The Pavilion Vision

At The Pavilion Study Centre, our curriculum is designed to provide a safe, nurturing, and highly supportive environment where every pupil, from Year 1 to Year 11, can heal, thrive, and achieve their full potential. We are committed to re-engaging pupils who have become disengaged from mainstream education, often arriving with damaged confidence, low self-esteem, and gaps in their learning. 

Our Core Intentions

Our curriculum is built on our school values of Honesty, Respect, Responsibility, Ambition and Empathy, whilst being supported by three core pillars: Nurture & Personal Development, Academic Attainment & Foundational Skills, and Vocational & Real-Life Preparation. 

1. Nurture & Personal Development

We understand that young people learn best when they are emotionally secure and regulated. Our intent is to: 

• Prioritise emotional wellbeing and self-regulation skills: By integrating principles of nurture, we aim to build confidence, self-esteem, and resilience, so pupils feel safe enough to take risks in their learning.

• Develop positive relationships and social skills: We foster an environment where pupils learn to collaborate, communicate effectively, and develop empathy and respect for themselves and others.

• Cultivate positive attitudes and character: We aim to develop characteristics like perseverance, independence, curiosity, and a sense of responsibility.

• Promote healthy lifestyles: Through a wide range of enriching opportunities (e.g., outdoor education, sport), we support pupils' physical and mental wellbeing. 

2. Academic Attainment & Foundational Skills

We provide an ambitious, broad, and balanced curriculum that addresses individual needs and ensures continuity of learning. Our intent is to: 

• Address gaps and build knowledge: We accurately baseline pupils and tailor the curriculum to target specific gaps in knowledge, ensuring they build on what they already know and remember more over time.

• Emphasise core literacy and numeracy: Foundational skills are at the heart of our curriculum, equipping pupils with meaningful and transferable language and mathematical skills to function effectively throughout their lives.

• Ensure progress and pathways: We ensure that pupils make good academic progress relative to their starting points, working towards qualifications that enable successful transition to the next stage of education, whether returning to mainstream, or moving to further education, employment, or training.

3. Vocational & Real Life Preparation

Recognising the diverse needs and kinaesthetic learning styles of many pupils in alternative provision, we integrate vocational opportunities and practical life skills. Our intent is to: 

• Offer relevant and engaging learning: We tailor our offer to pupil needs by providing stimulating and practical opportunities that apply theoretical knowledge to real-life situations, including relevant qualifications.

• Develop independence and employability skills: We provide first-hand learning experiences and careers provision that prepares pupils for life and the world of work, developing skills like problem-solving, collaboration, and independence.

• Broaden horizons and build cultural capital: We expose pupils to enriching experiences, including workplace encounters and links with post-16 providers, enabling them to make informed choices about their future pathways and make a positive contribution to their communities. 

Our Commitment

Our curriculum is responsive and constantly reviewed and adapted to meet the specific interests and demands of our learners and the changing world. We work in close collaboration with pupils, parents, and external partners to ensure a holistic approach that allows every individual to realise their full potential and be the best they can be.

Subject Specific intents

Art, Craft and Design (KS3 & KS4) Curriculum Intent

Purpose and Vision

The Art, Craft and Design curriculum at Key Stages 3 and 4 is designed to be inclusive and aspirational, enabling pupils with additional needs and SEND to express themselves creatively, develop confidence and build transferable skills for future learning, employment and independent living. The curriculum provides a safe, structured and motivating environment where pupils can re-engage with education, experience success and develop a strong sense of identity and agency through creative practice.

Alignment with the National Curriculum

The curriculum is underpinned by the National Curriculum aims for Art and Design, ensuring that all pupils:

• Produce creative work and explore ideas, recording experiences

• Become proficient in drawing, painting, sculpture and other art, craft and design techniques

• Evaluate and analyse creative works using subject-specific language

• Know about great artists, craftspeople and designers, and understand the historical and cultural development of art forms

These aims are carefully adapted to meet individual needs, enabling all pupils to access ambitious content at an appropriate level of challenge.

Design Technology Curriculum Intent

At The Pavilion, our Design Technology curriculum is the physical embodiment of our school ethos. We believe that for young people who have experienced educational disengagement, the workshop offers a unique space for healing. It is a place where “success” is tangible, where mistakes are part of the process, and where resilience is built through hands-on learning.

Our intent is to move beyond simple instruction; we aim to use DT as a vehicle for Nurture, Restorative Practice, and Ambition.

English Intent

Intent: The "Strong Foundations" Approach

To ensure our assessment practice reflects the "Strong Foundations" model outlined in our curriculum planning, the English department commits to:

• Diagnostic Baselining: Using the induction process to answer "What are their starting points?" and "What are their needs?" specifically regarding reading fluency and comprehension gaps.

