The curriculum has been written by using and extending the National Curriculum alongside relevant, evaluated educational research which is relevant to our school community. The curriculum provides a broad and balanced progressive, sequential, long term plan with consideration of the local area and resources. All aspects of the curriculum comply with legislation and national guidance, including the teaching of Sex and Relationships Education (SRE) and Careers Education, Information, Advice and Guidance (CEIAG) across school. We have designed an innovative curriculum, which teaches information and skills which matters to our learners, to enable them to know, remember and understand more, as well as ensuring that the skills and knowledge gained in phases 1-3 prepares learners for subject specific qualification based learning in phases 4 and 5.
At Epinay School we set our students in phases based on academic ability in English. Students generally start in Phase 1 and work through to phase 5. Within the phases we have 3 specialist provisions; 2 lifeskills groups and Enrich.
Phase 1 – Follows an EYFS model adapted to meet the needs of SEND students, led by 1 class teacher. These students will access specialist teaching in PE and music, they will also access 1 afternoon per week of enrichment on a termly carousel between Forest School, Beach School and swimming.
Phase 2 – Follows a primary model covering carefully designed programmes of study adapted to meet the needs of SEND students in maths, English, science, ICT, history, geography, art, DT, PHSE and RE with 1 class teacher. These students will access specialist teaching in PE and music, they will also access 2 afternoons per week of enrichment on a termly carousel between Forest School, Beach School, swimming, dance, media productions, STEM, outdoor education and environmental projects.
Phase 3 – Follows a secondary model covering carefully designed programmes of study adapted to meet the needs of SEND students whereby specialist teaching covers maths, English, science, ICT, history, geography, art, DT, PHSE, PE, music and RE. These students will access 2 afternoons per week of enrichment on a termly carousel between bushcraft, media productions, cultural capital projects, outdoor education, environmental projects and enterprise.
Phase 4 – Follows a secondary model whereby specialist teaching covers maths, English, science, ICT, PHSE, RE and PE working towards qualification outcomes. These students will choose 1 wellbeing option in music, art, horticulture, sport or drama which they will do 1 afternoon per week for 2 years. 1 career pathway in catering, care or sport which they will do 2 afternoons per week for 1 year. They will all access a PFA option on a termly carousel between careers preparation, ICT in the world of work and lifeskills. All students will access a full day on placement within a chosen career pathway.
Phase 5 – Students are post-16 and follow bespoke pathways to employment and a programme of study led by 1 class teacher whereby they work towards a chosen route into work – maths and English work will be related to essential qualifications and what is relevant/needed for that pathway, all other courses, vocational work and work experience will be tailored towards the chosen route and PFA.
Within phase 3 and 4 there are 2 life skills groups. The rationale for these groups is to prepare students for adulthood and where possible qualifications at the appropriate level. Students within these groups will follow a progressive bespoke scheme of work which encompasses the key skills required in maths, English and foundation subjects to ensure they are fully prepared for adulthood. The phase 3 group will access enrichment afternoons and the phase 4 group will take option choices.
Within phase 2 there is a high needs group called ENRICH (Epinay’s Nurturing, Re-engaging, Individualised, Child-centred Hub). Students within this provision present with inappropriate responses and feelings to situations, display severe difficulties in managing their emotions and environment following recent significant trauma. Students within this group are taught to deal with and develop emotional response and resilience via a PHSE driven bespoke scheme of work, which ultimately aims to re-engage students in the main body of the school.