Our schools offer a holistic approach to education where we seek to address the academic, emotional, social, ethical, physical, spiritual and creative needs of every student.  We do this by offering a broad and balanced curriculum that is modified to meet the needs of every student.


At Key Directions our personalised curriculum provides every student with the opportunity to:

  • belong to an inclusive and nurturing school; 

  • believe in themselves as learners;

  • achieve their potential.



The curriculum in our schools takes into account of the ages, aptitudes and needs of all out students. We recognise that many of our students have complex needs and many have gaps in their learning. Our curriculum aims to provide opportunities for all our students to become independent, hard working and confident young people that are prepared for their next stages of education, training or employment.  


These are the key features of our curriculum:

  • Broad and balanced

  • Reflects the needs of individual learners 

  • Ambitious for every learner

  • Adaptations for a wide ability range and range of learning styles

  • Inclusion of extracurricular opportunities

  • Constantly reviewed

We help students understand the importance of respecting their own and others’ identity, views, rights, faiths and beliefs and the law and they embrace diversity and have the skills and values to help them contribute as a valued member of society.


As part of the curriculum we offer….


To Key Stage 4 students have opportunities to study: GCSEs, Level 1 and Level 2 qualifications, Entry Level Certificate (ELC) qualifications and Unit Awards.


All Key Stage 2, 3 and 4 students will access two lessons a week of PSHE which includes preparation for adulthood and relationships.


All students have access to Physical Education.


If students who have a particular academic talent or ambition, we will look to commission tutors to work alongside our school staff to provide suitable courses/ learning. 


Access to therapies e.g. Occupational Therapy (OT) and Speech and Language therapy (SaLT) is available to students. Some students may require other therapy input, as described in their EHC plan and this will be discussed prior to admission to a school.



Teachers use subject plans as a basis for the long-term plan.  We also use other information such as EHCP, previous learning and assessment data to inform the long-term plan.


Teachers ensure that building blocks, required for learning, are in place and they recognise repetition is required to embed learning into long-term memory. Any gaps and misunderstandings are addressed so plans may need to be modified throughout the year. 


We use a personalised approach for all students and in all aspects of support using person centred practices.


Our preparation for adulthood programme aims to give everyone equal life chances as they move into adulthood. 

We encourage collaboration with the wider community as learning experiences. 




We use information from a number of sources to monitor the impact of our curriculum.




Student performance is monitored by staff on a lesson-by-lesson basis as well as during break times.


Formal progress is tracked on a termly basis.


Information from a range of sources including therapists, health and social care professionals are also included to inform progress tracking and future planning.


Annual reviews are held in line with statutory guidelines. A full report for each pupil is written before an annual review.


Sources of monitoring: 


Observations, learning walks, book/ work scrutiny, performance towards targets, EHCP outcomes, assessments , pupil voice, external monitoring for example by local authorities  and school improvement advisor, governance, school development plan,  strategic plan .




  • Education, apprenticeships, employment (outcomes data)

  • Social Progress (Case Studies)

  • Communication progress (SaLT assessments)

  • Qualifications:  GCSEs, Level  1 and 2 qualifications. Entry Level Certificates, Unit Awards. 

  • Sporting challenges 

  • Vocational challenges

  • Quality of life (family responses)

leaving care at 16