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Our Curriculum

While current legislation does not require Pupil Referral Units (PRUs) to follow the National Curriculum, at Moorbridge we believe there is great value in reflecting many of its key principles.

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The National Curriculum makes a clear distinction between the “School Curriculum” and the “National Curriculum”, stating:

“The school curriculum comprises all learning and other experiences that each school plans for its students. The National Curriculum is an important element of the school curriculum.”
(National Curriculum, p.10)

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At MAEPS, our School Curriculum is built upon clear and purposeful aims that guide everything we do. While the National Curriculum outlines what should be taught, our curriculum focuses on how it is taught — ensuring learning is engaging, relevant, and tailored to meet the needs of each individual student.

Our staff and stakeholders have worked collaboratively to design a curriculum that reflects our values, supports personal growth, and promotes academic achievement. By combining key elements of the National Curriculum with a flexible, thematic approach, we ensure that students have access to meaningful learning experiences and appropriate examination pathways.

Curriculum Intent

The fundamental intent of the curriculum at MAEPS is to develop confident, capable, and resilient learners who are equipped for success both in school and beyond.

At Moorbridge, our ethos and values are deeply rooted in our commitment to providing a personalised education that meets the individual needs of every student. We strive to empower our learners, enhance their life chances, and support them in realising their full potential.

Our approach is underpinned by the belief that every child has the capacity to become a successful adult, and we are dedicated to building the bridges that enable each student to achieve success — academically, socially, and emotionally.

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Curriculum Impact

At Moorbridge, our curriculum is designed to embody our core values of Relationships, Resilience, and Respect, ensuring that every pupil is supported to achieve their best academically, personally, and socially. We are committed to providing a broad, balanced, and inclusive curriculum that prepares pupils not only for academic success but also to make a positive and meaningful contribution to society when they leave our provision. Our curriculum impact is demonstrated through: 

  • Achievement and Progress - Pupils make meaningful progress across all subjects, supported by a curriculum that is ambitious, tailored to individual needs, and aligned with the National Curriculum and statutory requirements. We use regular formative and summative assessments that are subject-specific to monitor and track pupil progress rigorously. This data-driven approach enables us to identify strengths and areas for development, ensuring timely and targeted interventions that maximise attainment and personal development.

  • Personal Development and Wellbeing - Strong, trusting relationships between pupils and staff underpin our curriculum impact. These relationships enable early identification of emerging issues, allowing prompt and effective support that nurtures pupils’ emotional and social wellbeing. Our curriculum promotes resilience and respect, empowering pupils to develop self-confidence, independence, and a strong moral compass.

  • Preparation for Life Beyond Moorbridge - We equip pupils with the knowledge, skills, and attitudes necessary to thrive in their next stages of education, training, or employment. Our curriculum fosters critical thinking, collaboration, and active citizenship, encouraging pupils to contribute positively to their communities and society at large.

At Moorbridge, the decision to organise KS3 base classes according to student dynamics rather than strictly by chronological year group reflects our commitment to Relationships, Resilience, and Respect and aligns with best practice in meeting diverse SEMH needs.

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Relationships:

  • Grouping pupils based on their social, emotional, and behavioural needs fosters a supportive and nurturing environment where pupils feel understood and valued.

  • This approach enables staff to build stronger, more meaningful relationships by tailoring interactions and interventions to the specific dynamics of each group.

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Resilience:

  • Organising classes by stage of development rather than age acknowledges that pupils progress at different rates, especially those with SEMH challenges or disrupted educational histories.

  • It creates a climate where pupils can engage in learning that is appropriate to their current stage, reducing frustration and promoting confidence and persistence.

  • This flexibility supports pupils to develop resilience by allowing them to experience success and gradual progression in a setting that meets their individual needs.

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Respect:

  • Recognising that age-appropriate learning is not always suitable for every pupil demonstrates respect for individual differences and learning journeys.

  • Tailoring class groupings ensures that pupils receive equitable access to education that is meaningful, relevant, and accessible, in line with the ethos of inclusion and respect for diversity.

  • It supports a calm and conducive learning environment by minimising potential triggers related to mismatched expectations or peer dynamics.

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SEMH and Learning Climate:

  • The grouping strategy helps create a positive and safe climate for learning, essential for pupils who may have experienced trauma or social isolation.

  • Smaller, well-matched groups facilitate better behaviour management, personalised support, and targeted SEMH interventions, all crucial for pupil wellbeing and engagement.

  • This approach focuses on personal development and behaviour and attitudes by ensuring pupils are in environments that promote emotional security and readiness to learn.

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Educational Integrity and Curriculum Access:

  • Grouping by dynamics rather than age allows curriculum delivery to be more precisely differentiated, ensuring that pupils access learning that is both ambitious and achievable.

  • It supports the delivery of stage-appropriate content and pedagogical adaptations that maintain educational integrity while addressing individual needs.

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KS3 classes are categorised as below: 

  • Red/Indigo – Social and Emotional – Behavioural Issues –serious disruption has been caused in school by these pupils and their management has to be strict, tight and consistent.

  • Blue and Orange – These pupils have a variety of issues, mainly anxious and vulnerable with some challenging behaviours.  These pupils require consistency and routines to meet their individual needs.


 

KS3 Curriculum Content (Implementation)

KS3 pupils continue to have access to the National Curriculum, ensuring that their education remains broad, balanced and aligned with statutory expectations. This alignment is crucial in supporting pupil’s’ successful reintegration into mainstream education or smooth progression to KS4 pathways. 

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Curriculum Intent and Engagement:

  • The curriculum is carefully designed to mirror the National Curriculum, providing pupils with the essential knowledge and skills expected at KS3. This approach supports continuity in learning and prepares pupils for future academic and vocational opportunities.

  • Delivery is tailored to engage all pupils, recognising their diverse needs and backgrounds, including those with SEMH and SEND challenges. The curriculum fosters curiosity and inquisitiveness, encouraging pupils to ask questions and deepen their understanding.

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Building Relationships and Learning Climate:

  • Strong, positive relationships between pupils and key staff are foundational to the learning environment at Moorbridge. The base class structure supports this by allowing pupils to build trust and familiarity with staff over time.

  • This relational approach creates a safe and supportive climate for learning where pupils feel confident to express themselves, take risks, and engage actively in lessons.

  • Staff are approachable and responsive, enabling pupils to seek clarification and extend their knowledge, which enhances progress and personal development.

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Curriculum Implementation and Impact:

  • The curriculum is delivered through carefully structured lessons and enrichment activities that maintain educational integrity while being accessible and relevant to pupils’ needs.

  • The focus on relationship building and a positive learning climate ensures pupils remain motivated and resilient, key factors in overcoming barriers to learning.

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See Curriculum, Teaching and Assessment policy for further information.

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