Our Curriculum Priorities

A rich and broad therapeutic curriculum has been established within the school, focusing first on offering the irresistible invitation to learn and then upon overcoming barriers to ensure rapid progress for our complex cohort. The therapeutic elements of our approach are fully embedded within our curriculum. The curriculum is topic-based, following a two-year rolling programme which enables teachers to build upon learning over time. We understand that a successful curriculum must pay attention to underlying purposes of education, must cover essential content and must be flexible as we are living in an ever-changing world.

We strive to provide a curriculum that all pupils will find enjoyable and helps them to understand the relevance of their lessons. Topics such as ‘Moon Zoom’ in Key Stage 3 enabled pupils to explore journeys to space and pioneers such as Neil Armstrong or Tim Peake, igniting curiosity in Science and Technology. Our topic ‘Rio’ in Key Stage 1 introduced pupils to the Rio Carnival, celebrating foods, stories and traditions from Mexico. Our ‘Invaders and Settlers’ project in Key Stage 2 culminated in a recreation of a Norman draw bridge, developing our pupils understanding of the lives of people who lived a long time ago. Such creative approaches can only be achieved by using the experience, enthusiasm and specialism of individual teachers who provide interesting, engaging and differentiated lessons in a structured well-ordered classroom environment.

This ensures any gaps in learning are addressed and pupils are well prepared for their next educational provision. Our curriculum gives pupils a diverse range of experiences in linguistic, mathematical, scientific, technological, human & social, physical, aesthetic and creative education. We prioritise English and reading, maths, PSHCE and Skills for Life (our functional curriculum). This curriculum is within the second year of implementation and being adapted to the specific needs of the pupils.

Like every school, we have a timetable with boundaries and routines focusing on our core curriculum priorities of English & Reading, Maths, PSHCE and Skills for Life.

Our Curriculum

English and Reading

At Eagle House School (Bramley), we recognise that reading and literacy skills are vital for our pupils to be able to access the wider curriculum and provide them with the tools needed to fulfil their potential in the future. By providing a personalised approach for each individual, we will help our pupils to overcome barriers which may have prevented them from progressing previously.

We aim to foster a love of reading, developing a desire to explore texts for pleasure and to find out information. We will provide opportunities for our pupils to enhance their writing through purposeful and meaningful learning experiences. We show that writing has purpose. We believe in supporting our pupils with their written functional skills using a variety of methods. Embracing a multi-disciplinary approach, we equip our pupils with the speech and language skills needed to communicate effectively; in discussions, sharing their opinions, listening to others and expressing themselves.

Our aims are embedded within our curriculum and our nurturing approach to learning, which follows a clear pathway of progression for each learner. Pupils are rigorously baselined and reviewed to ensure that we are providing unique and targeted support in their literacy.  This intervention-based approach, takes place in the classroom and in the school’s library on a daily basis to ensure progress in reading, writing and communication. We believe that our high-quality English curriculum will provide the functional skills necessary for our pupils to participate fully as members of their community and the wider world.


Our maths curriculum maximises pupils’ opportunities for the future by teaching skills that will increase their independence, enable them to access higher learning and support their future career aspirations. We recognise our pupils have unique starting points therefore our maths curriculum has been developed with flexibility to ensure key numeracy skills are embedded for every pupil at every stage.

We provide a safe, nurturing environment where pupils feel confident to explore their numeracy skills and become fluent in the fundamentals of maths. Through our multidisciplinary approach, we build our pupils’ confidence so they feel ready to re-engage in maths learning, experience success and develop a positive attitude to the subject. Our first step is to overcome barriers to progress, identifying and addressing any misconceptions. Through high quality teaching and learning, we show our pupils that maths is all around us, giving them first-hand learning experiences that they can explore in the world themselves.

We re-ignite a love for problem solving, scaffolding their learning journey, giving them opportunities to generalise and transferring their skills. This hands-on approach develops our pupils’ self-discovery, reasoning skills and fosters their intellectual curiosity. We celebrate every success through recognising their effort, critical thinking and strategy, with meaningful praise. Through our maths curriculum we foster increasing independence and ensure pupils are prepared for life and their future career.

Personal, Social, Health & Citizenship Education (Bramley Time)

We prioritise PSHE and Citizenship (PSHE) at the core of our curriculum; pupils within Eagle House School (Bramley) engage in PSHE lessons every single day in a session which we have called ‘Bramley Time’. Bramley Time is a combination of PSHE, Daily Reflection on topical issues and a sensory regulation programme called ‘Zones of Regulation’.

