White AshSpecial SchoolTogether, anything is possible…


Welcome toWhite Ash Special SchoolTogether, anything is possible…

White Ash Curriculum Model





‘Together anything is possible’


Our Curriculum

Curriculum Intent

At White Ash Primary School, we aim to meet the needs of the ‘whole child’ through a curriculum which is designed to meet the individual needs of every child. We believe that our curriculum should adapt for our learners, rather than our children adapt to the curriculum.

The curriculum at White Ash Primary School is broad, balanced, creative and multisensory, it is appropriately challenging and builds upon prior learning, it engages and enhances natural curiosity. It has been developed to provide our children with the skills, knowledge and understanding necessary to be able to make informed choices about the important things in their life.

We believe that outstanding teaching, leads to an enjoyment of learning and happy and rewarding lives.



  • Teachers know children ‘inside out’, they are enthusiastic and passionate about children achieving the very best they can.
  • Specialist teachers and dedicated support staff ensure high quality teaching and learning experiences for all children.
  • A calm, stimulating and effective working environment in which children learn best, so can achieve their maximum potential.
  • Learning experiences are enriched with first-hand experiences within school and the local and wider community.
  • Ensuring every learner can make a positive contribution in an environment in which they feel safe and valued,
  • Ensuring that at all stages, learning is structured, stimulating, and enjoyable, a worthwhile experience in its own right,
  • Social, Moral, Spiritual and Cultural development, including the promotion of British Values are at the heart of our curriculum. 
  • Children requiring additional support to meet their needs have personalised interventions, for example, sensory diet interventions. Occupational Therapy, Speech and Language and Physiotherapy programmes are delivered across the curriculum. 
  • Our curriculum Meets the statutory requirements of the Early Years Framework and the National Curriculum in England, whilst ensuring personalised, differentiated learning for every child.


The White Ash Curriculum has 4 pathways for our children

Early Years Foundation Stage Profile

Children in our Early Years Foundation Stage are baselined using the statutory Reception Baseline assessment and EYFS Profile. Many of our children in the early years are working between birth to 3 years in the Development Matters which runs alongside Phases 1 to 3 in the White Ash Progression Document.


The Curriculum Map (Pre-formal, Semi Formal and Formal)








Pre- formal – (linked to the engagement scales)                 

The Sensory Curriculum and engagement scales give children time and opportunities to experience the world around them. Activities within each area of learning are planned carefully using a multi-sensory approach so that children are able to engage and begin their learning journey. The focus of the areas of learning are to teach the children the skills they need to be safe, happy, healthy, and able to experience as much of the world as possible around them.

Structure and repetition, facilitated by highly skilled staff form the foundations of our day. We strive to ensure a personalised approach, where advice from therapists and healthcare plans are integrated into children’s Individual Learning Plans, with SMART (specific, measurable, achievable, relevant, Time bound) targets, which are informed by the EHC plan.

Our children are learning to learn, and the smallest of steps are celebrated. Activities and sessions are planned carefully through our 3-year Sensory curriculum map to engage the children so that areas of exploration, realisation, anticipation, persistence and initiation can be observed.






Semi -Formal

Children within the semi-formal phase are still in the early stages of their learning and development. They will be working between Phase 3 and 6 in the White Ash Progression document, using a child-led approach through the principles of EYFS. The Areas of learning are taught through themes and topics and are designed to enable children to learn about the world around them. Teaching them the essential skills and concepts required to make progress and achieve greater independence.

Developing the use of functional expressive communication, through a holistic approach is central to learning. Children are encouraged to engage and form secure relationships with adults to support their engagement in adult-led activities. Independence is always encouraged. Behaviour for learning is also essential and staff use consistent strategies for each individual learner to support them to be in a sensory and emotionally regulated state ready to learn.

The focus of English in the semi-formal curriculum is to develop early reading and writing skills based on phonics and the construction of simple sentences. Environments will be developed to be reading and writing rich encouraging pupils to develop independent skills and access exploratory learning in order to see themselves as readers and writers.

Mathematics teaching will embody the principles of active and exploratory learning based on concrete materials. Number rhymes and stories will form the basis of early mathematical teaching and will allow pupils to develop number awareness

Teaching and learning are strengthened because staff know children very well and they know what motivates individual learners. Staff take the children motivators into account to promote learner engagement.

Classes use a wide range of strategies, approaches and interventions such as, TEACCH, personal timetables and sensory processing.   Each class utilises and develops learner skills to encourage exploration to develop growing independence. All children have Individual Learning Plans informed by their EHC Plans











The Formal curriculum is based on phases 7 and 8 of the White Ash Progression Document. It offers the same subject range as the Semi-Formal Curriculum but is delivered at a higher cognitive level through delivery of discrete subjects. Although there are elements of a mainstream model, consideration is given to an adapted curriculum which reflects the whole child’s needs.

Children access work at their individual level, and where appropriate, access inclusive links in mainstream schools; ensuring they are progressing within the national curriculum framework and continuing to make good linear progress.




Curriculum Impact

  • Children are equipped with useful, practical and transferable key skills, preparing them for their next steps.
  • Essential skills for life are developed so that children have control over their lives and can make their own decisions. 
  • Children are happy at school and feel safe, nurtured and cared for. They are proud of the school and demonstrate this in everything they do and achieve.
  • Children’s success and achievements are celebrated. They are proud of themselves.
  • Children and staff use our deeply embedded school values and vision to reflect upon their own achievements and development.
  • We believe that outstanding teaching, leads to an enjoyment of learning and happy and rewarding lives.
  • Visitors and prospective parents consistently comment on the lovely atmosphere, ethos and environment the school team has created