GSO Test

GSO Test


Curriculum Intent

Manor Mead School Virginia Water is a provision for primary aged pupils with Complex Social and Communication Needs (CSCN). The complexity of our pupil’s needs has a significant impact on their emotional and cognitive development. Our curriculum takes account of our pupil’s individual needs enabling them all to reach their potential.

Manor Mead School Virginia Water is committed to:

  • providing every pupil regardless of their disability, with the opportunity to succeed and thrive
  • maximising opportunities for communication, developing independence and life skills
  • fostering a love of learning and curiosity in the world around them
  • embedding fundamental British values and social, moral, spiritual and cultural purpose
  • promoting enjoyment, fun and engagement in school and in the community
  • equipping pupils with:
    • communication skills to promote self-advocacy and self-expression
    • personal and social skills which enable them to develop, maintain and manage relationships
    • independence and self-help skills
    • the ability to apply knowledge and skills in real life situations
    • the ability to transfer the range of physical, social, emotional and cognitive skills they have developed during their school life, to their adult life

 Manor Mead School Virginia Water curriculum is


Our curriculum combines a focus on supporting individual pupil progress in the four key areas of their EHCPs; Cognition, Communication and Interaction; Social, Emotional and Mental Health; Sensory and Physical; with the formal requirements of the Early Years Foundation Stage (EYFS) and the National Curriculum. Our aim is to meet the individual needs of each pupil within the formal requirements of the EYFS and the National Curriculum but with our pupils ECHP outcomes as a key focus.

The Vision and Values of the Federation and our strong curriculum intent are at the heart of all we do at Manor Mead School Virginia Water. Each term we focus on a different value which is then promoted through the curriculum, supporting our pupils to develop an understanding and appreciation of fundamental values and enabling them to implement these in and out of school.


Curriculum Implementation

To reflect the importance of broad and often complex individual needs all pupils have Individual Learning Plans (ILPs) which are set and reviewed twice a year.  ILPs set out key targets in each of the four areas of each pupil’s EHCP, identify next steps and any specific support strategies required for that pupil. Where appropriate there is input from other professionals such as SaLT and Occupational Therapy.  Pupils work on ILP targets across the weekly timetable and there are opportunities to support learning in these key areas alongside more academic subject based learning in discrete lessons. Some pupils with more significant emotional needs will have an individual Emotional Engagement Support Plan (EESP) that identifies in more detail specific Social, Emotional Mental Health (SEMH) needs and strategies.

Our broad, balanced but individualised curriculum provides appropriate opportunities for each pupil to acquire important knowledge whilst developing key communication, social and emotional skills as they move through the school. Our curriculum is challenging and we have high expectations, valuing the development of functional, transferable life skills alongside academic achievement



Our pupils learning journey begins in Reception and our rich early year curriculum combines a focus on pupil’s EHCP priorities and Individual Learning Plan (ILP) outcomes in the four key areas, a ‘golden thread’ that continues as pupils move through the school and activities and experiences which cover the 7 areas of learning of the Early Years Framework Stage (EYFS).  Our pupil’s individual learning journeys are also informed by the Development Matters materials with a key focus on communication, learning and assessment opportunities.

At Manor Mead School Virginia Water, our starting point is always each pupil’s current levels of knowledge, skills and understanding.  We focus on making every stage of our pupil’s learning experiences positive, building confidence and a lifelong love of learning.

On occasion and if identified through assessments, wider discussion with parents and other professionals, when we feel that a pupil is not ready to move to Key Stage 1 we will continue to consolidate learning through the EYFS.


Key Stage 1

Key Stage 2

Willow Class

Maple Class   Year 1

Pine Class      Year 2

Sycamore Class      Year 3

Rowan Class      Years 4/5

Oak Class           Years 5/6

 Curriculum Planning

 Careful and considered class organisation, timetabling and curriculum planning ensures that all pupils benefit from a clear daily structure, covering all aspects of EYFS and the National Curriculum (NC) across the week.  Individual child schedules (EYFS) and class schedules (KS 1 and 2) reduce anxiety supporting our pupils to positively engage in their learning. To support the development of emotional understanding and resilience of all pupils each day begins with Zones of Regulation activities and these are revisited throughout the day.

Several of our classes contain more than one-year group so curriculum maps are in place for Reception, Key Stage 1 and 2 ensuring there is clear information on coverage with an emphasis on the progression of knowledge and skills.

The structure of our curriculum provides opportunities for revisiting knowledge and skills and topics may be repeated on rotation depending on organisation of year groups. Subject leaders track topic content to ensure that the development of knowledge and skills are continued but content is differentiated

To support and encourage the development of enquiring minds, every half term each class will have a Science focus and pupils (Years 2-6) will craft a Science focused question, agreed by the class to steer their learning journey. The question provides a vehicle for pupils in the class to conduct research and inform structured play, homework and enrichment activities. This approach involves our pupil actively in their learning process.

