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We take a personalised approach to education

Our curriculum

 

At Tor View School we provide an appropriate and adapted curriculum. Students have access to the National Curriculum, which is modified according to the individual needs and abilities of each young person. The curriculum is delivered through a primary model where students spend the majority of the time with consistent members of staff, visiting other spaces for learning with specialist teachers where appropriate e.g. home cooking, art or outdoor learning.

 

For some of our young people the curriculum is based on play, interaction and communication. Students are supported in the development of non-verbal and verbal communication skills, emotional regulation and benefitting from a specific sensory diet determined by the specialist teacher and members of the therapy team. This in time may prepare the students for the broader curriculum available as well as communicating verbally.

Curriculum Pathways

The curriculum is specifically designed in to three different pathways to ensure the learning that takes place is relevant, engaging and motivating for our students. This has been developed to best prepare them for the opportunities, experiences and responsibilities of adult life.

 

Informal learning is a highly individualised, student-led approach where pupils gain knowledge through everyday experiences, curiosity and exploration rather than solely through structured lessons. Learning is carefully planned and supported through personalised timetables and an ongoing assessment framework, ensuring that each pupil’s development is understood, monitored and built upon. It is highly social, experiential and responsive to the child’s motivations, interests and stage of development.

Pupils are supported to influence the pace, content and delivery of their learning, following what is meaningful and engaging for them. Play is a key vehicle for informal learning, providing rich opportunities to:

• Investigate and explore independently
• Develop language, problem-solving and creativity
• Build social and emotional understanding through real interactions
• Learn in a low-pressure environment that supports confidence and engagement

Semi-formal learning provides a structured yet flexible approach, bridging the gap between informal, play-based exploration and more formal classroom-based learning. This pathway is carefully planned and supported through ongoing assessment, ensuring that learning is purposeful, progressive and tailored to each pupil’s needs.

Learning is guided by pupils’ interests, strengths and developmental priorities, while maintaining clear routines and expectations to support consistency, engagement and progress.

Key features include:

• A structured approach with flexibility to adapt learning experiences in response to pupil engagement and need
• Clear and consistent routines, alongside adaptable, interest-led activities
• A strong focus on developmental progress, particularly in communication, interaction and independence
• Personalised learning goals informed by ongoing assessment and EHCP outcomes
• Thoughtfully designed environments that promote engagement (e.g. structured areas, themed zones, practical and play-based learning opportunities)
• Skilled adult support to scaffold, extend and deepen learning
• Activities and play experiences explicitly linked to clear learning intentions (e.g. communication, cognition and independence)
• A strong emphasis on engagement, connection and emotional regulation, underpinned by a trauma-informed approach

Formal learning provides a structured, subject-based approach, enabling pupils to access an adapted national curriculum that is carefully personalised to their individual needs, strengths and abilities. This pathway is thoughtfully planned and underpinned by ongoing assessment, ensuring that learning is progressive, ambitious and focused on long-term outcomes.
Teaching combines clear structure and high expectations with flexibility to respond to pupils’ interests, engagement levels and developmental needs.
Formal learning provides a structured, subject-based approach, enabling pupils to access an adapted national curriculum that is carefully personalised to their individual needs, strengths and abilities. This pathway is thoughtfully planned and underpinned by ongoing assessment, ensuring that learning is progressive, ambitious and focused on long-term outcomes.

Teaching combines clear structure and high expectations with flexibility to respond to pupils’ interests, engagement levels and developmental needs.

Key features include:

• Access to a broad and balanced curriculum, adapted to ensure accessibility, relevance and engagement
• Subject-based learning, including literacy, mathematics, science, humanities, PSHE and preparation for adulthood
• Personalised learning goals informed by ongoing assessment and EHCP outcomes
• A focus on developing communication, problem-solving, independence and functional life skills
• Project-based and cross-curricular learning to deepen understanding and application
• Skilled teaching that adapts content, pace and delivery to meet individual needs
• Integration of therapeutic approaches to support emotional regulation, engagement and readiness to learn
• A strong emphasis on preparation for adulthood, including independence, employability and participation in the community

Our curriculum

With small class sizes and high levels of individual support, every young person can access learning in a way that works for them.

Subjects include:

  • Literacy and Phonics
  • Maths
  • PSHE
  • Project- Science, Geography and History
  • Prep for Adulthood and Careers
  • Creative Arts
  • Learning Outside the Classroom-LOTC

Approaches:

  • Personalised
  • Nurturing
  • Young person centred
  • Engaging
  • Motivating

Key facilities at our school

Our facilities are designed to feel calm, welcoming and accessible. Here’s what students can expect:

  • A large playing field
  • A purpose-built dining hall
  • Sensory room
  • Small library
  • Training kitchen spaces
  • Soft play area
  • Messy play space
  • A purpose-built cabin to support outdoor learning all year round
  • Outdoor exercise and play equipment
  • Magic carpet
  • Creative Arts room

Our theraputic approach

Every child at Tor View School receives a tailored package of therapy created to meet their unique needs. Our therapy team work in partnership with students to identify and overcome their barriers to learning.

With our intensive support, young people can learn to understand and regulate their emotions and develop socially and emotionally. Therapy provides them with a personalised toolkit for managing their mental health and wellbeing that will bring long-term benefits.

Staff build safe, positive professional relationships with young people, supporting them to develop, progress and become active participants in their education. Students have access to a range of therapeutic services including:

  • Speech and language therapy
  • Play therapy
  • Occupational therapy
  • Soft tissue therapy
  • Intensive Interaction
  • Support from Educational Psychologist

Phonics for SEN

Phonics for SEN is a complete, systematic, synthetic, linguistic phonics programme published in seven books.

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Phonics for SEN enables pupils with a range of special educational needs to find reading and spelling success and is suitable for those with specific learning difficulties, autism, moderate and severe learning difficulties, developmental language disorder, communication needs and complex needs, including pre- and non-speaking pupils and those with significant physical disability.

Working through the programme, the pupil:

  • learns about and understands the concepts that underpin how the written English language is constructed,

  • learns, practices and masters the skills they need to work with sounds and letters, and

  • develops the knowledge they need to learn, build up and retain to be able to read and spell well.

For further information about our curriculum or any questions about our quality of education, please contact us.
We are happy to provide additional details about subjects, learning organisation, and pupil progress.

Nicola Cutler

Nicolacutler@aspriscs.co.uk

Our school uses the following examination boards for accredited and assessed qualifications (where appropriate to individual learners’ needs and pathways):

NCFE – delivering a range of vocational and foundation-level qualifications designed to support practical skills, independence, and progression.
ASDAN (Award Scheme Development and Accreditation Network) – providing personalised, flexible programmes that recognise personal and social development, life skills, and employability.

These qualifications are carefully selected to meet the needs of our pupils, offering accessible assessment methods, including portfolio-based evidence and practical activities.

Further details about course content, assessment methods, and qualification structures can be found on the relevant examination board websites or by contact

Nicola Cutler

Nicolacutler@aspriscs.co.uk

At Tor View School, we make sure pupils continue to feel supported and safe if they cannot attend school. Our approach to remote learning focuses on wellbeing, safeguarding, and each pupil’s individual needs.

Learning at home is flexible and personalised. It is based on each pupil’s needs and may include everyday routines, play, sensory activities, communication, and developing independence skills.

More information can be found in our Remote Education policy

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