Our Curriculum

Applebee Wood School – EYFS Overview

At Applebee Wood School, our vision for the Early Years Foundation Stage (EYFS) is “Together we learn, play and grow!’
In Acorn Class, our youngest pupils learn, play, and grow in a positive, nurturing environment where every child is supported to achieve their full potential. Our curriculum lays strong foundations for future learning, celebrates individuality, and builds on each child's unique strengths and interests.

Children in our EYFS class follow the Prime and Specific Areas of Learning as set out in the Early Years Framework.

Prime Areas of Learning                                                                                                                                

These core skills are at the heart of early learning and development:

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development

Specific Areas of Learning                                                                                                                             

 These areas strengthen and deepen children’s learning through meaningful, engaging activities:

• Mathematics
• Literacy
• Understanding the World
• Expressive Arts and Design

As part of the Physical Development prime area, children have dedicated opportunities to access the hall and take part in activities aligned with their curriculum targets.
RE is delivered through the Understanding the World area—specifically within “People and Communities.” This learning is further enriched during whole‑school assemblies.

Each pupil at Applebee Wood School has personalised targets linked to their Education, Health and Care Plan (EHCP). These are delivered through a blend of one‑to‑one focused sessions, small group learning, and whole‑class activities.

These sessions—known as Key Skills—are guided by each child’s Key Skills Care Plan, which outlines their priority developmental targets. These often include essential “learning to learn” skills such as:

• Attention and listening
• Turn‑taking
• Engagement
• Participation in adult‑led activities

Key Skills sessions are embedded into the daily routine across the school.

Our EYFS curriculum is immersive, theme‑based, and play‑centred, taking a holistic approach. Half - termly topics and hands‑on activities support progress across all developmental areas—cognitive, social, physical, and emotional. While we offer a structured curriculum, we fully recognise and respond to the individual learning profiles of each child. To support this, pupils have access to additional elements of our wider 3‑Part Curriculum, ensuring they receive the tailored support and opportunities they need to thrive.

We believe that strong, trusting relationships between home and school are essential for children’s success. Our approach to home learning is designed to help pupils generalise their skills across different settings. We offer a range of opportunities for families to engage in their child’s journey, including:

• Workshops and training sessions
• Meet‑and‑greet opportunities
• Parents’ evenings
• A target‑setting review in the first term
• On-going communication and support

By working together, we ensure that the skills pupils develop in school are meaningfully reinforced at home, enabling every child to flourish.
We are committed to supporting families every step of the way.

Our Primary Journey: Learning Through Our Values

In the Primary Department, our specialist team of Teachers and Additional Needs Teaching Assistants (ANTAs) works tirelessly to ensure your child’s education is built on a foundation of care, expertise, and shared values.

Respect: A Total Communication Approach

We respect that every child is an individual who learns and communicates in their own unique way.

• How we learn: By utilizing a Total Communication approach, we ensure every voice is heard and valued. We respect the personal dignity of our learners by integrating self-help, feeding, and personal hygiene skills into our daily curriculum.

• Our delivery: From EYFS to Year 6, our "Learning to Learn" skills—such as turn-taking and listening—teach pupils to respect the needs and boundaries of their peers, creating a harmonious learning environment.

Belonging: Rooted in Our Community

Every child has a place within our "tree-themed" classes, from the youngest in Acorn to our leavers in Oak.

• How we learn: We foster a deep sense of belonging through ability-based teaching groups. This ensures that whether a child is in Cherry Blossom or Hazel, they are learning alongside peers at a pace that feels right for them.

• Our delivery: Belonging extends to our families. Through Class Dojo, "Friday Photos," and our open-door communication policy, parents and carers are an essential part of our department's family.

Trust: Safe to Explore and Regulate

Trust is built when children feel safe, understood, and supported in their physical and emotional needs.

• How we learn: Our pupils trust that their individual needs will be met through specialized equipment, movement breaks, and tailored regulation opportunities.

• Our delivery: We build trusting relationships through our dedicated Form Tutors and ANTAs who oversee Key Skills Care Plans and Annual Reviews. This consistency ensures pupils feel secure enough to take the risks necessary for deep learning.

Resilience: Building Small STEPS to Success

Resilience is at the heart of our "Learning to Learn" philosophy. We support our students as they navigate the challenges of the National Curriculum.

• How we learn: We break down big goals into small STEPS, allowing children to build the persistence needed to master literacy, numeracy, and gross motor skills.

• Our delivery: Whether it is attending a residential trip away from home or performing in the annual Nativity, we encourage our pupils to step out of their comfort zones and find strength in their growing independence.

Aspiration: Celebrating Every "WOW" Moment

We have the highest aspirations for our learners, focusing on what they can achieve.

• How we learn: Our curriculum is designed to stretch every pupil. We look toward the future by celebrating "Aspiration for Life" and "Language for Life" in our weekly departmental assemblies.

• Our delivery: We provide innovative learning experiences—from outdoor education to themed days—that inspire children to dream big. We shine a light on every success, choosing a "Star of the Week" to celebrate the incredible heights our pupils reach.

Welcome to the Secondary Department 

At Applebee Wood, our Secondary Department is a place where learners enjoy their learning and work hard to develop their independence skills.  

Our teachers provide learners with a range of engaging opportunities to develop new skills and apply them in many different ways. In the secondary department, learners discover new facts and skills which will help them as they grow up and transition into adulthood, working towards an appropriate level of independence. 

The Vision 

We aim to provide a stimulating, happy and creative learning environment that enables all learners to reach their full potential. This is achieved through a carefully planned child-centred curriculum that has been designed to reflect the individual needs of our learners. We strive to be kind and work hard. 

Teaching Groups 

We currently have nine classes in the secondary department, five of which are Key Stage 3 and four of which are Key Stage 4. Learners are taught in ability based teaching groups. This allows teachers to match work closely to learners’ unique abilities whilst providing an appropriate level of challenge. It also enables learners with greater needs to access higher levels of staff support and ensures that the curriculum can be adapted to meet their specific needs. 

Our classes are arranged in Key Stage groups; Key Stage 3 (Years 7-9) and Key Stage 4 (Years 10-11). Occasionally, we may have groups which incorporate both Key Stages, depending on the needs of the students. 

Form Groups 

All learners in the Secondary Department have a form tutor who is responsible for overseeing the personal and social needs of their form, updating Key Skills Care Plans, and making contact with parents/carers.  The form tutor is the first point of contact for parents/carers and is keen to establish positive relationships.  Parents/carers are can get in contact with their child’s form tutor to discuss any issues via their child’s Class Dojo page.  

As well as a form tutor, each form also has two or more Teaching Assistants (TAs).  TAs have an important role in supporting the work of the form tutor and meeting the needs of the students. 

Behaviour and Conduct 

In the Secondary department, we follow a conduct policy. Learners are encouraged to collect merits throughout the week for positive conduct and being on task with learning. Merits are then rewarded with TGI time on a Friday where learners can choose an activity to enjoy such as sports, arts and crafts, music or games. 

Options Groups and Placements 

In Key Stage 4, learners take part in options afternoons twice a week in subjects such as Duke of Edinburgh, graphic design, computing, textiles and art. 

We also access external placements in Key Stage 4 to PNE media, PNE football, Creativity Works Preston (CWP) and Preston Vocational Centre (PVC). We have links with a variety of colleges and attend transition meetings throughout the year.