Curriculum Overview

The new curriculum design is based on a basic principle of three different pathways that are underpinned by a commitment to further advance inclusive and adaptive teaching; providing pupils with a progressive and sequenced curriculum where each pathway enables the delivery of a more specific and tailored approach for the wide varying needs of our pupils. The curriculum has been created, which places the pupils into the centre of their own learning.

Pathways are set based both academic, social, communication and personal development. When deciding upon which pathway a child should be placed several considerations are taken in to account:

Area of need, prior attainment, baselining, social skills, level of communications and teacher knowledge.

Flexible practices that allow pupils to move between pathways ensuring content is well targeted to academic, social and personal development needs

Pathway 1

This covers the engagement model framework for early learning and readiness to learn, such as participation, initiation and attention. This pathway design has an emphasis on; communication, independence, real-life contextual learning, exploration, sensory-learning and therapies. By removing the expectation of subject-linear progress, and replacing with a higher quality expectation of ‘pupil-driven’ progress, growth in all areas can be recognised and celebrated for these pupils, as opposed to in solely academic areas. The Pathway has also been underpinned by the SCERTS model established by Educational Psychologists for the development of communication and social-emotional abilities

Pathway 2

This is a Semi-Formal subject-specific curriculum with an emphasis on; practical, active and sensory learning approaches within targeted subject lessons. This covers some of the some early national curriculum criteria. At the end of Phase 3 these learner should be working at Year 1 National curriculum. In 14 + curriculum these learners will typically achieve Entry level 1 or 2 qualifications

Pathway 3

This is a more Formal Strand. These pupils make relatively rapid, linear progress in subject-specific learning and are able to cognitively access National Curriculum, Key Stage 1 subjects.

This pathway offers an adapted and differentiated National Curriculum, where more formal learning opportunities are provided which are delivered with an active, practical and real-life contextual learning approach.

At the end of Phase 3 these learner should be working at Year 2-3 National curriculum. In 14 + curriculum these learners will typically achieve Entry level 2 or 3 qualifications


Post 14 Phase provides a personalised learning experience for every learner.  As either a two, three or four year course. The Phase offers learners their own bespoke curriculum, which changes with them to suit their needs as they grow and develop.   Learners from this mix age cohort will be placed in pathways based academic, social and personal ability.

The curriculum offer has a focus on broadening knowledge and developing skills required to lead an independent and fulfilled adult life.  With a mixture of both academic and vocational subjects, supporting every student to achieve a profile of recognised achievements and life skills they need for adulthood. This will ensure that learners are ready to make the transition to the next phase of their lives. The curriculum will also provide opportunities for each student to achieve success and grow in self-esteem.

CEIAG and World of Work

Careers Education, Information Advice and Guidance (CEIAG) is central to the Phase. All learners receive impartial advice and support to make informed decisions about their next steps.  Where appropriate leaners will have work experience opportunities during their time in Post 14. This will be in the form of taster sessions or a longer-term work experience placement. Learners also have the opportunity to gain some work experience completing jobs in and around the school premises. Social Enterprise and Employability skills will be developed in all Pathways, allowing learners to make and sell items as well as learn skills that will help them on their journey through school life into the world of work.

Within all Pathways, the long-term aims included in the EHCP are planned for and worked towards on a termly basis.


At Westcroft School, we believe that effective reading instruction will enable learners to read accurately and fluently while also understanding and enjoying it. Learners in the early stages of reading develop the phonics knowledge and language comprehension required to read, as well as the ability to communicate, which lays the groundwork for future learning. Using appropriate reading strategies, students are given a progressive and diverse learning experience that aims to engage them in learning while also enriching their reading skills. Creating a positive reading culture inspires our learners to develop a love of reading that progresses into an enriching life skill.

At Westcroft, we aim to

  • Allow leaners to develop a love of reading, and be able to understand more about the world in which they live, through the knowledge they gain from texts.
  • Provide a range of reading strategies that support the learning needs of our pupils.
  • Enable learners to read as accurately and fluently as possible, with both understanding and enjoyment.
  • Inspire learners to develop love of books for pleasure.
  • Enable leaners to respond to the texts they read/have read to them.



In order to achieve our intent, we have developed a comprehensive implementation plan for Reading, which encompasses the following key strategies and approaches:

High-Quality Teaching and Learning

Every classroom provides an environment conducive to reading, with well-stocked book corners and reading areas. Our teachers model good reading habits and employ a range of strategies to inspire leaners to engage with texts. Regular reading sessions are  embedded into the daily timetable, allowing for shared, guided, and independent reading. The whole school overview of coverage for reading plans for the use of high quality texts. We carefully select texts every half term for each pathway and key stage to promote a love of reading, incorporated as part of timetabled lessons.


Essential Letters and Sounds (ELS) is a DfE validated systematic synthetic phonics program used to develop early reading skills, phonics and sound work. It sets out a detailed and systematic program for teaching phonic skills. Phase 1, 2 and 3 leaners have a 45 minute phonics lesson each day. Learners are grouped for phonics and lessons are carefully adapted by teachers to suit the needs of the learners.

ELS lessons are based upon the principles of: the delivery of high-quality first teaching with well-structured daily lessons; the use of consistent terminology by teachers, children; the use of consistent resources that support effective teaching and repetition and reinforcement of learning.

Reading scheme

We are continuing to grow our library and reading scheme to support learners in becoming fluent readers. For leaners who are accessing phonics, one book is provided weekly which is very closely matched the phonics sounds they have learnt. This decodable book allows them to read accurately and confidently gives them opportunity to concentrate on the fluency of their reading. Leaners are heard read during phonics lessons and individual reading daily giving them opportunity to become more fluent readers. As well as their phonetically decodable book, leaners receive books from the main reading scheme which are still closely matched to the phonics sounds they have learnt but also have some more challenge in them. Leaners beyond phonics are provided with a book from the main scheme or may be a free reader. Free readers are given the opportunity to choose their own book from the library.

Parental Engagement

To support their reading, we encourage learners to read at home regularly. In order to access phonetically decodable books, leaners are given access to online library of books which follow Essential Letters and sounds. Teachers carefully choose which books to set for learners to access with their parent/carer.


The implementation of the aforementioned strategies will lead to a positive impact on our pupils’ reading attainment, enjoyment, and overall educational development. The impact of our outstanding Reading provision will be assessed through various measures, including:


Leaners are assessed termly using the Essential Letters and Sounds tracker. This allows us to monitor progress in phonics and carry out appropriate interventions for leaners who need it. A reading age test (SALFORD) is also carried out termly. This assessment shows leaners progress in word reading and comprehension. Furthermore, eveyr half term, teachers track progress in reading against our “a” steps using SOLAR.

Reading for pleasure

Our focus on providing diverse and engaging reading materials, along with a supportive and immersive reading environment, will foster a love for reading. We will evaluate the impact through surveys, book reviews, and informal discussions with pupils, ensuring that an increasing number of children actively choose to read for pleasure both inside and outside of the classroom.