Here you will find information about the broad, balanced, rich curriculum that our pupils of all ages access.

Personalised Learning Pathway

At Newfield we aim to provide a broad and balanced curriculum which is tailored to suit the individual learning needs of each of our children. Personalisation is key to how we enable our children to learn and develop to the very best of their potential.

The diagram below illustrates the learning pathway offered by Newfield.

personalised learning pathway
Newfield Curriculum

The Person Centred Curriculum

The school offers a curriculum and a programme of enrichment to ensure each learner has a personalised, rich, varied and interesting school experience.

Curriculum Intent
Our curriculum incorporates a broad, rich and meaningful approach with highly personalised holistic teaching and learning.

We want our learners at Newfield School to be:

  • Effective communicators
  • Empowered & challenged to realise their individual potential
  • As independent as possible
  • Healthy in body & mind
  • Happy, engaged & included members of their community
  • Confident & committed to lifelong learning
Newfield Curriculum Intent

Newfield Curriculum Intent

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Curriculum Statement

At Newfield we recognise the importance of a curriculum that promotes education, development and care whilst providing exciting and motivating learning opportunities for all our learners.

As such, our curriculum incorporates a broad, rich and meaningful approach with highly personalised holistic teaching and learning.

Curriculum Intent

We want our learners at Newfield School to be:

  • Effective communicators
  • Empowered & challenged to realise their individual potential
  • As independent as possible
  • Healthy in body & mind
  • Happy, engaged & included members of their community
  • Confident & committed to lifelong learning
Curriculum Implementation

All learners at Newfield School require a flexible curriculum that takes into account their specific skills and needs, including therapy needs. The school ensures that there are effective learning opportunities for the inclusion of all learners across all age phases and areas of school. Our curriculum pathways have been developed to prioritise the individual needs of our learners and to ensure that those needs identified in their Education, Health and Care Plan are central to each learner’s personalised curriculum.

Our curriculum pathways allow us to create personalised journeys to meet the needs for each individual. Our developmental skills based and creative curricular aim to encourage all of our learners to participate in opportunities that enhance their learning and independence – on whichever pathway is best for them.

Through a multi disciplinary and integrated approach learners learning styles and needs are identified. Each learner is unique and therefore can take an individualised learning pathway. Teaching and learning opportunities for our learners span the whole day, including lunch and break times, time spent on personal care and therapy routines, and indeed time at home or in short break services.

The amount of time allocated to the various subject areas will vary over time and across the different pathways.

In planning for breadth and balance across the different pathways in school we take account of:

  • the statutory requirements
  • the changing needs of learners
  • the views of parents
  • the views of a range of professionals
  • the levels of support required

The school provides a range of activities differentiated according to the age and needs of the pupils. All classes have a daily act of Collective Worship.

‘Pupils’ progress in mathematics, reading, writing, communication and personal development is excellent because teachers use their accurate assessments well to plan activities which match pupils’ specific needs precisely. Ofsted, 2016

‘Pupils’ attitudes to learning are excellent’ Ofsted, 2016

More information about teaching and learning is available in the Teaching and Learning Policy.

Newfield is organised into two distinct areas of school

Newfield Curriculum Pathways

The grouping of learners according to their ability and need promotes effective learning as the classes are structured to best cater for the learning styles of learners, whether that be semi-formal learners, pre-formal learners or learners on the autism spectrum.

Our curriculum pathways are driven by the identification of individuals’ personal targets, and as the needs of our learners evolve, we continually assess the most appropriate pathway for them. Learners can move between pathways to achieve a personalised model to meet their individual needs. This offers a degree of flexibility for learners to progress into more appropriate pathways as they develop their learning skills. Learners have personalised targets, which are shared with parents/carers to extend learning opportunities outside of school. Our aim is to engage our learners in enjoyable learning activities that are of functional value to them now and in their futures.

