Our Curriculum
Our whole school curriculum intent
Our curriculum is designed to empower every student to achieve their full potential by fostering a sense of self-worth, independence, and belonging. We are committed to providing a high-quality, inclusive education that is personalised, purposeful, and prepares students for life beyond school.
A Personalised Curriculum intent at Aurora
Our curriculum is structured around three personalised learning pathways: Enjoy, Engage, and Explore. These pathways reflect the wide range of needs and abilities of our students, and provide a flexible, meaningful route through the curriculum for every learner.
Each pathway supports access to learning, ensures appropriate challenge, and promotes progress relative to individual starting points.
A Tailored Learning Journey
Our students embark on their own bespoke educational journey through our three pathways:
| Curriculum Pathway | Synopsis of Pathway | Alignment |
|---|---|---|
| Enjoy | The Enjoy Pathway is designed for those learners who need lots of support and care for subject-specific learning. This pathway can be seen in a variety of classrooms across the school and is not limited to our early learners. The Enjoy Pathway includes our early learners and older students with profound and multiple learning difficulties (PMLD), complex medical needs, and highly sensory needs. The focus is on developing awareness, anticipation, and interaction through a highly sensory and therapeutic curriculum. Learning is delivered through a multi-sensory approach, with a strong emphasis on emotional well-being, communication, and physical development. | These curriculum outcomes are based on the Early Learning Goals |
| Engage | The Engage Pathway supports learners in their subject-specific learning who need lots of encouragement to try new things and work towards appropriate outcomes. These students may be learning to regulate, interact, and communicate in more intentional ways. The curriculum focuses on developing independence, functional communication, and emotional regulation. | These curriculum outcomes are based on National Curriculum (Key Stage 1) |
| Explore | The Explore Pathway is for students who are ready to access subject-specific learning. Students on the Explore Pathway, will often demonstrate emerging independence and an ability to make connections between ideas and concepts. | These curriculum outcomes are based on National Curriculum (Lower Key Stage) |
The development of life skills and future aspirations is a key learning objective throughout all years and is supported by a robust careers programme specially designed and adapted for our learners. In this way, we prepare students for life beyond school, and into adulthood.
Nurturing the whole child
We recognise the importance of developing the whole child and deliver a curriculum that builds:
- Self-esteem
- Resilience
- Social skills
Our curriculum is inclusive, personalised, and purposeful, supporting every child to develop skills and confidence for life beyond school. Learning is organised around broad themes, allowing students to explore new ideas and experiences in meaningful ways.
Topics rotate each year, helping to spark curiosity and interest while linking learning across literacy, numeracy, creative arts, and other curriculum areas. This ensures learning is connected, relevant, and enjoyable for all students.
Aspirational Outcomes
We are proud to offer opportunities for formal accreditation, including the Duke of Edinburgh Award, Functional Skills, Careers, and enrichment opportunities in aspirational subjects such as horse riding and gardening.
Integrated Therapy for Holistic Support
We provide an integrated therapy approach, led by a skilled on-site therapy team that includes:
- Physiotherapists
- Speech & Language Therapists
- Occupational Therapists
We also provide enriching sessions with a Music Therapist, ensuring a well-rounded therapeutic provision for every student.
Communication & Self-Regulation
We place strong emphasis on communication development. In addition to students with traditional verbal abilities, we support those who are non-verbal, pre-verbal or developing their verbal communication. A range of communication systems are used, including Makaton signing, symbols, switches, and both low/high-tech devices and communication books.
Individualised Class Environments
Our high staff-to-student ratio allows us to truly know each learner. Classes are grouped by:
- Communication style
- Academic level
- Sensory profile
- Cognitive understanding
- Compatibility
Age is considered to ensure access to an age-appropriate curriculum and resources, while still meeting individual developmental needs. Every classroom setting is designed to be personalised, developmentally appropriate, and supportive of each student’s unique pathway.
Assessment of student progress
At Meldreth Manor, assessment is never about comparison or competition between students. Our students are individuals with unique needs, preferences, and emotional worlds; their learning cannot be captured through a race or ranked progress. We also recognise that typical models of progress do not apply to every learner. Not all students will follow linear or expected trajectories, and this is entirely accepted within our approach.
Assessment at Meldreth Manor is a way of understanding and articulating each student’s unique learning journey, evidenced over time and rooted in meaningful interaction. It guides thoughtful adaptation and planning, ensuring every student can access the curriculum in ways that are significant to them and that allow for the celebration of every success—however small or unconventional. Our holistic approach to assessment also helps us identify whole-school strengths and areas for development. Strengths are celebrated, and areas for growth are addressed in a considered, student-centred manner, always keeping the best interests of our learners at the heart of our decisions.
