Curriculum 2026–2027
Personal Development & Wellbeing
Our purpose is to enable every pupil, whatever their medical need or length of admission, to rebuild confidence, develop independence and self-advocacy, reconnect with education and relationships, and be well prepared for their next steps and life beyond school.
Our values: Aspiration Resilience Compassion
Personal Reflection
Inclusion
PSHE / RSHE
Wider opportunities
Religious studies
British values
Trauma-informed · Oracy · Pedagogy · Knowledge . Preparedness
Personal Development and Wellbeing at SHS: five strands, held together by personal reflection
Personal development in our context
Personal development is both a curriculum entitlement and an integral part of each pupil’s individual journey. Our pupils may attend for a few days or for a sustained period, often following illness, isolation, disrupted education or reduced access to ordinary social and enrichment experiences.
We therefore combine a coherent core offer with responsive, personalised provision. Our values of Aspiration, Resilience and Compassion are lived through this work: we keep high expectations while adapting intelligently to each pupil’s health, SEND, readiness, prior experience and aspirations.
Five interconnected strands unerpinned by:
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trauma-informed and relational practice
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adaptive pedagogy
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a strong focus on communication and oracy
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personal reflection
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safeguarding and wellbeing
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high expectations
Inclusion
Belonging, access, voice and participation
All provision is adapted so pupils with SEND, significant medical needs or other barriers can take part meaningfully.
PSHE / RSHE
Knowledge for safe, healthy and successful lives
Taught as part of each child’s spoke pathway, based on the PSHE Association Programme of Study.
Wider opportunities
Experiences, interests and connection
Inclusive enrichment that broadens horizons which ill health can narrow.
Religious studies
Beliefs, values, culture and reflection
Exploring faith and culture through lessons, discussion and religious and cultural celebrations.
British values
Respect, democracy, liberty and responsibility
Developed through tutor times, current affairs, restorative practice and everyday school life.
How the curriculum is delivered
Responsive Curriculum
Pupils are taught in accordance with their individual learning plans and personalised timetables. As a result, the frequency of teaching may vary between students. Provision is adapted to meet each pupil’s identified educational, emotional, and medical needs, ensuring that learning priorities are balanced alongside their health, wellbeing, and individual circumstances. Responsive ‘in the moment’ teaching enriches the curriculum offer.
Sequenced and spiral
Based on the PSHE Association Programme of Study, our curriculum lets teachers identify prior learning, address gaps caused by absence and choose content suited to each pupil’s development, readiness and length of admission.
Core priorities
Online life and safety; careers and aspirations; mental health and wellbeing; and healthy, positive relationships. Statutory RSHE and wider economic wellbeing sit within this framework.
Planned together
Planning is informed, where appropriate, by pupils, families, home schools and NHS colleagues, including psychology and therapy teams. Trusted resources include those from the NSPCC.
SMSC and British Values
Developed through lessons and everyday school life: tutor times, current affairs, restorative practice, religious and cultural celebrations, discussion and relationships, with respect for protected characteristics.
Adapted for every pupil
Provision is adapted so pupils with SEND, significant medical needs or other barriers can participate meaningfully. Preparing for Adulthood materials are used where they offer the best route.
Beyond lessons: experiences, connection and belonging
Ill health can narrow a young person’s world. Our wider offer deliberately broadens it again. Experiences are adapted around medical need, so that taking part is meaningful rather than tokenistic.
For pupils experiencing isolation, staff create safe opportunities to connect with peers, their home school and the wider school community, including through weekly assembly and tutor time.
Reflection, voice and personal growth
Personal growth is made visible. Each pupil has a Personal Development and Wellbeing Journal capturing learning, experiences, reflection and success. Staff sit alongside pupils to help them recognise progress, say what matters to them and increasingly put their needs and aspirations into words.
Structured reflection also includes the Tree of Confidence, gratitude activities, assemblies and weekly current-affairs learning, a safe space to explore significant events and form considered views.
The journal leaves with the pupil, so their achievements travel with them beyond our school.
Pastoral support and preparing for the future
Pastoral support
Universal and targeted pastoral support is woven into the curriculum. Depending on need, this may include:
- ELSA (Emotional Literacy Support)
- NHS psychology and CAMHS
- Therapists
- Youth mentoring
Careers and next steps
Our careers education is aligned with the Gatsby Benchmarks and includes careers exploration, college applications, personal statements, transition planning and work with external partners.
New for September 2026: through the Aspiring Pathways Programme with Solent Careers Hub, pupils can access meaningful workplace experiences, designed flexibly to remove barriers created by health, anxiety, SEND or previous disengagement.
Our approach in summary
Personalised
Starting points, gaps, health and readiness shape the offer, without lowering ambition.
Connected
Curriculum, pastoral care, enrichment, safeguarding, relationships and transition working together.
Reflective
Pupils identify their successes, needs, views and aspirations through journals, dialogue and pupil voice.
Outward-looking
Current affairs, careers, culture, community experiences and preparation for reintegration and adulthood.
How we know it is making a difference
- Journals, pupil reflection and pupil voice show growth in confidence, resilience, independence and self-advocacy.
- We consider participation and engagement alongside attendance, wellbeing and reintegration information, because in our context these are closely connected.
- Feedback from pupils, families, partner schools and professionals shapes how we evaluate and refine our offer.
- Destination and transition information helps us judge whether pupils are reconnecting with education and moving on to the right next steps.
Our measure of success
Pupils leave us more confident, connected and able to advocate for themselves, with the knowledge, experiences and support needed to re-engage, reintegrate and move successfully towards their future.
