Our Curriculum

Statement of Curriculum Intent

At Horizons Independent School, our curriculum is designed to:

  • Provide a broad, balanced and relevant education to all our students

  • Mix academic and therapeutic approach

  • Meet the individual learning needs of all students

  • Promote academic progress, independence, and life skills

  • Support social, emotional, and mental wellbeing

  • Prepare students for further education, employment, and adult life

As a small independent high school specialising in educational support, we deliver a flexible, personalised curriculum aligned with the principles of the Department for Education guidance for independent schools and the Equality Act 2010.

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Curriculum Framework: Intent, Implementation and Impact

Intent

At Horizons Independent School, our curriculum is designed to be ambitious, inclusive and transformational. We serve students with a primary area of need in ASC and associated SEMH, many of whom are academically able but have experienced disrupted education, anxiety-based school avoidance or barriers to learning.

Our curriculum intent is to:

  • Provide access to a broad and balanced academic curriculum leading to recognised qualifications

  • Close gaps in literacy and numeracy to enable full curriculum access

  • Develop emotional regulation, resilience and independence

  • Embed British values, SMSC and preparation for adulthood throughout learning

  • Ensure equality of opportunity and high expectations for all students, regardless of starting point

We do not narrow ambition due to need. Instead, we remove barriers so that students can achieve meaningful academic and personal success.

Implementation

The Horizons curriculum is implemented through:

  • A structured Key Stage 3 curriculum aligned with National Curriculum principles, adapted to meet individual needs

  • Personalised Key Stage 4 pathways including GCSEs, Functional Skills, BTEC and ASDAN qualifications

  • Small class sizes and high staff-to-student ratios

  • Baseline assessment on entry to identify academic gaps and SEMH needs

  • Targeted intervention in literacy, numeracy and social communication

  • Consistent, trauma-informed teaching approaches

  • Clear routines and predictable structures to support regulation

  • Integrated therapeutic and pastoral support where required

  • Ongoing formative assessment and termly progress monitoring

Curriculum planning ensures sequencing of knowledge and skills so that learning builds over time. Adaptation is purposeful and designed to secure long-term retention and independence, not reduce challenge.

Impact

The impact of our curriculum is measured through academic, personal and developmental outcomes.

We evaluate impact through:

  • Progress from baseline in English, mathematics and foundation subjects

  • Achievement of recognised qualifications at Key Stage 4

  • Improved attendance and engagement in learning

  • Increased emotional regulation and reduced behavioural incidents

  • Development of independence, communication and self-advocacy skills

  • Successful transition to further education, employment or training

For Horizons students, progress may be demonstrated through both academic attainment and increased readiness to learn. We recognise that for some learners, re-engagement with education and sustained attendance represent significant impact alongside qualification outcomes.

Leaders regularly review curriculum effectiveness through assessment data, EHCP review outcomes, student voice and destination data to ensure continued ambition and improvement.

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Curriculum Aims

Our curriculum aims to:

  • Address gaps in literacy and numeracy

  • Build confidence and resilience

  • Develop communication and social interaction skills

  • Foster independence and self-advocacy

  • Provide meaningful qualifications

  • Promote respect, inclusion, and British values

  • Gain qualifications

  • Leave Horizons ready for adulthood

Curriculum Structure

Key Stage 3 (Years 7–9)

Students follow a broad curriculum including:

  • English

  • Mathematics

  • Science

  • Humanities (History/Geography)

  • Personal, Social, Health and Economic Education (PSHE)

  • Creative Arts

  • Physical Education

  • Computing

  • Life Skills

Content may be adapted from the National Curriculum, with differentiation to meet individual needs.

Key Stage 4 (Years 10–11)

Students access a personalised pathway including:

  • GCSEs (where appropriate)

  • Functional Skills (English & Maths)

  • BTEC or equivalent vocational qualifications

  • ASDAN courses

  • Work-related learning

  • Independent living skills

Qualifications may include awards from recognised bodies such as:

  • Pearson Edexcel

  • NCFE

  • AQA

  • ASDAN

Personalisation and SEND Support

As a specialist provision, we:

  • Develop Individual Learning Plans (ILPs)

  • Conduct baseline assessments on entry

  • Provide small class sizes

  • Offer targeted interventions in literacy, numeracy and social skills

  • Integrate therapeutic input where appropriate (e.g., speech and language support)

  • Adjust curriculum pace and content to meet EHCP outcomes

Teaching and Learning Approach

Our teaching principles include:

  • High staff-to-student ratios

  • Structured and predictable routines

  • Multi-sensory teaching approaches

  • Clear modelling and scaffolding

  • Regular formative assessment

  • Trauma-informed practice

  • Positive behaviour support strategies

Assessment and Monitoring

We use:

  • Baseline assessments on entry

  • Termly progress tracking

  • Annual reviews (including EHCP reviews)

  • Qualification-based assessment at KS4

  • Student voice and self-assessment

Progress is measured against:

  • Academic attainment

  • Personal development

  • Social and emotional growth

  • Preparation for adulthood outcomes

Spiritual, Moral, Social and Cultural (SMSC) Development

The curriculum actively promotes:

  • Respect for diversity

  • Understanding of democracy and rule of law

  • Tolerance of different faiths and beliefs

  • Community engagement

  • Careers education and employer encounters

SEMH (Social, Emotional and Mental Health) Provision – Summary

At Horizons, our curriculum places emotional wellbeing at the centre of learning for students with Social, Emotional and Mental Health (SEMH) needs. We recognise that many students require support with emotional regulation, resilience, and relationship-building before they can fully access academic learning.

Our approach is relationship-based, trauma-informed, and consistent, reflecting guidance from the Department for Education. We view behaviour as communication and use restorative, supportive strategies rather than purely punitive responses.

Students receive structured teaching in emotional literacy, coping strategies, and healthy relationships through PSHE and targeted interventions. Where appropriate, additional support such as mentoring or counselling is provided.

Curriculum delivery may be adapted through small group teaching, flexible timetables and personalised support plans. Progress is measured not only by academic attainment but also by improvements in attendance, self-regulation, confidence and readiness for transition to further education, employment or training.

Careers Education

Students receive:

  • Independent careers advice

  • Work experience opportunities

  • College visits

  • Transition planning support

Safeguarding and Wellbeing

The curriculum supports safeguarding by:

  • Delivering age-appropriate PSHE and Relationships Education

  • Teaching online safety

  • Promoting emotional regulation skills

  • Providing access to pastoral and mental health support

Safeguarding practice follows statutory guidance including Keeping Children Safe in Education.

Inclusion and Equality

We are committed to:

  • Removing barriers to learning

  • Reasonable adjustments for disability

  • Equal access to qualifications

  • Anti-discriminatory practice

In line with the Equality Act 2010, discrimination of any kind is not tolerated.

Monitoring and Review

This policy will be:

  • Reviewed annually

  • Evaluated through lesson observations and data analysis

  • Updated in response to regulatory changes

  • Approved by the Proprietor/Governing Body