Design of the Curriculum

A Broad And Balanced Curriculum

(Please see Senior Curriculum via secondary page)

Topics at Springboard Junior are taught across the curriculum. Cross-curricular studies strengthen subjects.

The merit of cross-curricular or thematic work in the primary curriculum is to help children to make sense of the world in which they live. Young children, from pre-school to the upper end of primary school, do not assign particular activities to a particular subject; therefore the cross-curricular approach more closely mirrors the way they learn. Through offering a regular change of subject, we better engage pupils with emotional, behavioural and social difficulties and associated issues. This also has a positive effect on attention, concentration and resistance to learning.

The cross-curricular approach helps children to better understand ideas about such important matters as citizenship, sustainable development, ļ¬nancial awareness, health and wellbeing. It also provides opportunities across the curriculum for them to use and apply what they have learned.

The cross curricular approach respects the integrity of subjects but lessens the rigidity of their boundaries. Among other things it encourages children and teachers to think creatively ‘outside subject boxes’.

Topics will involve a relevant school visit or activity to promote a keener and more enriched engagement with learning. Topics are chosen to ensure that priority learning objectives enable pupils to develop foundation and life skills, and a broad general knowledge base.

In addition to this, our weekly timetable includes specific support. For those with dyslexia, dyscalculia and with speech and language difficulties we have an autism-friendly approach offering consistency, high structure and visual support. Students work at their ability level, which may or may not be their school year level, to enable us to build essential skills and bridge the learning gaps that many of them have.

We do not have an outside space, which suits the children that we support. We have consistently found that they cannot manage unstructured break times in a playground. We therefore visit our nearby play park for supported break times and use local amenities for our sports and leisure sessions including swimming and P.E.


"Subjects offer one way, though again not the only way, of translating what is to be learned and taught into a curriculum which is manageable on a day-to-day basis"
Cambridge Primary Review

Therapeutic Structure to Underpin the Curriculum

Most importantly, the Springboard Junior staff team adopts a therapeutic approach to our vulnerable students. We explore the reasons behind student behaviour, including attachment issues, early trauma and learning difficulties.

We provide hands-on direction, support and modelling for appropriate social, behaviour and learning skills. The children have regular sessions on emotional literacy, thinking skills, social and emotional aspects of learning and social use of language.

 As a core staff team we work with our students 9-3pm Monday, Tuesday, Wednesday and Friday and 9-12am on a Thursday. Thursday afternoons are reserved for student appointments e.g. CAMHS, social workers and health practitioners. This can also provide an opportunity for students to have quality time with a parent/carer while siblings are at school. During this time Springboard Junior staff team receives fortnightly supervision from Louise Bomber (Attachment Support Teacher Therapist for the Yellow Kite Attachment Support Service to Schools). It is also used for teacher training, staff supervision, staff meetings and curriculum differentiation work.