Curriculum
At IncludEd Independent School, we are committed to providing a high-quality, ambitious and inclusive curriculum that meets the needs of all learners within our Independent Specialist Provision.
Our curriculum is designed specifically for children and young people with Social, Emotional and Mental Health (SEMH) needs, often impacted by trauma, disrupted education, school refusal (EBSA), unmet SEND, and negative experiences of education. We recognise that learners cannot thrive academically unless their emotional wellbeing and sense of safety are secure.
The IncludEd curriculum therefore operates through a ‘whole’istic model where mental health, SEND provision and high-quality teaching work in triangulation to ensure learners achieve meaningful outcomes.
Curriculum Policy
Curriculum Vision
Regulate. Reconnect. Rise.
The IncludEd curriculum vision is to deliver education that:
• restores confidence and self-worth
• rebuilds trust in adults and learning
• removes barriers to progress
• develops emotional resilience and regulation
• provides ambitious academic access
• creates pathways to accreditation and future destinations
We believe every learner deserves a curriculum that meets them where they are, and supports them to progress academically, socially, emotionally and personally.
Curriculum Intent
The IncludEd curriculum is intentionally designed to:
Rebuild Readiness
To support learners to become emotionally available for learning through:
• therapeutic approaches
• trauma-informed practice
• relational support and attachment-aware teaching
• structured regulation strategies
Deliver Ambitious Academic Learning
To ensure learners access a broad and balanced curriculum that:
• is adapted to need but remains aspirational
• builds knowledge and skills progressively
• supports memory, retrieval and retention
• ensures success and challenge in equal measure
Support Whole-Child Development
To ensure personal development is embedded through:
• emotional literacy
• communication and social development
• physical wellbeing and healthy routines
• self-esteem and identity work
• life skills and independence development
Secure Positive Destinations
To provide meaningful pathways to:
• accreditation and qualifications
• post-16 education or training
• employment preparation
• long-term life success and independence
Curriculum Implementation
Our curriculum operates through a graduated three-tier model:
Tier 1 - RESET (Regulation & Readiness)
Purpose: To stabilise learners, rebuild trust and remove barriers to learning.
Learners accessing RESET typically require significant emotional support, therapeutic intervention, and a reduced-demand curriculum offer while trust and regulation are established.
Key Features:
- relational and trauma-informed approach
- therapeutic input aligned to EHCP outcomes
- regulation strategies embedded daily
- sensory and movement-based interventions
- focus on emotional safety and belonging
- low threat learning experiences to rebuild confidence
Expected Outcomes:
- increased emotional regulation and reduced distress behaviours
- improved attendance tolerance and routine acceptance
- improved engagement in learning spaces
- improved communication and self-advocacy
Tier 2 - RECONNECT (Access to Learning)
Purpose: To reintroduce structured learning through success, consistency and routine.
Learners accessing RECONNECT begin to engage with a broader curriculum offer. Academic demand increases, while scaffolding remains high to ensure confidence and positive learning identity.
Key Features:
- structured curriculum timetable and routine
- broad subject exposure taught in accessible ways
- adaptive pedagogy to reduce cognitive overload
- consistent classroom expectations and routines
- embedded literacy, numeracy and communication support
- restorative approaches to behaviour and relationships
Expected Outcomes:
- sustained engagement across a range of subjects
- increased stamina for learning
- improved learning behaviours and confidence
- academic progress from baseline assessment points
Tier 3 – RISE (Progression & Accreditation)
Purpose: To provide aspirational learning, qualifications and transition planning.
Learners accessing RISE are ready for greater cognitive challenge and more formal academic expectations. Therapeutic and SEND support remains embedded alongside preparation for future destinations.
Key Features:
- preparation for accreditation pathways (GCSE/Functional Skills/Entry Level)
- increased academic stretch and challenge
- exam preparation and study skills development
- independence, responsibility and self-management coaching
- careers education and transition planning
- vocational and community-based learning opportunities
Expected Outcomes:
- achievement of accreditation where appropriate
- improved independence and aspiration
- readiness for post-16 pathways
- successful reintegration or transition where planned
Curriculum Structure
Core Academic Curriculum
• English (reading, writing, speaking and listening)
• Mathematics
• Science
• Humanities (History, Geography and PSHE links)
• Computing / Digital Literacy
Personal Development Curriculum
• PSHE / RSHE (age appropriate and statutory aligned)
• Emotional literacy and regulation
• Relationships and social communication development
• Self-esteem and identity development
• Citizenship and community engagement
Enrichment Curriculum
• creative arts (art, music, drama)
• outdoor learning and nature-based education
• practical learning and project-based activities
• enterprise and life skills
• cultural capital experiences and trips
Physical Wellbeing Curriculum
• physical education and structured movement
• therapeutic physical regulation activities
• fitness and wellbeing programmes
• specialist coaching partnerships (where appropriate)
Purple Threads
Across all tiers, curriculum delivery is connected through consistent “Purple Threads” which underpin learner development.
These include:
• Belonging and Identity
• Regulation and Resilience
• Communication and Connection
• Literacy and Language
• Numeracy and Life Application
• Independence and Aspiration
• Safety, Relationships and Trust
• Preparation for Adulthood
These threads ensure learners experience continuity, predictability and progressive development regardless of tier placement.