We see the essential focus areas as:

  • personalising learning opportunities
  • developing our learners ability to communicate and interact with others
  • improving learners physical abilities and sensory development
  • enhancing personal, social, health and emotional skills
  • developing cognitive skills
  • developing independence

Our pathways are designed to have an innovative style to learning to stimulate our learners to acquire a continuum of learning opportunities. Our creative themed-based approach is planned to ensure it provides breath and flexibility; it is relevant, inclusive, supporting a balance of learning experiences and opportunities to meet individual needs. Our curriculum pathways have been devised to support the skills and confidence individuals need to be ready for learning, developing independence alongside therapy interventions. We acknowledge that some learners’ needs may cover more than one pathway, and that those additional requirements for every learner should be taken into consideration. Through whole class sessions, small and 1:1 groups, enrichment experiences and medical, sensory and behavioural interventions we aim to use time flexibly and creatively to maximise learning opportunities.

Learners at Newfield follow their own pathways, based on the following Curriculum Pathways:

  • Pre-Formal Pathway – for learners previously working at levels P1i to P4
  • Semi-Formal Pathway - for learners previously working at levels P4 to P8
  • Autism Pathway – for learners with Autism as their core learning need, generally previously ranging from level P4 to P8

A very small number of learners at Newfield may progress to be working at a higher level and we address their needs with a bespoke curriculum offer.

Newfield Curriculum Pathways
Age 2 - 5 - EYFS

In the 2 - 5 age phase the curriculum is largely sensory based and takes into account the individual learning styles of pupils. Classes are grouped broadly according to the children’s ages with a maximum of 10 pupils in each class supported by a teacher and a team of Education, Health and Care Assistants . A small number of pupils also have individual support to meet specific individual health needs.

The nursery class in the Early Years Foundation Stage (EYFS) caters for children who have had their second birthday and who have been assessed by the Educational Psychologist. The class caters for children with a range of developmental and complex medical difficulties. Placements can be either full or part time.

Parental input is of paramount importance as by working together we feel we can develop and maximise your child’s development, enabling them to achieve. All classes have a daily act of collective worship.

‘The provision for children in the early years is outstanding. Children benefit immensely from adults’ focus on providing sensory stimulation in a calm and purposeful environment’ Ofsted, 2016

For additional curriculum information please look at our 2 11 flyer 2019

Curriculum Organisation

Foundation Stage

The EYFS curriculum is a developmental curriculum, which plays a diagnostic role in establishing which of the pathways the child begins.

There are three key areas at the core of our EYFS curriculum.

  • Communication & Language
  • Physical Development
  • Personal, Social & Emotional Development

The four specific areas of learning are planned within the themes and activities children access.

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts & Design

RE is incorporated into the area of Understanding the World through the aspect of People and Communities and is also delivered through assemblies.

The Early Years Curriculum at Newfield is developed using half termly themes. These are chosen where possible relating to children’s interests and experiences.

These themes are developed to ensure all children are able to develop their skills within all seven areas of learning whilst working towards the Early Learning Goals.

Learning is presented through a mix of continuous provision and adult led activities. Carefully chosen and organised experiences are available for children to access play independently and with support. These activities include messy play, creative, sensory/ role-play, books, music, computers and outside provision. Adult led activities are used to develop specific skills and support learning. In all areas of the classroom, staff will observe, support and engage with children working towards their individual targets. Pupils also join in weekly physical sessions and swimming in the school pool with familiar staff. Sessions also take place in our sensory studio.

It can be very hard for some children to initiate and lead their own play and it is through thorough observation and informed judgement that staff are able to respond to each child’s emerging needs and interest, guiding their development through warm positive interaction. As children grow older, and as their development allows, children will prepare for more formal learning, ready for KS1.

‘Children experience a range of activities based on a specific topic. This ensures children spend time mastering their skills in different contexts and is an example of strong and effective practice’ Ofsted, 2016

Age 5 - 16

Our aim is to gradually prepare our learners for adulthood and to help them to mature and become more independent. In the 5 - 16 phase we give learners new and exciting opportunities to learn and to develop skills that will last a lifetime.

Learners begin to be given more choices about their lives and their learning. They are encouraged to make more independent decisions and to reflect on themselves as individuals. Learners in the key stage 4 age phase (14-16) begin to take part in nationally accredited courses - ASDAN Transition Challenge.

