We have a range of primary groups which have been created to group pupils with similar needs. All of these classes have a focus on developing key, fundamental academic skills alongside working with pupils to help them develop an understanding of their own personal development, social skills, self-regulation and communication and interaction.
When pupils first join us, they go through a number of initial assessments which inform us of the most beneficial approach and input for that particular pupil.
Primary groups provide education in small groups with a bespoke timetable that is designed to meet the needs of the pupils in that particular group, as well as giving them the opportunity to learn skills to help them reach their potential.
Primary children access a broad curriculum with some subjects, such as Cooking, PE, Art and Music being led by specialist staff. Within each nurture group, the children are taught using an ambitious, cross curricular, topic based approach alongside Maths and English interventions to ensure each child is provided with the right level of support to access the curriculum. Opportunities for PHSCE are found throughout the school day while also being taught explicitly to help children develop strategies to regulate themselves. Zones of Regulation is embedded in our classroom practice and is used across all groups to help children manage their regulation.
We pride ourselves on the flexibility of our approach which develops alongside the children. We aim to allow our children to develop their social communication and interaction through opportunities for collaborative play, with support from adults to scaffold and model appropriate and successful interactions.
For those pupils who are unable to access the National Curriculum we also provide a highly personalised learning experience that meets each child’s unique strengths, needs and interests. Our curriculum is built around individual EHCP outcomes and developmental goals, helping children to make meaningful progress and preparing them for transitions both within and beyond school.
We follow the Cherry Garden curriculum, a developmental framework that supports children working outside age-related expectations. Each child has their own learning journal on Tapestry, where we record progress, celebrate achievements, and plan next steps.
We assess and plan across six key areas of learning:
Our teaching is also guided by the SCERTS framework (Social Communication, Emotional Regulation and Transactional Support). SCERTS helps us understand how each child communicates, how they regulate their emotions, and what supports they need to feel calm, connected and ready to learn. This approach is woven into everything we do—from how we plan our classroom, to the way we interact and respond to children moment by moment.
Learning is play-based, purposeful, and led by each child’s interests. We offer open-ended, accessible resources both indoors and outdoors, encouraging exploration, creativity and independence. Children are free to move, combine and experiment with materials in their own way, supported by adults who model language, scaffold learning and extend play when appropriate.
Play is central to our curriculum—it helps children build relationships, express themselves, and understand the world around them. We run carefully planned interventions throughout the day to support communication and interaction, build engagement, and foster emotional wellbeing in ways that feel natural, fun and meaningful.
At the heart of our provision is the belief that every child deserves to feel safe, heard and valued. By combining the Cherry Garden and SCERTS frameworks, we create a nurturing environment where children can flourish, grow in confidence, and develop the skills they need for life.
Please note that a pupils pathway: National Curriculum or Cherry Garden Curriculum is decided internally by the school in the best interests of the child.