We have integrated a long-term curriculum, adapted from the PSHE Association, where each week a different question is used as a starting point for learning. Examples include ‘How can we be a good friend?’ within KS1, ‘What are families like?’ for KS2, and ‘How can the media influence people?’ for KS3. We recognise that the individual needs of our pupils mean they may be more at risk of exploitation and vulnerable to the world around them. Through our Bramley Time curriculum we safely explore sensitive and challenging issues such as online gaming, gambling, online safety and peer influence, which ensure our pupils are prepared for life in modern Britain.

Skills for Life

We recognise the power of outdoor learning to engage and give our pupils a sense of accomplishment. We have implemented a sequential programme which provides our pupils with key life skills and accreditations as they progress through the school.

  • Our weekly social skills groups, led by a Speech & Language Therapist and Assistant Psychologist, ensure pupils develop essential interpersonal skills which are fundamental for their future career prospects and quality of life.
  • Our regular community visits enable pupils to practise their independence skills such as functional vocabulary or money skills, giving them greater confidence to access the world around them.
  • Our swimming sessions at the local leisure centre ensure pupils learn key skills to keep themselves safe in the water.
  • The ‘Forest Schools’ approach helps our pupils to understand and respect the natural environment, taking care of the world around them.
  • Cycling and Bikeability (in partnership with the community organisation Sustrans) teaches our pupils this key life skill whilst also keeping fit and healthy.
  • Surrey Outdoor Learning & Development lead our sessions on teamwork skills through activities such as bouldering, water sports and high ropes courses; these build up key life skills over time such as cooperation and resilience.
  • In Key Stages 1 and 2, our Crest Awards help our pupils become independent and reflective learners through enquiry-based project work which is based around Science, Technology, Engineering and Maths.
  • In KS3 the AQA Unit Award Scheme (UAS) accredits achievements with formally recognised qualifications.
  • Want to mention Rights Respecting Award and Eco?

Through our Skills for Life curriculum, we teach our pupils practical skills that they will retain for the future, improving their wellbeing and quality of life.

Preparing for Life in Modern Britain

Across the curriculum we actively prepare our pupils for life in modern Britain by drawing upon our strengths in the wider group and local area. Our local community extends and enriches our curriculum; all pupils attend regular community visits in order to practise their language and independence skills. Appreciation of diversity and equality is taught both within PSHCE and as part of the wider curriculum. Pupils celebrate individual differences through a planned series of themes throughout the year such as Black History Month or themed days such as St David’s Day. Our Pupil Parliament teaches our learners about democracy and the rule of law. Our Parliament actively provides feedback on the subjects that are taught in school and the development of our provision. The President and Parliament Chair allocate their budget based upon discussions held at our parliament meetings.

Implementing our curriculum – our approach to teaching & learning

An Irresistible Invitation to learn

Re-Engagement: Our goal is to re-engage our pupils back into education, with each pupil actively wanting to attend school, often for the first time.

Personalised Learning: A highly individualised style is provided for each pupil, based partly on the understanding of demand avoidance and on the individual’s personality, expression of autism and tolerances. Our staff are fully trained to understand the nature of anxiety driven, demand avoidance as something that a pupil cannot overcome by an act of will.

Meaningful Enrichment: We provide first-hand learning experiences that allow pupils to develop interpersonal skills and build resilience. Our cross-curricular approach enables them to make meaningful links with their learning.

Celebrating Success: Our curriculum celebrates achievement, recognising effort and strategy. It provides and acknowledges success for all pupils, in all aspects of their development and it recognises, encourages and celebrates all types of talent.

Overcoming Barriers

Scaffolding: Our curriculum unpicks and addresses misconceptions which may have developed over time. We identify clear starting points and any gaps in prior learning. 

Skills for Life: We focus on the foundational key skills of numeracy and literacy. Our curriculum enables us to build strong relationships, celebrate diversity, encourage respect and build a sense of community.

Self-Regulation: Through our Zones of Regulation programme we enable pupils to develop the key skills they need to manage their own anxiety and their sensory needs. We provide them with strategies to identify their own levels and how they can support themselves to manage these.

