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Click on the link to view 20/21 Spring term curriculum

The English programme at Hope House School is designed to develop good standards of language and literacy for all pupils. The bespoke and individualised programme, differentiates to individual needs, using a structured and visual approach to support communication, social understanding and literacy skills for use in everyday living. The progressive curriculum covers the literacy, communication and language areas of learning from the Early Years Foundation Stage (EYFS), up to English Functional Skills Level 2 qualifications as children progress through the school.

Sconce 1

In Sconce 1, the curriculum aims to ensure security in the skills defined in the EYFS framework and progress towards Key Stage One outcomes. Pupils build on essential skills to ensure the right foundation for good future progress through school. Pupils will explore:

  • Stories and poems with familiar settings
  • Imaginary worlds
  • Fairy tales
  • Stories from other cultures
  • Poems
  • Plays
  • Non-fiction and information books

Children will learn to communicate in a way best suited to them. They are taught how to listen carefully to others and are encouraged to join in with class discussions, role play and drama activities. Pupils will be supported in sharing their ideas to structure simple sentences and start to develop their own stories. They will be introduced to simple punctuation including capital letters, full stops and question marks. Handwriting sessions will teach pupils how to hold a pencil correctly and form upper and lowercase letters correctly.


Pupils in Clumber follow the same topic base as Sconce 1. Pupils are mostly working between EYFS and Key Stage 1 expectations. Additionally, pupil abilities are mapped against Functional Skills outcomes, with the current cohort working towards Entry Level 1 to Entry Level 2. To support communication, pupils are provided with procedural facilitators such as writing frames, word mats and planning sheets enabling them to share ideas and promote independence where possible.

Sconce 2

As children enter Sconce 2, they should be familiar with the basic skills and start working towards lower Key Stage 2 expectations. During this stage they will explore a range of knowledge rich engaging topics exploring a mixture of historical and contemporary concepts. Coverage includes:

  • Myths and legends
  • Adventure and mystery
  • Plays and dialogue
  • Poems to perform
  • Shape poems
  • Non-fiction: reports, instructions, information texts

Pupils will take part in drama activities which start to introduce the Functional Skills Entry Level expectations. They will learn to retell stories orally, perform poems, speeches and playscripts and show understanding of intonation and action. In reading they will apply their growing knowledge of root words, prefixes and suffixes to read aloud and understand the meaning of new words they meet. Guided reading sessions teach how to identify main ideas drawn and summarise these and to infer characters' feelings though their actions, justifying their inference with evidence. Pupils will start to write with greater assembly. They will develop their knowledge of sentence structure and punctuation to include commas and exclamation marks in their writing, learning about tone and effect.

Rufford and Sherwood 1

At present the current cohort are mostly working towards lower to mid Key Stage 2 expectations. Once secure in their skills, pupils will continue working towards upper Key Stage 2 targets. Currently pupils develop skills through following the same knowledge rich topics as Sconce 2, revisiting core skills through grammar specific sessions. During this stage, pupils start to be assessed against the Functional Skills framework to work towards qualifications recognisable for life after education. There is an increased focus on spellings, using word lists and understanding prefixes, suffixes and more difficult homophones. Pupils develop their confidence in using a dictionary, thesaurus and education specific interactive software. A wider range of punctuation is introduced, such as semi-colons, colons, brackets and dashes. Pupils learn to select appropriate grammar and vocabulary. They are taught how to carefully structure texts and use a range of organisational devices, fitting with the style of writing they are producing to improve the effectiveness of their writing.


Hope House School aims to support learners to achieve Functional Skills qualifications at a level relevant to them before they leave Post 16. Functional Skills provide reliable evidence of a learner’s achievements against demanding content that is relevant to the workplace. The qualifications assess learners’ underpinning subject knowledge and their ability to apply this knowledge to different contexts. They provide a foundation for progression to employment and further technical education, and they help learners to develop skills for everyday life.


Security in skills is essential for progression through the curriculum. Planning is structured to provide a spiral curriculum which introduces new content and revisits topics, building on depth and skills to secure understanding through yearly cycles. Sessions areplanned around the needs and interests of each individual child and are assessed and reviewed regularly. All sessions are planned to ensure equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported in the planned activities. Teaching and learning is differentiated to the individual pupil to provide the right foundation for good future progress through school and life.


As children enter Hope House School, they are assessed in several ways including through the annual Nelson Single word reading assessment, Suffolk Reading Comprehension and Vernon Spelling assessment. Initial assessments consider current competency levels, assessment of individual learning styles and additional needs using summative and formative assessments to support analysis of abilities. Where possible assessments are adapted to negotiate individual challenges. For pre-verbal pupils, reading is assessed through matching words and sentences to pictures, typing words and or/ identifying spoken words out a series of choices. The use of a range of appropriate and varied assessment techniques ensures that learners are matched with an individualised learning programme best suited to their needs.

Active Learn

Active Learn is an interactive online resource, it is designed to support pupils learning spelling rules and sentence conventions to support reading and writing. The Grammar and Spelling Bug resources have been allocated based on what year group from the National Curriculum pupils are working towards. In addition, some pupils have access to resources below their current level if the activity is to develop a particular skill that they are working on. The aim of the resource is to support grammar and spelling development, following on from our phonics programme.

In Rapid Reading, each pupil is allocated a range of rapid reading eBooks suited to their current reading level, with some degree of flexibility based on needs. There is a read aloud option to support pupils, they are also able to click on difficult words to support them in reading the stories. In the stories there are hotspot activities that pupils can complete the test their understanding of the story such as labelling etc. Pupils has access to a range of books ranging from fiction and nonfiction texts.

Progress & Assess reading is an intensive tracking tool to monitor progress in reading. The service offers a reading progression map, which lists key outcomes for all book bands for year groups 1-6 and provides links to the Curriculum for Excellence Benchmarks for Assessment. These outcomes are listed by skill area, to help you see how pupils are progressing in different curriculum areas. In the coming months Hope House School plans to use the Progress and Assess tool to support pupils reading assessments.


BKSB is an interactive EdTech product designed to support learners working towards English and Maths Functional Skills and GCSE qualifications. Most pupils at Hope House School have a BKSB account which following an initial diagnostic creates a unique learner centred platform. Once a pupil has an individual learning plan, they are able to access engaging video content and exercises to improve skills that were previously missing. At the end of each module, pupils are asked to complete summative assessments through skill checks. The programme also provides a range of preparation materials for exam practice.

Recovery Curriculum

The first part of the autumn term in English focused on welcoming pupils back into school as we settled them through our recovery curriculum. Pupil’s took part in a range of speaking and listening activities, as well as recapping basic literacy skills and completing annual assessments. On completion of assessments pupils began working towards the planned topics in line with long term planning.

Home Learning

During the current pandemic pupils who are working from home are provided with weekly home learning packs. Each pack contains an activity, closely aligned with in school planning to ensure alignment against the curriculum offer. In addition to topic-based activities, the packs include suggestions for additional activities and utilise a range of online educational tools, such as direction to school monitored online software, videos and games. Each pupil is invited to take part in weekly Zoom calls, these are adapted to pupil abilities but have so far included stories, tutorials and live sessions. Online resources are closely monitored to track progress and engagement. Additionally, Parents and pupils are asked to send completed work/ provide photo evidence via email for marking and feedback purposes.