Curriculum VISION

The Connex Curriculum Intent is founded upon identifying where each individual learner is in their current educational journey, recognising their individual strengths and using this as a base for all learning and development. It is vital to know each learner – their strengths, interests and needs, then use this knowledge to support their journey with us.

Our curriculum is then developed through our Implementation, where we ensure each learner has access to a broad and balanced curriculum through a contextualised timetable, identifying their specific needs, along with placement goals and next steps, to ensure that they are gaining the skills and knowledge needed to succeed. This will include a range of accessible and relevant learning experiences to reengage learners with education. A range of interventions will also be used to ensure that any gaps identified through assessment are plugged, enabling them to secure and sustain positive experiences with their learning journey.

The Impact of the curriculum is measured in many ways – achieving success is monitored through a range of observations, and assessment tools, along with EHCP outcomes. We also believe that another outcome is the positive reintegration and transition back into the learners mainstream setting, or onto the next stage of their educational pathway.

We have two main learner profiles within Connex (C&I and SEMH), there are core components of our curriculum within both, which focus upon:

Individualised and inclusive learning:

Providing a broad and balanced curriculum that adapts to the specific academic and therapeutic needs of each student through a contextualised provision approach, with individualised learning pathways to address current abilities and future goals.
Ensuring that there is a supportive and inclusive community around each learner where relationships are positive and founded on respect.

Academic and life skills development:

Ensuring learners gain essential academic qualifications, such as AQAs, GCSEs or Functional Skills in English and Maths, along with other subjects if appropriate.
Developing crucial life skills, emotional resilience, and mental health support to help learners manage emotions and build healthy relationships.
Focusing on employability and preparing learners for their next steps, whether that's reintegration into mainstream school, other education pathways, or employment.

Holistic and community-focused approach:

Builds strong links between home, schools and their community and working with relevant agencies to create a unified system of support for each learner.
Creating a curriculum that connects to real-world experiences, with opportunities for practical, hands-on, and outdoor learning.
Working in partnership with the family to support learners in accessing appropriate placements, environments and raising aspirations.

Golden thread – themes, vision, values, ATRCM

Communication and Interaction – Curriculum Intent

Our intent is to ensure that every learner develops the ability to communicate their needs, choices, and feelings effectively through their preferred methods. We follow a Total Communication approach, valuing and promoting all forms of communication—verbal language, signing, symbols, communication boards, body language, and assistive technologies. By embedding this approach throughout the curriculum, we provide consistent opportunities for learners to express themselves, build meaningful connections, and develop confidence in their communication. We recognise that communication underpins emotional wellbeing, engagement, and access to learning, and we aim to reduce dysregulation and frustration by equipping learners with reliable and functional communication strategies.

Progression in communication is carefully planned and personalised, ensuring that each learner moves from early awareness and intentional communication towards more independent and purposeful interaction. We foster independence by encouraging learners to make choices, initiate communication, and use their skills across different contexts. As learners gain confidence in expressing their needs and preferences, they experience increased self-esteem, engagement, and participation in the wider curriculum. Ultimately, our goal is for every learner to leave us as an effective communicator for lifelong learning, supporting them to continue their journey in their mainstream or specialist placement. Placement Goals are based on learners EHCP outcomes and are set in partnership with schools.

SEMH – Curriculum Intent

The SEMH curriculum intends to support learners to achieve more than they ever believed. Many of our learners have had negative experiences of education and at Connex we intend to remove barriers and ensure all learners are given the support, skills and experiences to succeed so they can live healthily, independently, and successfully transition back into education or employment.

Each learner has access to a broad and balanced curriculum through a contextualised timetable, identifying their specific needs, strengths, and interests. We use this information along with EHCP targets, placement goals, and next steps to support their journey with us and ensure that they are gaining the skills and knowledge needed to succeed. This will include hands-on practical skills and a mixture of accessible and relevant learning experiences to re-engage learners with education. A range of interventions will also be used to ensure that any gaps identified through assessment are plugged, enabling them to secure and sustain positive experiences with their learning journey. It is our belief that all learners must receive a good education, regardless of their circumstances or the settings in which they find themselves.

The impact of the curriculum is measured in many ways – achieving success is monitored through a range of observations, and assessment tools, along with EHCP outcomes. We also believe that another outcome is the positive reintegration and transition back into mainstream or specialist settings, or onto the next stage of their educational pathway.