• Gap Analysis: Using diagnostic data to identify specific barriers to literacy, addressing them through adaptive teaching strategies (such as scaffolding and live feedback) and targeted interventions for phonics and fluency (e.g., That Reading Thing).

• Holistic Tracking: Triangulating academic data (half-termly data drops, mock exams) with "soft" data on engagement and emotional regulation to provide a full picture of the student.

• Evidencing Impact: Ensuring that marking and feedback provide clear evidence of the "great work being done," celebrating success to boost self-esteem while clearly signposting areas for improvement.

Food Curriculum Intent

The Food Technology curriculum is designed to re-engage students with learning through practical, meaningful, and supportive experiences that build confidence, independence, and a sense of achievement. Recognising that many students have experienced disrupted education or adverse experiences, the curriculum prioritises safety, routine, and positive relationships, creating a calm and inclusive environment where all students can succeed.

Students are taught essential life skills in cooking, nutrition, and healthy eating, with a strong focus on hygiene, food safety, and personal responsibility. Learning is broken into achievable steps, allowing students to experience success and develop resilience. Practical cooking activities are rooted in real-life contexts, including budgeting, meal planning, and preparing nutritious meals within realistic budgets of £5–£10, supporting financial awareness and independence.

The curriculum encourages creativity and choice, enabling students to adapt recipes to suit their preferences, cultural backgrounds, and dietary or religious needs. Through this approach, students develop respect for themselves and others while gaining an understanding of food science, nutrition, and the functional properties of ingredients in a way that is accessible and relevant.

Sustainability and environmental awareness are embedded throughout the curriculum, with an emphasis on reducing food waste, making economical choices, and understanding the wider impact of food decisions. The balance of practical and theoretical learning supports students to make informed, healthy choices and builds a foundation for future learning.

Overall, the Food Technology curriculum aims to equip students with lifelong skills that support wellbeing, independence, and employability. By linking practical skills with appropriate theoretical knowledge, the curriculum supports progression into further education, training, or careers, while helping students develop confidence and competence for everyday life.

Discovery Classroom, Galaxy Ward (Barnet Hospital) Curriculum/Faculty Intent

• To provide some normality for school aged patients (Reception to Year 13) in an alien hospital environment.  

• To enable students to have a positive educational experience, focusing on their wellbeing and continuity of education.  

• To ensure The Pavilion Values (Ambition, Empathy, Honesty, Respect, Responsibility) and the school Ethos and Vision (Engage, Enjoy, Enrich, Enthuse) are embedded in our daily practice – for both staff and students.

At Discovery Classroom, by “curriculum” we mean the total experience that a child or young person will encounter with the Discovery School Team, during their time in hospital.  The curriculum will include National Curriculum opportunities, development of life skills and a strong focus on wellbeing. Along with bespoke activities for students with complex medical, learning and emotional needs.  The Discovery Team aim to be mindful with regards to what each individual student needs, at that moment in time.

Being an Acute Children’s Ward, students are usually only with us for a short period of time.  On first meeting a student, information is gathered (school, year group, subject preferences, topics currently being studied, homework, additional needs, hobbies and interests etc).  

The morning educational session focuses on Wellbeing, English, Maths and Science.  Either build around the student’s current topics, homework, identified priority areas or through completion of a Year Pack.  These can provide the basis of their next steps.

The afternoon educational session focuses on more creative activities, based around our termly topics.  The activities have a range of English / Maths / Science embedded into them. 

Autumn Term: The Body
Spring Term: Letters & Patterns
Summer Term: Homes & Habitats

Discovery Classroom has quite a large number of Returning Students, and occasional Long Stay patients.  We aim to liaise closely with the student’s school and parents in order to allow continuation and consistency for their learning.   We also link in closely with a wide range of medical professionals and other agencies.

SEND Vision at The Pavilion Study Centre

At The Pavilion Study Centre, we are committed to providing a safe, inclusive, and supportive learning environment where every student is valued and respected. We believe that all students, including those with Special Educational Needs and Disabilities (SEND), are entitled to equal opportunities to learn, develop, and achieve their full potential.

We are dedicated to understanding the individual needs of each student and providing timely, appropriate support to remove barriers to learning. Through a broad, balanced and engaging curriculum, we aim to develop students’ strengths, support personal and academic progress, and prepare them for their future pathways.

We work in close partnership with students and their families, ensuring their views are listened to and respected. Supporting students with SEND is a shared responsibility across the whole school, and we work collaboratively with external professionals and agencies where additional support is required.

Our aim is to enable every student to achieve their best, develop confidence and independence, and take pride in their achievements as they progress through their education journey and into adulthood.

