Curriculum

When planning and designing the curriculum, leaders must give full consideration to how it will be adapted to meet the needs of all CYP, including those with SEND. Leaders should monitor the quality of teaching to ensure that all CYP, including those with SEND, are supported and challenged to make meaningful progress from their starting points.

In Early Years, leaders must ensure that the curriculum remains firmly rooted in the principles of the EYFS, where play is central to learning and development. High-quality early years provision recognises that children learn best through meaningful, first-hand experiences, supported by skilled adult interaction. Each child brings their own unique experiences, interests, and developmental starting points, and the curriculum should be flexible and responsive to reflect this. By providing rich, play-based opportunities that are both child-led and thoughtfully guided, practitioners can support engagement, curiosity, and deep learning. This approach is particularly important for children with SEND, as it allows for personalised pathways, enabling all children to access learning in ways that are relevant, motivating, and developmentally appropriate.

The intent

Expectations for all settings

Leaders design a high-quality, ambitious curriculum for all CYP, paying particular regard to disadvantaged pupils, those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or well-being.

What this may include/ look like

Settings critically consider their curriculum development to ensure that all CYP have access to a suitable curriculum that builds on their knowledge and is adapted to their needs. This may include alternative curriculum pathways, where appropriate.
Settings recognise that CYP's learning can take many forms and consider how it is most appropriate for CYP to demonstrate their understanding.
Settings ensure CYP's needs are met through the design and delivery of the curriculum, including taking into account any reasonable adjustments that need to be made to remove barriers to learning.
Settings actively gather CYP voice and use this to help shape the curriculum to meet the needs of all learners

The implementation

Expectations for all settings

Leaders ensure teachers deliver an ambitious curriculum for all CYP, ensuring that teaching is inclusive and adapted to support disadvantaged pupils, those with SEND, and others who face additional barriers.

What this may include/ look like

Leaders monitor teaching to ensure the curriculum is taught well across all subjects and year groups, with strong teaching that builds CYP's spoken and written language, vocabulary, and reading.
Teachers choose what and how to teach with real care, using their subject knowledge and understanding of CYP's needs.
The curriculum is delivered effectively for disadvantaged CYP, those with SEND, CYP known to social care, and others who face barriers, helping to remove obstacles to learning.
Leaders' work, including learning walks with a focus on inclusion, makes a real difference to CYP's progress and future readiness. Areas for improvement are tackled through action planning for development to inform professional development.

The impact

Expectations for all settings

Leaders ensure that the setting provides a high-quality education for all pupils that gives them the necessary knowledge, skills and qualifications to succeed in life, and equips them for the next stage of their education, training or employment.

What this may include/ look like

Settings use appropriate assessment and/ or screening tools to understand the starting points of CYP, including those with SEND, and consider how best to demonstrate their holistic progress.
Where alternative curriculum pathways have been identified as appropriate for CYP, leaders monitor this closely to ensure the right priorities have been identified and that CYP make good progress.
Leaders are mindful that summative data may not best represent CYP's progress and should consider how to evidence and celebrate small-step progress that CYP make from their individual starting points.
Leaders should ensure that teachers use formative assessment effectively to inform their teaching.