Newfield School uses a range of traditional and alternative teaching techniques in order to maximise the learning opportunities and promote independence for the pupils who attend. Many students have individualised learning programmes to assist them to overcome particular barriers to learning, such as visual/hearing impairment, physical or communication difficulties. The school also promotes the use of other specialist teaching techniques and programmes such as Picture Exchange Communication Systems (PECs), Makaton, and electronic resources to aid communication. We also offer additional programmes and therapies, such as Speech and Language Therapy, Occupational Therapy, Physiotherapy, Music Therapy, Hydrotherapy and Sensory Integration.

‘Effective teamwork is a strong characteristic of the school. Teachers and teaching assistants work seamlessly together to ensure that opportunities for learning are rarely missed’ Ofsted, 2016

Each class has a Teacher and a team of Education, Health and Care Assistants to work together on differentiation of the curriculum which is based on the acquisition of identified key skills and enables the individual needs of the pupils to be at the heart of the teaching methods and lesson delivery. All classes have a daily act of collective worship.

You will find more information about this in our section about our curriculum pathways.

Age 16 - 19

As students enter the 16-19 phase of school, they follow a curriculum designed to help them transition successfully into adult life. We aim for our young people to be actively involved within the local community and to be as happy, confident and independent as possible.

Students are grouped according to their age and all are able to work towards ASDAN or Edexcel qualifications that recognise their individual achievements. Learning opportunities are designed to be relevant and meaningful for each learner, whilst helping to prepare them for adult life. Students have increased opportunities to take part in activities within the community setting and also to develop links with adult colleges and other services.

‘The quality of teaching in the school’s sixth form is outstanding because teachers effectively use their accurate assessment of what learners can do. They plan lessons and activities which provide an appropriate level of interest and challenge for all learners’ Ofsted, 2016

Curriculum Organisation

Key Stage 5 (Years 12, 13 and 14)

In addition to the bespoke pathway the learner has followed throughout school, in the Post 16 provision learners are offered a broad range of learning experiences designed to promote their personal development and aid them to make a smooth and well-equipped transition into adult life.

The core curriculum is based around 4 key areas:

  • Independent living skills
  • Work related learning
  • Personal, social and emotional development
  • Community Participation

Independent Living Skills

It is important that when our students leave Newfield, that they are as independent as possible. Personalised learning activities help students to develop skills in key areas such as communication, personal care, shopping, cooking and travel training.

Work Related Learning

Students take part in a range of mini-enterprise activities within school, which may include running a café and making items to sell at enterprise events in school and at Blackburn Market or the annual Christmas Fair. They also participate in a range of creative activities to learn about different job roles. In addition, students have the opportunity to engage in work experience activities within the community, e.g. working on a local farm.

Personal, Social and Emotional Development

Students continue to develop the skills to enable them to engage positively with others – particularly new people in community settings/adult services. They are encouraged to make choices and to express preferences about activities and experiences.

Community Participation

Students have the opportunity to access a range of activities within the local community – including shopping, swimming, going to the gym, visiting the park or café. They also participate in activities with some post 19 providers in order to help prepare for their transition to adult services.

‘The frequent well-planned visits into the local and wider community are effective in ensuring learners strengthen their social skills. These visits also serve to demonstrate learners’ outstanding behaviour and their positive attitudes to learning’ Ofsted, 2016

As well as these core activities, our students also engage in a range of enrichment activities.

These include:

  • Creative activities – dance, music, drama, art, design and technology
  • Therapies – physiotherapy, speech and language, sensory integration
  • Sensory experiences
  • Access to sex and relationships education
  • Access to counselling
  • Whole school events

All classes have a daily act of collective worship.

Some students may be entitled to financial support - see information regarding 16-19 Bursary.


Throughout the 16-19 curriculum, all students complete modules that contribute towards an ASDAN qualification. Individual accreditation routes are personalised and based on the interests and abilities of each student.

Where appropriate, students are also able to access Edexcel qualifications, including Functional Maths and English.

