is all the planned activities that we organise in order to promote learning, personal growth and development. Teachers, support staff and instructors structure these experiences to ensure that they have the most positive effect on the attainment, progress and personal development of all pupils. All lessons, activities and experiences are underpinned within the principles of SMSC.

The overall aim of the curriculum is to enable all of the young people to become successful learners, confident individuals and responsible citizens.

At The Haven, we offer a flexible, personalised learning programme providing both choice and challenge focussed on developing emotional literacy, core subject knowledge and offering a range of accredited outcomes. There is a strong focus on the social and emotional aspects of learning through the delivery of a range of social development programmes. The curriculum is delivered by qualified, skilled, empathetic and experienced staff operating in a warm, safe, nurturing environment.

As part of the admissions process and after a place has been confirmed a range of data and information is gathered prior to the young person arriving. This information will include education, social and medical history, attendance, safeguarding issues and involvement of other agencies. The statement of special educational needs will provide further information relating to current attainment as a minimum, in core subjects.

On admission each young person will complete a full baseline assessment. Data from this assessment will be used to inform teaching and learning and as a tool to reflect progress in core subjects and also in behaviour. Where the EHCP/statement received indicates, or where the generic baseline assessment indicates, there will be further targeted screening, where necessary with specialist support. The baseline data is used to set realistic targets for progress across the curriculum and in relation to the key learning needs of the individual. The targets form a key part of individual learning plans, behaviour plans, and individual risk assessments.  All of which are reviewed regularly.
First image
First image