Curriculum Overview

Intent

At Peak School, we believe that every pupil is a unique individual with their own strengths, aspirations, and challenges. Our curriculum is designed to be inclusive, aspirational, and highly personalised, ensuring that all pupils can access a meaningful and relevant education that prepares them for life beyond school. Our core intent is to provide a broad, balanced, and flexible curriculum that enables pupils to develop essential academic, social, emotional, and life skills, regardless of their starting point or level of need.

The curriculum is structured around three distinct pathways—Hills, Peak, and Mountain—each tailored to meet the specific needs of our pupils. Whether pupils are engaging in sensory-based learning, developing foundational skills, or accessing an adapted National Curriculum, every learning experience is designed to be purposeful, engaging, and relevant. Our curriculum is closely aligned with Education, Health, and Care Plan (EHCP) outcomes, ensuring that learning is individualised and meaningful.

At the heart of our approach is the commitment to fostering independence, resilience, communication, and confidence. We believe that every pupil should be equipped with the skills they need to navigate their future pathways successfully, whether that be social care provision, further education, employment, or supported living. Our curriculum promotes social inclusion, emotional well-being, and self-advocacy, empowering pupils to take an active role in their learning and their lives.

Implementation

To ensure that every pupil receives the right level of challenge and support, our curriculum is delivered through three carefully structured pathways:

The Hills Pathway is designed for pupils with Profound and Multiple Learning Difficulties (PMLD). It provides a sensory-based, holistic curriculum, ensuring pupils engage with learning through experiential and immersive activities. Teaching focuses on communication, sensory engagement, physical well-being, and social interaction, delivered through the Engagement Model. Pupils’ progress is closely monitored through engagement profiling, ensuring that every small step of progress is recognised and celebrated.

The Peak Pathway is structured for pupils who follow the same subjects as those in the Mountain Pathway (National Curriculum subjects) but from an earlier starting point. Learning is highly structured yet flexible, allowing for personalised progression.  Pupils develop their knowledge and skills through practical, interactive, and exploratory learning, supported by hands-on activities, visual aids, and adapted resources. This pathway ensures that all pupils develop the core academic and life skills they need while being supported to become increasingly independent learners.

The Mountain Pathway provides an adapted National Curriculum, ensuring that pupils receive a broad and balanced education while being supported to reach their full potential. Learning is carefully broken down into small, achievable steps, ensuring that pupils build upon their existing knowledge and apply their learning in a range of contexts. There is a strong emphasis on functional skills, communication, and life preparation, ensuring that pupils are well-prepared for their next stage of education or adulthood.

Assessment is an integral part of our curriculum implementation. We use a bespoke assessment system to monitor progress, with twice-yearly summative assessments alongside ongoing formative assessments that track learning in real-time. Pupils’ progress is measured against their EHCP targets and subject-specific goals. In the Hills Pathway, pupils’ engagement levels are assessed using the five core areas of the Engagement Model. In the Peak and Mountain Pathways, progress is tracked through academic assessments, work scrutiny, and observational feedback, ensuring that all pupils are moving forward in their learning.

Teaching strategies are carefully adapted to meet the needs of all learners. We use a combination of structured routines, practical experiences, and differentiated teaching methods, ensuring that learning is both accessible and challenging. Our Long-Term Plans (LTPs) provide a clear framework for curriculum delivery, ensuring that learning is sequenced effectively and builds progressively over time.

Impact

The impact of our curriculum is measured not only in academic achievement but also in the confidence, independence, and readiness for the future that pupils develop throughout their time at Peak School. By carefully tracking progress through our assessment system, we ensure that each pupil is achieving meaningful and sustained progress in line with their individual needs and aspirations.

In the Hills Pathway, pupils develop their ability to engage with their environment, communicate their needs, and build social connections through sensory-rich learning experiences. Their progress is recognised through detailed observation, engagement profiling, and personalised assessments that highlight small but significant steps of achievement.

Pupils in the Peak and Mountain Pathways demonstrate progress in academic subjects, communication skills, problem-solving, and functional independence. They build their confidence through carefully sequenced learning experiences, ensuring that they develop the skills needed to transition successfully to their next stage of education or adulthood. By embedding life skills and practical experiences into the curriculum, we ensure that pupils leave Peak School with the ability to navigate the wider world with confidence and self-belief.

Our curriculum ensures that every pupil, regardless of their starting point, is supported to reach their full potential. The impact is seen in the way pupils grow in self-esteem, resilience, and independence, equipping them with the skills and knowledge they need for their futures. Whatever they are moving onto, our pupils leave Peak School feeling empowered, valued, and prepared for whatever comes next.