At Manor Mead School Virginia Water dedicated time each day is given to structured play which is an important opportunity for pupils to develop their communication and interaction skills and to effectively manage their emotions. Structured play is planned giving consideration to the individual holistic needs of our pupils and their ILP targets.

Every term, class teachers send home a half term curriculum overview outlining the key subject knowledge and key vocabulary that will be covered within the terms learning and highlighting the ‘class question’ enabling parents, carers and families to be involved with and support their child’s learning.


Subject Specific Curriculum Guidance 

English, Maths and PSHE provide our pupils with essential opportunities to develop their knowledge and skills and support to access their wider communities. Pupils progress at their own pace and reach their own potential in these subjects.  Key knowledge and skills outcomes for English, Maths and PSHE in EYFS, Key Stage 1 and 2 are identified in the following subject guidance.

  • Maths Curriculum Guidance
  • English/Phonics Curriculum Guidance
  • PSHE/RSE Curriculum Guidance

Links to Guidance documents to follow 

For all other subjects there are clear whole-school and year group overviews as well as progression documents for each year group that build and develop an appropriate and relevant sequence of knowledge and key skills for each subject as pupils move through the school. Learning for pupils is connected through the progression of knowledge and skills and through meaningful links to other subjects.

Our broad and balanced curriculum provides pupils with the skills, knowledge and understanding they need to develop into well-rounded, informed individuals.

  • Science Curriculum Guidance  
  • Computing Curriculum
  • History Curriculum Guidance
  • Geography Curriculum Guidance
  • RE Curriculum Guidance
  • Music Curriculum Guidance
  • Art and design Curriculum Guidance
  • Design and technology Curriculum Guidance
  • Physical education Curriculum Guidance

 Links to Guidance documents to follow  

* The school dis-applies pupils from MFL at Key Stage 2 and records this in their Statutory Review Form. Whilst acknowledging teaching another language can be of benefit, our pupils have significant challenges with the acquisition, understanding and processing of language.


Subject Leaders are responsible for preparing Curriculum Maps and writing/reviewing termly Schemes of Work for their subjects.  We differentiate our EYFS and or our primary curriculum schemes of work.

Teachers (except ECTs) are responsible for leading one or more curriculum subjects.


We also work with parents and other professionals when setting individual ILP targets for each pupil. Teachers meet parents 3 times a year to consult when targets are set and evaluated.

Enrichment and Extra-Curricular Opportunities

All pupils take part in our weekly key stage assembly and class assemblies.   

Assemblies focus on:  the value of the half term and special days/events supported by community visitors.

Class assemblies focus on:  self-regulation, being calm, increasing tolerance, resilience and a good sense of well-being.  

Providing regular opportunities for pupils to learn outside of the classroom is a key part of our curriculum and our PSHE/Citizenship subject area. Individual classes access learning in the community on termly educational visits and special enrichment and celebration events are an important element of each pupil’s school experience.


Examples of our wider curriculum offer include:

  • Educational Visits
  • In school visits –Chertsey Museum
  • Christmas Play
  • Sports Day
  • Table Cricket –Surrey County Cricket Club
  • Swimming Gala
  • Charity Events – e.g. Red Nose Day, Children in Need
  • Science and Maths Week, Feeling Good Week
  • Emotional Literacy Support Assistant (ELSA)
  • Learning Space
  • Dramatherapy


Assessment and Achievement

Manor Mead School Virginia Water assesses progress and celebrates achievement wherever possible.

Monitoring is thorough and integral to our process. 




ILP targets evaluated twice a year

Parents consultation evenings three times a year

ILP key area coordinators monitor outcomes and support those making less than expected progress

Head Teacher Certificates

English, Maths, PSHE assessed twice a year

Mid-year core subject data monitored to support those making less than expected progress

Class Star of the Day

Annual EHCP review – outcomes adapted when achieved


Emotional and Engagement Support Plans (EESPs) once a year / as needed

Individual class certificates and awards

Therapists reports / feedback

Attendance data

Swimming Award certificates

PP and PSD assessment

Annual Staff and Parent/Carer Survey


ELSA reports

Behaviour Watch data – extra support put in place as needed


Reception Baseline

Foundation Stage profile

School council – vote on school issues and events


Phonics Screening Check

Learning Walks / Lesson drop-ins


 Key Stage1/2  SATs

 Pre Key Stage Standards and Engagement profile

Governor monitoring


 Year 4 Multiplication Test

Safeguarding audits


ILP targets are set with parents (and therapists as appropriate) in the Autumn and Spring terms and individual pupil progress assessed in the spring and summer terms.


Curriculum Impact

The desired impact for our pupils is that they: