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Curriculum Implementation and Impact

Our Curriculum Implementation

The curriculum has been designed in line with Rochford Review recommendations, widespread research and stakeholder involvement.  Our approach provides stimulating learning experiences and links concepts in a meaningful way.  The curriculum is differentiated at three levels: 

Sensory pathway – pupils engaged in non-subject specific pre-formal learning

Structured pathway – pupils engaged in non-subject specific informal or semi-formal pathway

Traditional pathway – pupils engaged in subject specific formal learning.


This meets the needs of our different cohorts of pupils ensuring that they access the learning experiences that are relevant and appropriate to them delivered through evidence based pedagogy. 

Curriculum Impact

Our curriculum enables the pupils to make outstanding progress in all areas of their learning so that they can move onto Post 16 provision and a life beyond school.  Our aim is that pupils leave Bluebell Park with the communication, confidence, self-help and life skills that support overall independence.  Functional accreditation and qualifications are achieved to enable our pupils to continue their learning journeys into adult life.

Pupils in our school

Common to all children attending the school are degrees of learning difficulty (SLD/MLD). In addition, a pupil may have a physical disability, have a level of Autistic Spectrum Condition (ASC) and/or severe medical condition. In some cases there may be a profound and multiple learning difficulty (PMLD). However, it should be fully recognised that the needs of pupils are not uniformly distributed across the curriculum. The majority of pupils attending Bluebell Park have complex and profound physical and learning difficulties and/or Autistic Spectrum Condition (ASC). The complexity is on the increase particularly in terms of medical support. The number of pupils with a learning disability whether associated with a physical disability or not who require access to a mainstream curriculum through technology is small and decreasing. The needs of these pupils and those of their families/carers often demand multidisciplinary, multi-agency services including those provided by the NHS (Nurse, Occupational Therapist, Physiotherapist, Speech and Language Therapist), School Psychological Service, Sensory Impairment Service and Sure Start/ Portage Services. Bluebell Park is committed to a co-ordinated response of delivery with all these services working collaboratively with parents, teachers and carers. In particular we have introduced specific pathways to respond to defined needs. They are as follows:

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