Intent of Curriculum

All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:

  • achieve their best
  • become confident individuals living fulfilling lives, and
  • make a successful transition into adulthood, whether into employment, further or higher education or training

The intent of the nurture curriculum is to meet the individual needs of the group. Students in nurture have a starting point which is significantly lower than their peers. Most students achieved KS1 standards at the end of KS2 however some students are still working towards KS1 standards.  There are a range of SCLN, ASD, ADHD, MLD and SEMH. The nurture curriculum is designed to build independence, resilience and self-esteem, enabling students to take an active part in the community and for students to have the knowledge, skills and understanding to be able to do this. Allowing students to follow a progressive pathway in line with their academic ability, the vertical learning nurture curriculum is designed to be taught over a two year block so that students can develop their knowledge over time (building on each year), this gives teachers the opportunity to use the curriculum to teach gaps in knowledge.

Implementation of Curriculum

The nurture curriculum is implemented through a bespoke learning pathway which takes in to account the needs of the learners. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. Students are given time to build their knowledge, skills and understanding needed to be an active citizen in the future. This is delivered through a diverse curriculum which is rich with practical language and life skills opportunities to help students have a successful future. Nurture staff work collaboratively together on the delivery to ensure our students are accessing a curriculum that meets their needs. Schemes of learning build students’ knowledge, skills and understanding in English, Maths and Science. Importance is placed on quality of learning not terminal exams.

The curriculum allows for teaching of interventions to plug gaps in learning such as rapid plus readers, inference training, RWI phonics, catch-up literacy and word shark. Interventions are delivered on a need basis by either the class teacher or a range of TAs. The fluidity of the curriculum means that students can be removed for an intervention without disruption to their learning.

Impact of Curriculum

  • For students to be independent, resilient and well-rounded, playing an active part in the community.
  • For students to be accessing further education in line with their ability.
  • To have the knowledge, skills and understanding to access work or a career.
  • To maintain positive friendships outside of school in order to build self-esteem and confidence.

Our Nurture curriculum at Babington is a specialist provision put in place for our SEND and DSP students. Students are placed in nurture according to their ability and need and taught in vertical groups on a stage not age basis. The curriculum is driven by rich literacy opportunities in order to support students to have the knowledge, understanding and skills to access other areas of the curriculum. Students are given the opportunity to graduate to mainstream when they are ready.

Students are taught in small classes by a group of specialist teachers, they are taught English, Maths and Tiered learning by the same teacher to offer greater continuity and stability; it also means our teachers know the students and their individual learning needs extremely well. Science, Technology and PE are taught by subject specialists who have good relationships with the students in nurture.

In Nurture English lessons students study a range of novels, Shakespeare plays, classic fiction, non-fiction reading and writing and develop skills in spoken language. The maths curriculum is designed to build on students’ prior knowledge, helping them to move forward with their numeracy skills.

The curriculum is a two- year rolling curriculum and students are taught vertically depending on their ability, not age. The curriculum is mapped out so that students cover essential literacy skills they need in KS4.

Students are assessed each half term, carrying out tasks that test the knowledge and skills taught during the scheme of learning. In addition to this students regularly reflect on their own and peers’ work, they are also given regular feedback on their written ability in order to improve their spelling and punctuation.

We also acknowledge that for many of our nurture learners the progress  they make within their lessons is not just academic and so all students in nurture also follow a ‘soft-skills’ curriculum – an ‘I can’ programme - which has been designed to help students build the necessary life-skills needed in order to become active citizens in their communities. This curriculum is delivered through the personal studies lesson and other extra-curricular activities.

Please click below for an example of the ‘I can’ programme.