At Hailey Hall, we offer we offer a broad curriculum that is rich in opportunities and, very importantly, is designed to be accessible to all.
The curriculum, which is aligned to the National Curriculum, is sequenced to ensure there are clear steppingstones to success. The curriculum has a strong focus on achievement, which offers a combination of academic, vocational and wider school activities which challenges pupils to strive for personal excellence. As importantly, the curriculum is also supplemented to develop individual social, emotional and mental health stability. The curriculum aims to develop individuals holistically and so, to give them the necessary skills, qualifications and experiences to access further education, employment or training. This goal is underpinned by the need to develop resilience, tolerance and all-round personal well-being. There is an emphasis on the process of learning, developing a growth mindset and practical hands-on experience. We are developing a curriculum that is demanding, challenging and requires pupils to overcome individual difficulties. Please click this link to view our Accessibility Plan Accessibility-plan-Review-Spring-Term-2025.
Education, Health and Care Plans (EHCPs). Academic learning is important, but we understand that if a learner’s social and emotional needs are not met then there will be limited progress in meeting wider educational outcomes. Individual needs flow out of the EHCPs which helps inform our curriculum offer and identify and put in place supportive provisions to assist pupils with their individual needs.
In years 7 and 8, pupils begin their academic development through discrete subjects such as English, maths, science, PE, design technology, food technology, art, music, computing. All of which have the national curriculum as the foundation and is what drives the teaching and learning. These subjects expose the pupils to subject-specific skills and knowledge and this initial exposure is the first step on the path to mastery within the subjects. Through these subjects, pupils develop socially and emotionally, as there is a large emphasis on developing soft skills such as resilience and teamwork. These soft skills are developed even further through the school’s humanities programme, which is driven by the national curriculum but takes this further by incorporating an outdoor adventurous activities element. This opportunity to take the learning out of the classroom and expose the pupils to adventurous activities gives clear opportunities to develop each individual’s soft skills further, by demonstrating the ability to show empathy towards others, their ability to work as part of a team and show a willingness to take risks.
To be fully prepared for life after Hailey Hall School and to be an active citizen in modern-day Britain, individuals not only need to be equipped with academic skills and qualifications, but also essential life skills. Skills such as being able to use a vacuum cleaner and being able to plan a journey via public transport are developed through the subject of Life Skills. This subject is essential in developing well-rounded individuals that are equipped with all of the necessary skills for life after Hailey Hall.
Each individual is constantly being assessed by all to ensure they have sound mental health and well-being. For those who need additional support, sessions are arranged with the school’s onsite mental health worker to offer swift interventions.
In year 9, pupils continue with the same curriculum offer available in years 7 and 8. Humanities continue to be delivered through assemblies and cross-curricular days, however, more time is now dedicated to mastering the skills, knowledge and concepts in English and maths. This year is critical in each individuals journey at Hailey Hall as they begin to think about the next stage of their education, going into key stage 4. After three years of exposure to our broad KS3 curriculum, each individual has the opportunity to focus on subject areas that appeal to their passions and interests in key stage 4.
KS4 begins this more bespoke academic curriculum, while still keeping English, maths, science, life skills and PE as key components, pupils personalise their curriculum by selecting their option subjects. The options subjects compose of ICT iMedia, craft design technology, food technology, art, music and sports with pupils selecting three of these subjects.
While having academics as a key component, the importance of social and emotional development, soft skill development and sound mental health is not lost and remains a key focus.
In life skills, there now becomes an emphasis on the key skills required for employment and pupils begin to engage in visits to colleges, businesses and also take part in work experience through our careers programme.
KS4 also allows us to tailor the curriculum further for individuals through our vocational curriculum. Our Alternative Learning programme is designed to allow identified pupils to gain practical knowledge and vocational skills that will be relevant to employers. This programme can run independently or in conjunction with the ‘Subject Specific Curriculum’ and can mean that a pupil attends their vocational placement as well as attending Hailey Hall School.
Our curriculum is ambitious and inclusive for our pupils. We believe all our pupils should be enabled to meet their full potential and our curriculum enables this. When the curriculum is implemented in the classroom by our teachers, it is done so in a way that each individual is differentiated for so they can access the curriculum. This is essential for the lower attaining pupils, however, a key focus has been on the stretch and challenge of the higher attaining pupils. We are better than ever in supporting our pupils therapeutically.
The curriculum is inclusive of all pupils, especially at KS4. We have a well-established alternative learning programme that offers an alternative vocational curriculum to those who struggle to engage with the academic curriculum.
All pupils are baseline tested on entry and previous data from other schools factored in to assess their academic ability and aptitude. From this, appropriate interventions are put in place for those whose range of need, not normally catered for by the main curriculum is done so. We have an effective team that offer bespoke 121 interventions for those that struggle with skills such as numeracy and literacy. We now offer 121 sessions and small group session with our therapist who aims to develop individuals social and emotional aspects of learning. 121 interventions are also put into place for individuals where support is needed for their mental health and well-being.
We monitor the impact through regular progress data captures throughout the year for all pupils. We gather data for academics to measure the academic curriculum, we also measure soft skill and life skill development. The data is also used to inform our practice and evaluate the impact of the curriculum intent and implementation.
Our end of KS4 exam results for the last 2 years has been exceptional and has placed us in the top 10 nationally for SEMH schools, Sixteen out seventeen (94.1%) of our year 11’s continued onto further education, employment or training.
If you would like any further information on the curriculum please contact the subject coordinator listed below.
Science – Sean O’Sullivan
Maths – John Thurley
English – Amy Martin
Craft – Barnaby Aldiss
Art – Helen Phelps
Food Technology – Shelly Long
Humanities/OAA – Jack O’Sullivan
PSHCE (Life Skills) – Rachel Fletcher
Employability (Life Skills) – Sam Welbury
PE – Josh Hewitt
ICT – Jack O’Sullivan
Music – Victoria Parperis