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Our Curriculum

At Mayfield, pupils have a vast range of physical, sensory, learning, emotional, social and medical needs and have unique ways of learning. 

Different learning needs require different teaching approaches, which often change over time. As a school, we actively research new methods to impact learning and progress for all our pupils, absorbing these into current practice to enhance provision. There is no one curriculum model which could possibly fit all our pupils. Each student needs a unique curriculum offer and set of learning experiences. We achieve this by investing in staff training at all levels to equip the team with the knowledge, skills and resources needed to work with such complex students.

We pride ourselves on providing a set of learning experiences across a child’s time with us which places the learners’ needs and abilities at the heart of provision and planning. It is based on outcomes we want the pupils to achieve at each key stage of their learning journey. This next steps learning approach ensures all pupils make the progress they deserve. For every pupil, regardless of age or ability, we seek to support them to become as independent as possible in all aspects of life and learning.

To achieve this, we developed our very own integrated approach. This is based on a thorough, integrated and ongoing detailed assessment of needs in the areas we consider fundamental to developing the whole child. These areas are linked to but expand on the areas linked to each pupil’s Education Health and Care Plan:

  • Physical Development
  • Sensory
  • Cognition and Learning
  • Communication and Interaction
  • Independence

EYFS CURRICULUM includes 7 areas:

  • Communication and Language
  • Personal Social &Emotional Development
  • Physical Development
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts & Design

The curriculum for students in KS1-3 is covered within the strands:

  • Communication, Language and Literacy
  • Mathematical Development
  • Physical Development
  • Creative Development
  • Understanding the World
  • Personal, Social and Emotional Development

Key Stage 4/5 Accredited learning is provided by:

  • My Independence program
  • Individual life skills challenges


We want our learners to be:  

  • Engaged, inspired and motivated, enjoy and contribute to the world, make progress and be challenged to achieve above and beyond expectations  
  • Confident individuals who are able to lead safe, healthy & fulfilling lives,  making successful transitions into adulthood, living British Values  
  • Able to expressively communicate and understand others and to self-regulate and cope with challenges in an appropriate way  

To be prepared for their next steps in:

  • Further higher education and employment  
  • Independent living  
  • Participating in society through community, friends and relationships  
  • Health and wellbeing  

To be able to demonstrate progress in:  

  • Attitudes and attributes by being resilient, confident, creative and showing pride and passion  
  • Life skills needed for their next stage  
  • Knowledge and understanding of the world in which they live in  


The curriculum is:  

  • A planned and personalised learning experience, underpinned by a broad set of common values and purposes which addresses the needs of learners with a one-size-fits-one approach 


  • With students grouped broadly on age, SEN needs, communication, social skills and cognitive ability  

Supported by a wider team supporting needs related to :

  • Communication 
  • Physical Development 
  • Regulation 
  • Personal Development 
  • Cognition & Learning 

Statutory expectations are met through meeting EHCP outcomes, linked to individual JAM targets which inform the delivery of all education activity


Improvement in cognition and learning evidence through:

  • Tapestry TRACKING
  • JAM Target termly reviews
  • Parental Feedback

Successful transitions are seen in:

  • Next steps planning
  • Destination data
  • Successful transition

Successful EHCP outcomes evidenced by:

  • Annual reviews
  • Parental Feedback

Positive attitudes and behaviour are evidenced through:

  • Incident data
  • Learner’s voice
  • Visitor Feedback

Excellent attendance and engagement are shown in:

  • Attendance data
  • Learner Voice
  • Parental Feedback