Find their Self-Worth

Find their Self-Worth

Through our curriculum and our therapeutic approach, we build a sense of identity for our pupils, developing skills to enable them to discover their self-worth. We focus on the skills they will need for the future; discussions are regularly held with our pupils during their time with their key workers and as part of formal meetings such as Annual Reviews. ‘Pupil voice’ is at the heart of these discussions and pupils actively contribute to their reviews of progress.

Ket Stage 2

Our ambitions for our pupils at Key Stage 2

By the end of Key Stage 2 we aim for all our pupils to have developed a holistic range of skills which prepare them for their journey in Key Stage 3. These include:

Numeracy Skills

– by the end of KS2 our pupils will have a functional understanding of mathematics, with an emphasis on numbers and the number system. They are able to use calculation skills and use money with increasing independence. They have an understanding of geometry and measures and they are able to tell the time.

Literacy Skills

– by the end of KS2 our pupils will have functional literacy skills, they are able to read with independence. They are able to use write with increasing fluency. They will be able to communicate their needs and understand requests.

Bramley Time

– by the end of KS2 our pupils will have an understanding of how to keep themselves safe online and in the community. They will understand how their bodies will change as they are growing up and how they can take care of themselves. They will understand British Values such as diversity, equality and the rule of law. They will have voted in school elections and will have participated in celebrations of our cultural diversity.

Skills for Life

– by the end of KS2 our pupils will have formed relationships with their peers. They will be able to sustain friendships over time and learn as part of a small group. They will be able to engage in learning for extended periods of up to 30 minutes with support. Pupils will be able to swim, cycle and understand the importance of a healthy lifestyle. They will be developing a varied diet. Pupils will have attained CREST awards celebrating this achievement.

Key Stage 3

By the beginning of Key Stage 3 any pupils who have not achieved these skills, for example for those that join us in Year 6, will be supported with intensive personalised support.

 Our ambitions for our pupils at Key Stage 3

By the end of Key Stage 3 we aim for all of our pupils to have integrated a broad range of skills preparing them for a transition to a less intensive specialist provision. For some of our pupils this will include a mainstream FE college placement on a 14-16 course for part of their week.

Numeracy Skills

– by the end of KS3, our pupils will have strengthened their calculation skills. They will have foundational skills preparing them for a qualification pathway at KS4; this will include either Functional Skills study or their preparation for GCSEs. They will be able to use time in practical situations to plan their day. Pupils will be able to use money with confidence and independence; they will be able to problem solve and begin to budget and plan for short term goals.

Literacy Skills

– by the end of KS3, our pupils will have embedded literacy skills, they will be able to read with independence for both purpose and for pleasure. They will understand and appreciate a range of different text types. They will be able to communicate with fluency using both formal and informal styles in their speech and written text.

Bramley Time

– by the end of KS3, our pupils will have an understanding of how to keep themselves safe in the wider world. They will understand personal safety and know how to keep themselves safe online. They will understand how their bodies will continue to change and how they can take care of their personal hygiene. They will be able to form positive and respectful relationships. Pupils will understand their rights and respect the rights of others. They will celebrate the diversity of their school, their community and our country. They will have engaged in a broad range of work experience placements and enterprise activities. Pupils will be planning for their next steps after school and will be making choices to support their future career ambitions and economic wellbeing.

Skills for Life

by the end of KS3 our pupils will have sustained relationships with their peers over an extended time period, navigating complex social relationships. They will be able to tolerate and accept others as part of a larger group. They will be able to engage across a broad range of subjects in the curriculum and focus for longer periods on their learning. They will be confident swimmers and cyclists, understanding and maintaining a healthy lifestyle with the exercise of their choice. They will have a varied diet and will be able to cook 3 different meals. They will be trained in first aid. Pupils will be able to use the bus and train with increasing independence and will have used the London Tube and navigated journeys as part of a group. They will have attained AQA Awards to recognise these achievements.

Throughout Key Stage 3 discussions are regularly held about career opportunities and next steps through our Bramley Time curriculum. This helps to contextualise our curriculum focus and set meaningful targets for our pupils.


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Contact us

Eagle House School (Mitcham): 020 8687 7050

Head Teacher: Lorraine Titchener

Eagle House School (Bramley): 01483 912 080

Head Teacher: Tom Milson

Eagle House School (Sutton & POST 16 Department): 020 8661 1419

Head Teacher: Francesca Arocas

Eagle House School 6th Form (Strawberry Lodge): 020 3745 8760

Head Teacher: Francesca Arocas

Out of term: 020 8770 7788

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