Our Curriculum

Our classes are organised in Key Stage phases; key stage one (years 1-2), lower key stage 2 (years 3 and 4) and upper keystage 2 (years 5 and 6). Each stage of our curriculum begins with rigorous assessment procedures and information gathering that allow us to pitch learning at an appropriate level from Day 1 of a child’s placement at Whitehouse. Following initial assessment our curriculum is rooted in three principles:

– Basic Skills – Reading (providing pupils the opportunity to read to an adult daily, develop pupils knowledge of number and times tables,

– Re-engagement in the National Curriculum

– Personal Development

The intense focus on basic skills means that no child is left behind and allows them to reintegrate successfully with their peers at the end of their placement. Teaching and learning sparks interest in the National Curriculum, allowing children to experience academic success and improve self-esteem.

A structured approach to personal development promotes improvement in each child’s independence, self-management, social skills and attitude to learning. Combined, these three elements of our curriculum give children at The Whitehouse the best possible chance of a successful transition to their next educational setting.

Further information

Key Stage 1

Lower Key Stage 2

Upper Key Stage 2

“Whitehouse Pupil Referral Unit is a calm and friendly environment where pupils are happy and feel safe.”

Ofsted

“Staff know the pupils well, and pupils respond positively to these strong relationships.”

Ofsted

“Parents comment that their children’s behaviour improves significantly after joining the school.”

Ofsted

“Pupils listen carefully to their teachers and to each other, creating a calm and focused learning environment.”

Ofsted

“By the time a pupil leaves the school, they are well prepared for either mainstream school or specialist provision.”

Ofsted

“Teachers have high aspirations for their pupils, and pupils work hard to achieve them.”

Ofsted

“Leaders, staff, and governors are ambitious for pupils to achieve their full potential.”

Ofsted

“Teachers skilfully support pupils’ specific special educational needs and disabilities (SEND).”

Ofsted

“Pupils learn to read with confidence and can explain past events and infer what might happen next in a story.”

Ofsted

“Pupils enjoy a wide range of activities that broaden their learning, including drama, cheerleading, and school trips.”

Ofsted

“The school has systems in place to track individual pupils’ progress, ensuring they are continually challenged.”

Ofsted

“Classrooms and corridors are calm, with pupils showing respect to their peers, teachers, and visitors.”

Ofsted

“Teachers help pupils anticipate when they might become angry, improving their ability to manage their emotions.”

Ofsted

“Staff feel valued and proud to work at the school, receiving strong support from senior leaders.”

Ofsted

“The governing body and the wider academy trust are ambitious for the school, ensuring both staff and pupils are well-supported.”

Ofsted