Polowen provides a carefully balanced curriculum that integrates therapeutic and academic learning through accessible and responsive timetabling.

We work with high expectations for every learner, supporting them to engage meaningfully with the full curriculum while recognising that some learners will require varying levels of additional therapeutic input to access learning successfully.

Staff are responsive to individual needs and circumstances, ensuring a flexible and appropriately balanced approach for each learner.

A total-communication approach

Polowen follows a total-communication approach, ensuring that all learners are supported to understand, express themselves and interact using the full range of communication methods available to them.

This includes spoken language, signing, symbols, visual supports, AAC systems and consistent modelling from adults. Communication is embedded throughout the curriculum and across the school day.

Curriculum intent

Learners access the National Curriculum with a strong emphasis on core subjects and the learning outcomes identified within their EHCPs. Progress is measured holistically, recognising both academic development and therapeutic achievements. 

Our aspiration is to reduce barriers to learning over time, increasing learners’ access to positive and purposeful educational experiences.

We support learners to develop functional communication, core academic skills and the wellbeing strategies required to become as independent as possible and valued, active members of their community.

Meeting learners’ needs

Polowen's curriculum is designed around the core needs of our learners. It acknowledges the significant barriers to learning that many of our young people face and provides targeted support to help them overcome these barriers.

Communication and independence are identified by parents and staff as key priorities for life beyond school. Emotional and sensory regulation are also essential in enabling learners to access the wider educational offer and develop the skills they need for adulthood. 

To meet these needs, the curriculum provides a balanced blend of academic learning and therapeutic provision.

Structure of learning

Learning is delivered primarily through play‑based and exploratory approaches at an age‑appropriate level. Activities are highly motivating and delivered in short, focused bursts, with opportunities for regulation between adult‑led sessions.

Adult‑directed learning typically takes place in small groups or 1:1 sessions, with independent learning encouraged wherever appropriate.

A thematic and spiralling curriculum ensures that key skills are embedded, revisited and over‑learned throughout the school day and across each term.

The role of adults

Staff act as communication partners, supporting learners to express their wants and needs, interpreting their communication and ensuring they receive clear, accessible information with appropriate processing time. Adults also act as play partners, modelling, narrating and extending play to facilitate learning.

Co‑regulation is a frequent and essential part of the curriculum. Staff support learners both within and beyond the classroom.

Curriculum implementation

The curriculum is structured into four core areas:

1. My Thinking and Problem Solving

Developing cognitive skills, curiosity and the ability to explore and make sense of the world.

2. My Communication

Building functional communication, interaction and language skills.

3. My Independence

Supporting self‑help, daily living skills and autonomy.

4. My Leisure

Experiencing a range of activities to support personal development and allow opportunities to develop personal interests in preparation for adulthood.