• Maths
  • English
  • Science
  • ICT
  • Art
  • PE
  • DT
  • Food Tech
  • Humanities
  • Music
  • Drama
  • Forest Schools
  • Primary – full KS2 curriculum

An overview of the Keystone Curriculum Plan can be viewed here


The Keystone Academy will develop a highly-specialised curriculum to support a wide range of students’ needs, this is even more relevant when looking at a spectrum of needs rather than a specific need as seen in the emerging cohort in all special schools nationally.

Staff will be supported by an effective Executive Leadership Team (ELT) and Senior Leadership Team (SLT) working collaboratively to develop high-level plans, resources, and strategies for teaching. They will draw on the experience of working with their own specialist provisions as well as wider schools covering Alternative Provision, GLD, ASD and SEMH schools, personal expertise, external support agencies, School Improvement Partners and recent academic research. As a result, the curriculum will incorporate focused programmes of study in a multi-functional approach using challenging yet achievable student targets and well-informed IEPs.

These SMART targets will focus on developing aspirational personal growth so that each student, no matter what her or his age or ability, finds an optimal framework to excel, achieve and become a lifelong learner, contributing to their families and local / wider community.

The curriculum will be delivered flexibly, showing consideration for each student’s learning profile. Subject Leaders will develop overarching schemes of work that encourage learning outcomes over the entire course of the key stages. Staff will be required to modify curriculum objectives, learning outcomes, activities, resources, and assessment criteria to match students’ individual abilities, needs, learning styles and developmental stages.

Emotional Wellbeing (EWB) and Resilience (ER) 

All elements of the Academy environment will have a core focus on EWB, intending to develop and engage students in their learning curriculum within each Key Stage, while allowing them to understand and address the nature of their specific needs. EWB works on a continuum, so can be adapted to meet a wide variety of needs.  Students can move up and down that continuum, so our EWB strategies impact more broadly than simply addressing exhibited problems. EWB is a key element in student development, and promoting readiness to learn, particularly for neuro-diverse and neurodevelopmental students and those struggling to communicate their emotions and or ‘stresses’, where dynamic support enables them to become more resilient and confident learners.