Careers and Transitions

Students in Y14 meet regularly with one of our HLTAs to develop a Person Centred Plan – identifying the activities they enjoy and what their hopes are for the future.

These plans are shared with any future services to help students to transition smoothly.

New Directions also attend reviews in Y9, Y11 and Y14 in order to support students and their families with the transition process.

New Directions are able to share information about different services and will support families to visit colleges and other adult services.

Once a suitable provision has been identified, students are supported to engage in transition visits to prepare them for moving on to a new setting.

For additional curriculum information please look at our 11 19 flyer 2019

Post 16 Curriculum Diagram
Assessment at Newfield

This diagram illustrates the many tools that we use to assess the progress of our learners here at Newfield.

Each child will have a bespoke suite of assessment tools appropriate to their needs.

Assessment at Newfield
Sex & Relationships Education

Newfield School delivers relationship/sex education for all pupils in a manner appropriate to their age and development with emphasis is placed upon relationships and relationship building. The PSHE curriculum is delivered through both discrete and integrated modules that are part of the ethos of the school. Individual pupils may receive specific information at the request of the parents and in order to assist a pupil in understanding a particular issue or behaviour.

Individual or small group ‘Body Awareness’ sessions may also be facilitated by the school counsellor working alongside our nursing team who have had specialist training in working with children with SEN on sex and relationship issues. Parents will be kept fully informed and invited to come and discuss any concerns before any sessions take place. There is a great deal of emphasis on protecting the child from harm and helping the child to keep themselves safe.

Parents can withdraw their child from taking part in Sex & Relationships Education by informing the Head Teacher in writing.

‘A course on ‘Body Awareness’ has been successful in supporting children to understand their health and how to get support. A member of staff said ‘they are being empowered to say no.’ As children with disabilities are more vulnerable to abuse and neglect than other children, the school places a great emphasis on child protection’ RRSA, June 2017.

‘Pupils’ personal development is outstanding because adults model superbly the school’s values of ‘Inspire, Support, Achieve, Together’ in everything they do’ Ofsted, 2016

Religious Education

All children who attend Newfield School take part in discrete Religious Education lessons, which enable them to learn about world religions, spirituality and morality.

We adapt the BwD Agreed Syllabus for RE 2017 2022 to meet our learners needs.

‘The school’s excellent provision for pupils’ spiritual, moral, social and cultural development contributes well to their strong social and emotional resilience’ Ofsted, 2016

Parents/Carers have the right to withdraw their children from Religious Education lessons and should contact school if they wish to do so.

Arts Policy & Provision

We believe that the arts provide an opportunity for all pupils to express and explore their emotions and feelings through providing vivid images/sounds aimed at promoting the development of expression.

Newfield is proud have become a nationally accredited Arts Award Centre in January 2015 - see Arts Award information.

There is also a dance element to the PE curriculum that also introduces the pupils to a variety of moods and themes for expression.

Newfield has a very active school choir, which sings and signs and takes part in a wide variety of local choral events each year.

‘The school’s curriculum enables pupils to take part in a wide range of other activities… This contributes strongly to pupils’ outstanding personal development.’ Ofsted, 2016

Newfield School
Old Bank Lane

01254 588 600

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Newfield School is committed to safeguarding and protecting the welfare of children and vulnerable adults as its number one priority.

Full copies of Policies and Procedures related to all aspects of Safeguarding, and the Complaints Policy, are available on request from David Terry, Interim Head Teacher and Designated Senior Lead for Safeguarding and Child Protection.

Equality Duty

Newfield School complies with the general and specific duties of the Equality Act (2010). In accordance with the duty we publish information that demonstrates that we have due regard to the need to;

  • Eliminate unlawful discrimination
  • Advance equality of opportunity
  • Foster good relations

These specific duties have been considered in relation to all our policies and procedures in school. Our objectives will be reported on and published as part of the Governance public documents available for inspection under the Freedom of Information Regulations and Data Protection duties and in the school newsletter to parents.

Our Equality Objectives are set, reviewed and published annually in our School Development Plan.

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