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Fox Hollies Special School

Fox Hollies Special School

Curriculum Information - Last reviewed October 2018


We are a learning community where every individual matters    


Key Principles

  • Teaching and learning will be relevant to the individual pupil
  • Teaching and learning will be informed by a realistic plan for individual pupil futures
  • Teaching and Learning will involve close partnership with pupils parents, carers and other professionals
  • Teaching and Learning will develop the confidence, knowledge and skills for all pupils to enjoy a rich life
  • Our school will be a supportive, inclusive place where pupils will learn about friendship, fun, responsibility and belonging.


More Specifically

  • Relevant – we will help pupils plan what they will learn, to understand how they learn best and let them know how well they are doing. We will ensure lots of opportunities to make choices and decisions.
  • Planning for the future – we will respect pupils right to say what they want their futures to be and support them in working towards it.
  • Partnership

      We will work closely with Parents and Carers valuing their unique knowledge.   

We will work with Professionals in effective teams in the best interests of our pupils and their families.

  • Confidence, Knowledge and Skills – we will show pupils how we value everyone in our school community and teach you how to do the same. We will help you to take your place in the wider community and give you opportunities to be an active community member.
  • We will offer pupils the thrill of learning through a variety of rich experiences.
  • Supportive, Inclusive Place – Pupils will learn about our differences, using them to find ways to support each other. They will build relationships with pupils from other schools.

These principles are embodied in a balance of teaching and learning that is personal to the individual pupil and his or her entitlement to a broad and balanced curriculum


Personalised Learning

This is driven by:

- Individualised to 25 aspirational targets for year 9 onwards, a person centred plan to prepare for and support transition within and beyond school that includes the views of the pupil, parents or carers, school staff and other professionals.

- Individual Education Plans (IEP’s) drawn from targets negotiated between pupils, parents and staff at EHCP meetings and monitored through meetings with parents, school reports and feedback and through home school communication. These are broken down into specific measurable MAPP targets and monitored and supported by Teachers and Teaching Assistants


- Individual targets in Literacy and Numeracy that encourage the development and practice of functional communication and numeracy skills

       - Individual learning arrangements. These can take a range of forms:


Pupils working at early levels of achievement will have close attention paid to their MAPP targets in every area of the curriculum.

Pupils who have learning styles, conditions or risk assessments that require adaptations to their learning environment may be taught at times in smaller groups or in a different setting. Learning activities at these times should link to their MAPP targets. These pupils are likely to need the support of school staff or other professionals who have expertise in their areas of need.


Pupils who are working towards the higher levels of achievement in our school are likely to need early or increased access to work related learning, inclusive opportunities, community based life skills and qualifications.



Entitlement to a Broad and Balanced Curriculum

Our curriculum includes all of the learning opportunities that we plan for our pupils. We believe that our pupils learn well through a progression of learning with increasing autonomy and moving from the classroom to beyond school. This is implicit in our approach to work related learning, health education, emotional literacy and inclusive opportunities.


We aim for full National Curriculum entitlement for our pupils, selecting content carefully from programmes of study including those for earlier key stages on the basis of our key principles (see above)


We organise National Curriculum teaching and learning in a range of ways including:

  • Through Topics covered in PSHE RE and Global Learning (includes History, geography and Science).
  • Through the ‘I am Safe Curriculum’.
  • All pupils have an Arts entitlement rotating through Art, Dance, Drama and Music. In addition all pupils have the opportunity to visit Arts venues, see performances and exhibitions and meet artists
  • Through cross curricular themes e.g anti-bullying week which give pupils opportunities to understand the world around them and make positive contributions to their environment and keep themselves safe.
  • Through collapsed timetabling enabling focused time to explore individual themes or questions e.g.  Industry Week.
  • Through cross school, ability, need or readiness groups e.g. Girls Group
  • Through interest groups e.g. Leisure groups, Out of Hours activities


We offer pupils a wide range of nationally recognised Qualification courses at all levels of achievement.

We use our specialism in the performing arts to enrich teaching and learning across the curriculum through teaching methodology and as a vehicle for teaching elements of any subject.

We use our passion for inclusion as a catalyst for learning with and through our peers at Bishop Challoner our partnership with The Brays Teaching Alliance and our relationships with a range of individual Arts Professionals and Companies.



     How We Organise Teaching and Learning


Our Head Teacher is accountable for pupil progress.


Our Deputy Head Teacher is accountable for teaching and learning


Our Assistant Head Teacher is accountable for inclusive learning, Autism and MAPP learning.


Together our Senior Leadership Team are responsible for Teacher’s performance management and professional development.


We organise ourselves into three Departments Key Stage 3, 14-19 and Middle School.

Each Department is headed by a TLR holder who manages the day to day running of the Department, and is responsible for a whole school strand and key curriculum areas


The Key stage 3 Leader has responsibility for the Key stage 3 curriculum entitlement, whole school positive behaviour strategies and P.E.


The 14-19 Leader has responsibility for the 14-19 curriculum entitlement, Literacy, Careers Education, Assessment with the Middle School Leader and post school transition.


The Middle School Leader has responsibility for the Middle school curriculum entitlement, Numeracy, Assessment with the 14-19 School Leader, emotional learning, and Positive Handling.