Therapeutic Curriculum
Helping every young person feel safe, supported and ready to learn
At High Well School, we recognise that young people learn best when they feel safe, understood and supported. Our therapeutic curriculum brings together learning, emotional wellbeing, relationships, personal development and preparation for adult life. It is designed around the individual needs of our pupils so that every young person can make progress and achieve their potential.
Our approach focuses on three important foundations:
Regulation - We help pupils to understand their emotions, recognise how they are feeling and develop strategies that help them to regulate and be ready to learn.
Relationships- Positive, trusting relationships are at the heart of our school. Our staff take time to know each pupil as an individual and create an environment where young people feel valued, listened to and supported.
Readiness for learning - We recognise that a young person needs to feel safe and regulated before they can engage successfully with learning. Our curriculum and classroom approaches are therefore adapted to help pupils access learning while maintaining high expectations.
What does this look like in school?
Our therapeutic approach is part of everyday school life rather than something that happens separately from learning.
Depending on the needs of the individual pupil, this can include:
- a warm meet and greet on arrival
- personalised emotional check-ins
- calm and predictable routines
- access to sensory strategies and resources
- emotion coaching
- opportunities for co-regulation and self-regulation
- explicit teaching of emotional literacy
- restorative approaches to resolving difficulties
- flexible and personalised learning
- high-quality teaching with appropriate challenge and support
- opportunities to develop life skills
- trusted adults who know pupils well.
We recognise behaviour as a form of communication. Our staff seek to understand what a young person may be communicating through their behaviour while maintaining clear expectations, boundaries and support.
A Curriculum Built Around the Whole Child
Our curriculum is personal, functional and developmental.
Academic learning remains important, but we recognise that success at school is about much more than qualifications alone. Alongside subjects such as English and Maths, pupils have opportunities to develop the skills they need to become increasingly confident, independent and prepared for their future. The school's curriculum planning also includes experiential learning and preparation for a positive future.
Learning beyond the classroom
We want pupils to have meaningful experiences that help them discover their strengths and interests. Our developing curriculum includes a greater emphasis on experiential learning, drawing on areas such as outdoor education, forest school, sport, music and performing arts, drama, cooking, creative activities and practical life skills.
These experiences can support pupils to develop:
- confidence
- independence
- communication
- teamwork
- resilience
- problem-solving skills
- practical skills for everyday life
- interests and aspirations for the future.
Support Matched to Individual Need
Not every pupil needs the same support at the same time. Our therapeutic provision is therefore designed at different levels, allowing support to increase or reduce according to the needs of the young person.
Universal support
Therapeutic approaches are embedded into high-quality classroom teaching and everyday school routines.
Small-group support
Some pupils may benefit from additional targeted work delivered within a small group.
Individual support
Where appropriate, pupils may receive personalised one-to-one support and interventions within school.
Specialist support
Some young people may require more intensive or specialist interventions.
The aim is always to help pupils access learning successfully and become increasingly confident and independent. Specialist support should strengthen a pupil's access to the curriculum rather than replace it.
Our High Well Pathways
We recognise that pupils may need different approaches at different stages of their education.
High Well's pathways include:
Pathway 1: Universal Therapeutic Offer
Support through our everyday therapeutic curriculum and school provision.
Pathway 2: Short-Term Alternative Provision
Where appropriate, carefully planned alternative provision may be used for a defined period with clear outcomes.
Pathway 3: Bespoke Education
Some pupils may require a more individualised educational offer, which could include alternative provision or off-site tuition.
Pathway 4: Outreach Support
Targeted support provided through the school's outreach approach.
Any provision is focused on meeting the individual needs of the young person and supporting positive educational outcomes.
Nurture Provision
High Well is developing a nurture model within Key Stages 3 and 4. Nurture provision provides a small, structured and supportive environment for pupils who need additional help to develop their readiness for learning. The emphasis is on building positive relationships, emotional regulation, communication, confidence and successful engagement with education. For some pupils, breakfast can be an important part of preparing for the school day.
Our approach to nurture breakfast is about much more than providing food. It provides a calm, predictable and welcoming start to the day, helping young people to feel connected and ready for learning.
Pupils can be supported to:
- talk about how they are feeling
- identify any worries
- think about strategies they can use if something feels difficult
- look ahead at their timetable
- set a positive goal for the day
- build friendships and social communication skills
- recognise and celebrate their achievements.
Activities are kept brief and, where possible, optional, with the priority being to help pupils feel safe, successful and connected before learning begins.
Working Together with Parents and Carers
Parents and carers know their child best, which is why your views are an important part of our approach. We use a range of information to understand pupils' progress which includes engagement with learning, regulation and incident information, attendance, pupil voice and parent/carer voice, alongside indicators such as developing friendships, positive interactions and pupils becoming more able to manage mistakes and challenges. By working together with pupils, families and professionals, we want every young person to make meaningful progress towards a positive and successful future.