Find out about our Curriculum

This page features a comprehensive overview of Belmont’s Curriculum and includes our Curriculum Map, Long Term Curriculum Planning for each Key Stage, and Pupil Progress indicators. If you require further, or more specific information, please contact Chantel Yeates, Deputy Head, at

Belmont's Vision

At Belmont we aim to create an inclusive learning and therapeutic community that is committed to ensuring pupils are safe, happy, enthusiastic and purposeful learners. We believe that every pupil must be provided with opportunities to develop socially, emotionally, academically to achieve the best they can achieve. On leaving school we want our pupils to have the social skills, education and confidence to thrive in the adult world.

Belmont Curriculum Map 2023-24

Context of the School

Belmont is a school catering for pupils with Moderate Learning Difficulties.  We received an Outstanding Ofsted Report in October 2018 and are currently heavily oversubscribed with 189 pupils on roll. At least half of our pupils are on the Autistic Spectrum with many of our children requiring an alternative experience to mainstream settings.  A third of the pupils currently in our care have experienced significant trauma, that we are aware of.

In September 2020 Belmont School formally joined SAND Academy Trust to assist in the development of other schools and to also collaborate with others to raise standards even higher in the future.

Since our previous Ofsted, and in relation to the changing needs of the pupils, we have made significant enhancements in the following areas:

  • Whole school Curriculum
  • Introduction of specialist therapies including SALT and OT
  • Infrastructure staffing model to include Inclusion mentors with an area of expertise
  • Relational School Approach
  • Improved Site and facilities (e.g. Softplay, Sensory Rooms, OPAL, 6 Interventions Rooms, Accessible toilet)

KS1 phonic reading skills are developed through the ‘Read Write Inc.’ scheme.

The leadership team and governors are currently driving forward the following projects to further improve facilities and Teaching & Learning to ensure the outcomes and educational experiences for our children are beyond outstanding:

  1. Monitoring and evaluating the impact of our knowledge-rich and knowledge-engaged curriculum incorporating life skills.
  2. Monitoring and evaluating the impact of specialist interventions i.e., Occupational Therapy, Speech and Language Therapy
  3. Fundraising for a bespoke Health and Wellbeing Centre & Community Sport project
  4. Collaborating and supporting local schools with Relational School Approaches (Trauma informed, Thrive and Restorative Practice)

Curriculum Intent, Implementation and Impact


At Belmont School we ensure a knowledge-rich learning curriculum that has breadth, depth and relevance to meet the needs and interests of all pupils. The curriculum is successfully planned sequentially and managed to ensure all pupils gain knowledge and skills to ensure they are well prepared for the next stage in the education, training and employment. Learning is an integral part of our day and takes place throughout the day in all areas.


Our aim is for all pupils to have fun whilst learning key skills that will equip them for life.  Developing independence is a key focus for our school and no matter how severe the disability or need, we will aim to support our pupils to become more independent in all areas of their lives.

Belmont School provides high quality teaching.  Teachers carefully assess each pupil’s abilities.  Teachers work with parents/carers and any linked professionals to target the next key steps in priority areas. Teachers also plan the next individual pupil’s steps in all curriculum areas. Teaching is informed by the planned and sequenced knowledge and skills in all areas. Alongside this, teachers identify the strategies that each pupil needs to access the curriculum and engages to achieve and make progress.

The core subjects at our school are English, Maths and PSHE (Personal, Social and Health Education) and the rest of our week is made up of Foundation subjects that meet the wider academic and emotional needs of our pupils. The academic curriculum is supported by a wealth of extra-curricular opportunities that will further add to the development of the whole child.

When judging the outcomes of the pupils’ achievements we take the following into account:

  • the age and starting point of the pupils
  • the extent of their special educational needs
  • the National expectations
  • the individual targets/outcomes for the pupils
  • the preparation needed for the pupil to be successful in the next stage of their education.

Throughout the school, life skills, practical skills, functional skills and personal skills form an integral part of the curriculum.  Active learning and physical activities play a high profile in the curriculum.  Alongside this, health and well-being of all pupils is paramount and, in this context, healthy lifestyles and mental health is actively promoted across all curriculum areas through targeted activities and interventions such as THRIVE, SULP (Speak Up and Listen) and Restorative Practice.

Through drop down curriculum days, pupils gain a greater understanding of the world around them with a specific focus on international countries, cultures and foods. Pupils are also made aware of the local community through links with members of the public, local businesses and other relevant parties.

Environmental/Outdoor education is encouraged through recycling and horticulture as well as being delivered in relevant curriculum areas. Pupils are offered a range of activities to enrich the curriculum.

Where pupils have reached their limits in English and Mathematics a skills-based curriculum has been developed to ensure basic skills for life are mastered.

Parents and carers are informed of the curriculum units being covered in termly Medium Term plans and newsletter items. All stakeholders have access to the Long Term plan for each subject via the website.  This shows the content, skills and progression mapped out for each subject.


The aspiration for all pupils attending Belmont is that they achieve their potential in all aspects of their development.  The outcome of the curriculum ensures that pupils are prepared for their next steps in education and beyond.  Belmont School works with further education providers to ensure the curriculum prepares them for college and the world of work. Each year the curriculum is monitored, reviewed and evaluated to ensure it suits the needs of the pupils.

All achievements and progress are celebrated. Our pupils leave Belmont with the confidence to take their next steps independently, having gained the necessary life skills to support this, at the appropriate level for their need.

Belmont Curriculum Booklet

Our Curriculum Booklet


Key Stage 4 Accreditations

End of KS4 accreditations (where pupils are able to access):

GCSE Maths    |    Entry Level Maths (ELC 1,2,3)    |    Entry Level English (Silver & Gold)    |    ICT Entry Level Awards    |    Arts Award    |    Duke of Edinburgh


ASDAN Awards: Year 10

My Independence – Realizing Aspirations    |    Careers & Exp Work    |    Independent Living    |    Citizenship    |    Food Wise    |    My Independence – Transforming Aspirations    |    PDP    |    PSHE

ASDAN Awards: Year 11

Careers & Exp Work    |    Independent Living    |    Sports & Fitness    |    Animal Care    |    Citizenship    |    Food Wise    |    PDP    |    PSHE


As part of the curriculum, Primary pupils have the opportunity to develop their confidence and swimming skills with swimming sessions for part of the year. Swimming sessions will include water games to develop their confidence and understanding of water safety. The more able swimmers have the opportunity to develop their swimming skills and learn different swimming strokes. They are taught by qualified staff and Belmont staff also support the children in the water.

Please see below the achievements of our Year 6 pupils:

  • 25% can swim competently, confidently, and proficiently over a distance of at least 25m
  • 10% use a range of strokes effectively
  • 5% perform safe self-rescue in different water-based situations