Exceptional Education at the Heart of the Community

Exceptional Education at the Heart of the Community

Transforming Learning


To match our unique context, we have designed a bespoke curriculum based on the National Curriculum.  It is driven by first hand experiences and language development.  It is ambitious as it aims to address social disadvantage by removing barriers to learning and raising aspirations.  This is achieved through widening experiences, explicit teaching of social skills and emotional regulation and opportunities to acquire vocabulary, knowledge and skills in context.  


¨ Our curriculum is designed using the early language semantic categories.

¨ The majority of our children are new to English so we provide a real life ‘hook’ at the start of a topic to engage interest and provide vocabulary in context to support them.

¨ Our curriculum is designed so learning and skills are sequenced under ‘umbrella’ headings, building on what has been taught before.  There is high in year mobility and repetition is used to address gaps in knowledge and skills.
¨ We provide our children with practical experiences to help learning begin to stick by building neural pathways and schema in the long term memory.   We use learning passports with knowledge organisers to help children know and remember more.  

¨ We use routines, chunking (teach, practise, apply) and repetition so that pupils working memories are not overloaded.

¨ We teach children social skills, emotional regulation strategies and mindfulness/relaxation techniques to develop children’s social and emotional skills.
¨ We teach children learning dispositions so they can progress well from their starting point and take advantage of future opportunities.
¨ We use initial assessments and school ready passports to group children according to their stage of development. 

¨ We use a tailored phonics and reading pathway as children have under developed non-verbal reasoning skills due to missed opportunities in early childhood.  Use of English and adults modelling reading and writing outside of school is limited.

¨ We use a tailored writing pathway, teaching cycle and interventions which teach children vocabulary and grammatical structures.

¨ We supply healthy lifestyle support daily such as breakfast bagels and a active breaks so children are ready to concentrate in school.

¨ We deliver parental support for toileting and settling to help children and their parents prepare for entry into school.

¨ We provide opportunities to try new things to help the children value learning experiences.

¨ We teach character development through the Oasis 9 habits so children are given the tools to make an active contribution to diverse society. 


The unique nature of the academy is key when analysing data on attainment and progress.  Published pupil outcomes do not reflect the achievements of children in our academy.  This is because ‘in year’ mobility of children is high and the percentage of children who are new to English or in the early stages of English acquisition is also high.  In addition to this the number of children who have had consistent schooling from the UK statutory school age is low.   Attainment is higher for home grown children who have been in the academy longer.  Our curriculum enables children to acquire English, develop lifelong learning dispositions, take pride in achievements, improve   social skills and manage emotions in socially acceptable ways.    

If you wish to learn more about our curriculum, please contact Mrs Round Principal. If you wish to discuss any matters regarding safeguarding please contact Mrs Tracy Beevor Safeguarding officer.





Curriculum approach

Pedagogical approach 

Here are our approaches to teaching and learning. We have used advice from specialists and educational research to inform our approach. Please click below to view each pathway.

Reading approach

Phonics approach

Writing approach

Maths approach

New arrivals and EAL approach

SEND approach

Catch up and support approach

Oasis statement of intent