We believe that Severndale is a safe, happy and stimulating school that supports students' individual needs. The staff and the school community work hard to ensure that a nurturing approach supports all pupils through their education, providing a bespoke curriculum to each child depending on their current needs outlined in their EHCP.

At Severndale all aspects of school life are designed to inspire and engage students, through a mix of an exciting and engaging curriculum, creative approaches and essential life skills. The roles of communication and engagement are key to all we do and underpin our approach to learning.

Our curriculum is designed as a cohesive approach with an individual’s EHCP at the core. The overarching curriculum vision is one that supports the idea of provision and curriculum linking together. Consequently, what a student needs at that point in time, becomes both a provision requirement and a learning opportunity. This means there are closer, consistent connections between the schools curriculum and the provision we offer. We provide positive challenges to foster individual achievements and promote confidence and self-expression. This allows the curriculum to show progress of students over time; celebrating the challenging, enriching and developmental progress of all students.

Severndale Pathways:

The Severndale curriculum is clear in its intent and the purpose is to ensure that our young people leave Severndale being able to function effectively in life beyond school and become confident, independent individuals with the ability to communicate effectively. Our curriculum is differentiated according to the level of need of our young people and we operate three distinct ‘pathways’ with specific intents. These pathways are:

Pathway 1

Students with Profound and Multiple Learning Difficulties (PMLD) and Complex Learning Difficulties (CLD).

Pathway 2

Students with Complex (CLD) and Severe Learning Difficulties (SLD)

Pathway 3

Students with Severe Learning Difficulties (SLD) and Moderate Learning Difficulties (MLD).

Each of the pathways will support students on their journey to their next destination after Severndale, hence the term ‘pathways’. We recognise that although there are three distinct pathways, the needs of students’ and their individual EHCP outcomes, may mean that their experiences differ to their peers. Like in all pathways of life, depending on individual circumstances, students may move between pathways to reflect their needs, aspirations and progress. As a general, but flexible rule, students in each pathway will have similar, but not always the same, outcome destinations.

At Severndale we have adopted a Key Stage model to support the class groupings of students. This enables the curriculum to be delivered in an age and pathway appropriate way. It also means students learning opportunities are sequential and so students can interact with and develop age-appropriate relationships with peers.