Springfield Curriculum


Curriculum intent

Our curriculum offers our pupils engaging, enriching and individualised opportunities; developing their confidence, independence, communication and skills for learning and life.

 Springfield School believes that all pupils are entitled to a broad and balanced curriculum. We therefore strive to ensure that all pupils are able to access all areas of learning. As a special school we recognise that our pupils will require a curriculum that meets their needs, as such the balance of our curriculum reflects the need for increased opportunities for communication, literacy, maths, PSHCE, RSE and Physical Education. ICT exists as a curriculum area and is also used to enhance learning in all subject areas. In the Early Years and Foundation Stage we follow the EYFS curriculum and work towards the Early Learning Goals. As pupils move through the school the curriculum balance changes, leading to a Key Stage 4 curriculum with a greater emphasis in life skills.

Communication, Language and Literacy Maths/Numeracy Science History
Geography ICT / Computing PE & Games Religious Education
Art & Design Design & Technology Music Personal, health and social education (PHSE)Relationships and Sex Education [RSE]

Nursery aged children follow the Early Learning Goals Curriculum, as set out in the Foundation Stage. The curriculum areas are as follows:


We always seek to deliver the subject matter in an age appropriate context at a level suitable to the abilities of our pupils, always remembering that the individual needs of these pupils take precedent.

The theme of developing skills runs throughout the curriculum, such as working with others, thinking skills and sensory awareness and perception.

The whole School follows the ‘Essential Letters and Sounds’ [ELS] phonics scheme.

Please see links below that provide further information on curriculum documents and supporting your child.


Monitoring progress and accreditation

Pupil progress and achievement is monitored through achievement of individual outcomes and targets and through use of the School’s Progression of Skills documents.

For some pupils at Key Stage 3 and 4 an accredited course is relevant and appropriate. More information on this can be found in the Key Stage 4 section.

At all times we aim to provide an environment in which our pupils will achieve and flourish.

We believe that good home school links and communication are essential to a child’s emotional well-being and progress. We aim to support parents to support their children by providing information about curriculum themes and guidance for specific activities such as maths and phonics. It is important for us to know if parents require support in their dealings with the school.  For example, we can make provision for parents who are visually or hearing impaired during school concerts; we can provide support for parents who have language difficulties with either reading or English language; we can also make arrangements for parents with physical disabilities during their visits to school. If you have a disability or a need for support, please let us know in confidence so that we can make the necessary arrangements.