GSO Test

GSO Test


At Manor Mead School Virginia Water, a provision for primary aged pupils with High Communication and Interaction Needs (COIN), we recognise the importance and value of providing a curriculum that is:

Balanced; ensuring that our curriculum supports the individual needs of the pupil, and focused on academic outcomes and developing knowledge, skills and potential in areas of Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health and Sensory and/or Physical Difficulties

Broad; encompassing National Curriculum subjects (not MFL), topics, therapeutic areas such as speech and language, physio and occupational therapy, activities, approaches and experiences to develop life skills.

Developmental; building on previous learning and preparing our pupils for the next stages in their education and life.

Accessible; individualised and personal; adapted to meet the needs of our pupils.

Flexible; fun, engaging and individualised, developing academic skills, confidence and emotional resilience.

Meaningful; appropriate, challenging, and enriching, focusing on functionality and being world ready.

Our curriculum combines a focus on supporting individual pupil progress in the four Key Areas of their EHCPs; Cognition, Communication and Interaction; Social, Emotional and Mental Health; Sensory and Physical; with the formal requirements of the Early Years Foundation Stage (EYFS) and the National Curriculum. Our aim is to meet the individual needs of each pupil within the formal requirements of the EYFS and the National Curriculum but with our pupils ECHP outcomes as a key focus.

To reflect the importance of broad and often complex individual needs that all pupils have Individual Learning Plans (ILPs) which are set and reviewed twice a year.  ILPs set out key targets in each of the four areas of each pupils EHCP, identify next steps and any specific support strategies required for that pupil. Where appropriate there is input from other professionals such as SaLT and Occupational therapy.  Pupils work on ILP targets across the weekly timetable and there are opportunities to support learning in these key areas alongside more academic subject based learning in discrete lessons. Some pupils with more significant emotional needs will have an individual Emotional Engagement Support Plan (EESP) that identifies in more detail specific SEMH needs and strategies.

Our broad, balanced but individualised curriculum provides appropriate opportunities’ for each pupil to acquire important knowledge whilst developing key communication, social and emotional skills as they move through the school. Our curriculum is challenging and we have high expectations, valuing the development of functional, transferable lifeskills alongside academic achievement.


Curriculum Planning

The Vision and Values of the Federation and our strong curriculum intent are at the heart of all we do at Manor Mead School Virginia Water. Each term we focus on a different value which is then promoted through the curriculum, supporting our pupils to develop an understanding and appreciation of fundamental values and enabling them to implement these in and out of school.

Our pupil’s learning journey begins in Reception and our rich early years’ curriculum combines a focus on pupils’ EHCP priorities and Individual Learning Plan (ILP) outcomes in the four key areas, a ‘golden thread’ that continues as pupils move through the school, and activities and experiences which cover the 7 areas of learning of the Early Years Framework Stage (EYFS).  Our pupil’s individual learning journeys are also informed by the Development Matters materials with a key focus on communication, learning and assessment opportunities.

At Manor Mead School Virginia Water, our starting point is always each pupil’s current levels of knowledge, skills and understanding. We focus on making every stage of our pupil’s learning experiences positive, building confidence and a lifelong love of learning. On occasion, and if identified through assessments, wider discussion with parents and other professionals, when we feel that a pupil is not ready to move to Key Stage 1 we will continue to consolidate learning through the EYFS.

Careful and considered class organisation, timetabling and curriculum planning ensures that all pupils benefit from a clear daily structure, covering all aspects of EYFS and the National Curriculum (NC) across the week.  Individual child schedules (EYFS) and class schedules (KS 1 and 2) reduce anxiety supporting our pupils to positively engage in their learning. To support the development of emotional understanding and resilience of all pupils each day begins with Zones of Regulation activities and these are revisited throughout the day.

Several of our classes contain more than one-year group so curriculum maps are in place for Key Stage 1and 2 ensuring there is clear information on coverage with an emphasis on the progression of knowledge and skills. The structure of our curriculum provides opportunities for revisiting knowledge and skills and topics may be repeated on rotation depending on organisation of year groups. Subject leaders track topic content to ensure that the development of knowledge and skills are continued but content is differentiated

To support and encourage the development of enquiring minds, every half term, each class will have a Science focus and pupils (Years 2-6) will craft a Science focussed question, agreed by the class to steer their learning journey. The question provided a vehicle for pupils in the class to conduct research and inform structured play, homework and enrichment activities. This approach involves our pupil actively in their learning process

At Manor Mead School Virginia Water dedicated time each day is given to structured play which is an important opportunity for pupils to develop their communication and interaction skills and to effectively manage their emotions. Structured play is planned giving consideration to the individual holistic needs of our pupils and their ILP targets.

Every term, class teachers send home a newsletter outlining the key subject knowledge and vocabulary that will be covered within the term’s learning and highlighting the ‘class question’ supporting enabling parents, carers and families to be involved with and support their child’s learning.

As a specialist provision for pupils with High COIN, we support individual pupils’ personal development alongside the academic and as such we measure and celebrate progress and achievement in both.

Pupil’s personal development is recorded, tracked and measured in several ways including:

  • Annual / Bi-annual EHCP reports
  • ILP outcomes twice a year
  • Emotional and Engagement Support Plans (EESPs)
  • Engagement in enrichment activities
  • Attendance data
  • Annual Parent/Carer Survey
  • ‘Behaviour Watch’ data
  • Resilience activities -Confident and emotionally resilient children
  • Pupil voice - School council
  • Governor monitoring


Pupils academic progress is recorded, tracked and measured in several ways including:

  • In school assessment of core subjects and PSHE
  • Statutory tests (where appropriate)
  • Teacher assessment
  • Engagement in the academic curriculum
  • Leadership and Subject Leader monitoring of the curriculum – Learning walks, book looks and assessment
  • Governor monitoring

Curriculum Outline




 Management of the Curriculum  

Each teacher (apart from ECTs) is responsible for planning one or more subjects of the curriculum. Subject Leaders may identify developments for their subject which need to go in the School Development Plan (SDP) in agreement with the Head of School or Executive Headteacher.

As Subject Leaders teachers take responsibility for;

  • writing a Policy and regularly reviewing that Policy with teachers: all curriculum policies are reviewed every 1 or 2 years.
  • devising and writing of subject overview and a scheme of work.
  • devising and contributing to the Curriculum Map for each academic year.
  • monitoring delivery of their subject.
  • ensuring appropriate recording systems are in place and used by teachers
  • providing support for colleagues and arranging training as appropriate.
  • identifying actions for the SDP as and when appropriate.


Monitoring of subject delivery may be carried out by the Subject Leader or by another teacher who has responsibility for monitoring a group of subjects as detailed in the School.