Mathematics Curriculum 2025-26

Aims and Intent

Our mathematics curriculum is ambitious and inclusive, ensuring all students develop the knowledge and numeracy skills needed for future success. Teaching follows the Key Stage 3 and 4 National Curriculum and is adapted to meet diverse needs, enabling all learners to make progress from their starting points.

We provide a safe and supportive environment where high expectations, resilience, and confidence are promoted. Through adaptive teaching, effective scaffolding, and problem-solving, students build understanding and apply prior knowledge securely.

Key Stage 3 focuses on securing strong foundations for GCSE study. In Years 10 and 11, the curriculum prepares students for GCSE and appropriate pathways, including Functional Skills, to maximise outcomes for all.

Primary Provision - KS1/KS2

This is a small setting, located at our Meadway site. We offer a stepping stone that helps young people of primary age who; have been out of mainstream school for some time as a result of medical/mental health challenges or who have disengaged from mainstream school, to reintegrate into their schools or support them to make the transition into a new setting. Our curriculum is designed to provide a safe, nurturing, and highly supportive environment where pupils will study the core subjects of English, maths and science and additionally we offer art, computing, P.E, P.H.S.E, food, history, geography and drama. As well as this, pupils will follow a combination of behaviour improvement, anxiety and resilience, and reintegration interventions as appropriate to heal, thrive and achieve their full potential.

How do you initially assess new pupils and then plan their pathway from here.

• Timetable – starting on a part timetable to see how they cope and add or reduce where needed 

• Conversations with adults who come with children during transition – zones sheets and Boxall profiles.

• Boxall assessments – SEMH – initial assessments and then tracked termly 

• Phonic assessments – baseline on entry and then half termly 

• Maths – baselined and then termly 

How do you monitor progress or assess pupils.

• Boxall (termly), phonics (half termly) and maths (end of units)

• Daily debriefs – SEMH assessments

• Marking – daily to see if response interventions or further teaching is required 

• Moving forward – track and evidence LM sessions to show progress 

• Attendance monitoring sheet

 

PSHE Curriculum Content

Purpose of PSHE 

In a Pupil Referral Unit, PSHE is a core curriculum priority. It supports pupils to:

• Develop emotional regulation and resilience

• Understand healthy relationships

• Make safe, informed choices

• Prepare for reintegration, adulthood and employability

• Engage positively with society

PSHE is adapted to meet the needs of pupils who may have experienced:

• Exclusion and conflict

• Trauma or adverse childhood experiences

• SEMH and SEND needs

• Disrupted education

 

Inclusive Religious Studies Curriculum in a PRU

In the Pavilion Study Center, Religious Studies is designed as a highly inclusive curriculum that meets the needs of pupils with significant disruption to prior learning, varied ages, phases and attainment levels.

The RS curriculum:

• Is concept-led, focusing on core ideas such as belief, values, identity, morality and community

• Allows pupils to enter learning at different points without disadvantage

• Is flexible in delivery (small group, 1:1, short sessions, integrated learning)

• Maintains high expectations, while offering scaffolded pathways to success

Content is revisited and reinforced regularly to support retention for pupils with inconsistent attendance.

Student Support Intent

Mentors use trauma informed approach to support students with introduction and integration into the Pavilion, supporting students to reintegrate back into mainstream education. Mentors also offer outreach services to further support schools in the borough and reduce PEX. Mentors act as a point of call across all provisions for students to voice their views and concerns, build resilience, improve social and emotional wellbeing, attendance, and punctuality with the overall aim of improving student outcomes, academic achievement, and outlook on the future. 

Mentor- Student Pathway

1. Referral received from mainstream schools to Pavilion.  Referral is then allocated to a member of the SLT team based on year group and type of provision accessed at Pavilion - 

• Respite (Rachel Deputy head)

• KS3 (years 7,8,9) – Kevin Matthews (Assistant Head) PEX

• KS4 – Chris wood (years 10,11) (Assistant Head) PEX

2. Induction carried out by one of the mentors - Leanne. Leanne conducts initial assessment, Reading and writing test (to attain reading comprehension and numeracy levels) as well as SDQ (strengths and difficulties questionnaire). Leanne during the initial assessment, Leanne will Holistic view of student's social, emotional, and current relationship with education. 

3. Mentors meet alongside DSL every Tuesday or during faculty meeting on a Monday to discuss mentor new referrals, allocation, ASB gang affiliation. Students will be timetabled and allocated slot weekly. Students are allocated to 6 sessions every half term. 

4. Data input from sims date they start which is then reviewed half termly. Punctuality attendance, green and red slips are also monitored every 6-8 weeks.  Session notes to be added to spreadsheet after each weekly session.

 

Any safeguarding concerns will be raised with the SLT/DSL.