Curriculum Areas

Curriculum and Assessment
(from September 2026)

Our new pathways approach to learning has been designed to ensure all students can access rigid, linear teaching with personalised, flexible progression routes tailored to each individual’s needs. Our pathways emphasise and prioritise a student-centred approach where all learners can thrive and make progress towards targets individual to them based on their EHCP as well as the assessment models customised to each pathway.

All of our students follow their own bespoke pathway of learning, taking into consideration EHCP outcomes, physical needs, emotional acceptance and social engagement. Classes structure the day to provide routine, but also to offer accessible learning for all. We look at personal development with a broad curriculum to make effective use of all learning opportunities. These may be found in class, within the school environment, in the wider community and within other areas of the student’s life.

We aim to inspire and empower students to achieve their personal best, providing meaningful experiences that develop them now and prepare them for life after Sandside Lodge School. This is done through staff who are passionate about what they do, who have specific skills in SEND areas and through training. We work together with external professionals who may guide us to maximise resources and holistic learning. We have specialist rooms that support sensory environments or provide alternative learning equipment.

Bespoke Curriculum

Some of our learners also have specific needs on their EHCP such as physical, emotional or medical needs. We ensure timetables are adapted for students to access other areas of development such as aquatics, Rebound, Thrive or MOVE circuits.

Pathway Progress and Assessment

At Sandside Lodge School we cater exclusively to students with complex needs and Education, Health and Care Plans (EHCPs). Performance is measure through individual milestones, independence, and personal development rather than national formative assessments and tests.

Provision Plans

Each student has a provision plan. Long-term targets on their provision plans are taken from the 4 areas of their EHCP (physical and/or sensory, communication and interaction, social, emotional and mental health, and cognition and learning). These targets are then broken down during multi-disciplinary meetings with a number of professionals including the class teacher, physio, speech and language therapists etc. This ensure targets within their plans are meaningful and ambitious whilst being achievable for the individual. Provision plans are working documents which are annotated and updated as and when needed dependant on the progression shown.

Provision plans for students within our Evergreen Pathway are adapted to reflect the Preparing for Adult EHCP areas:

Employment and Higher Education
Independent Living
Community Inclusion
Good Health

Trackable

Trackable is a secure, online assessment portal used to monitor and track progression data for students who are accessing a knowledge based curriculum as part of their pathway. We use Wilson Stuart P Levels to ensure targets within National Curriculum subjects are achievable yet ambitious. Students within our Fern Pathway will use Trackable as an assessment tool for English and Maths whereas, our Bramble Pathway will use Trackable as their primary assessment tool.

Sapling Pathway

Students within our Sapling Pathway are assessed using the Early Learning Goals alongside their EHCP Targets (Provision Plans). These will are assessed predominantly through staff observations and judgement. Strategies and resources such as TACPAC and The Engagement Model are used to ensure all students can access their learning at an appropriate level while still providing stretch and challenge where applicable.

Evergreen Pathway

Assessment throughout our Evergreen Pathway differs from others due to the nature of the content being delivered. Our Sixth Form students are assessed using ASDAN My Independence – Realising and Supporting Aspirations.

Functional Maths and English are also assessed throughout the year using the ASDAN Lifeskills Challenges at levels: Working Towards Entry Level 1, Entry Level 1 and Entry Level 2. Assessment towards these are completed through in-class work, portfolios and staff observations. This work also counts towards a Duke of Edinburgh Bronze Award. All work is moderated externally by ASDAN and Duke of Edinburgh.

Reading and Writing

For those students it is appropriate for, we follow a suitable phonics scheme. This is done through consistent reinforcement in regular short sessions. However, as an SEN school we have a comprehensive literacy approach that incorporates many of the communication needs of our students such as using AAC devices. We work together to identify the most appropriate strategies and support for each student, using specialist teachers, programmers and other professionals to develop each student to their full potential.
Rose report 2006 – ‘the introduction of phonic work should always be a matter for principled professional judgement based on structured observations and assessments of children’s capabilities’

Curriculum and Assessment (from September 2026)