A broad and ambitious curriculum, delivered in a calm and therapeutic setting.
We help pupils re-engage with learning, make meaningful progress, and build real world skills for adulthood.
Curriculum Overview
Our curriculum is broad, ambitious, and designed around the pupil. We help pupils re-engage with learning, make meaningful progress, and build real world skills for adulthood.
Curriculum Intent
We want pupils to leave with stronger confidence, better learning habits, and clear next steps. We teach from each pupil's starting point. We keep expectations high and reduce barriers to learning.
The 
Sprial
We recognise that progress is rarely linear.
That's why at Spark Vale Academy we use Sprials as our guiding model, understanding that growth is cyclical. And just like with learning, we know that no two paths are the same, and that one framework won't work for everyone, meaning that our spiral symbols may vary in length, width, structure and shape.
Subjects
Pupils access a broad curriculum. We prioritise strong foundations in reading, communication, and numeracy because these unlock independence and future options.
Wider Curriculum
Computing and digital literacy
Humanities
Physical education and movement
Creative subjects such as art
Personal development and life skills
Personal development is a planned part of our curriculum. It helps pupils build the knowledge, skills, and confidence they need for everyday life and adulthood. It includes:
PSHE, including Relationships and Health Education, and Relationships and Sex Education where taught
Social communication and interaction
Online safety
SMSC and British Values
Careers learning and Preparation for Adulthood
Life skills and enrichment
We adapt teaching so pupils can access learning without narrowing their curriculum unnecessarily.
Contact UsQualifications
We offer qualifications and accreditation where they are the right fit for the pupil and their next step. Pathways are designed to support pupils to move from stabilisation and catch up towards accredited and vocational outcomes when they are ready.
Where appropriate, pupils may work towards:
Qualifications are chosen to be coherent, progressive and ambitious, and we avoid repetition and dead end courses.
We maintain an accreditation framework which sets out the awarding bodies and specifications currently in use. Detailed subject maps and qualification routes are available on request
Contact UsEntry Level qualifications
ASDAN Accreditations
Functional Skills in English and mathematics
GCSEs
Vocational awards
Therapeutic Approach
Pupils learn best when they feel safe, regulated, and understood. That is why therapeutic support is part of daily school life, not something separate from learning.
Therapeutic input supports pupils to develop regulation, resilience, communication, and relationships. Staff use consistent approaches so pupils experience safety and predictability throughout the day.
AdmissionsAssessment & Progress
We use assessment to understand strengths and next steps. We track progress over time through day to day learning and regular review. Progress includes academic learning, communication, wellbeing, and independence.
Personalisation & EHCP Outcomes
Each pupil's programme is shaped around strengths, needs, and EHCP outcomes. Teaching and therapeutic support are planned together so support feels joined up. We review plans regularly and adjust the pace when needed.
Working with Families & Professionals
We work closely with families, local authorities, and other professionals. We communicate regularly and plan together to support consistency across home, school, and wider services.
Preparation for Adulthood
Preparation for adulthood starts early. We teach functional skills and independence, and we help pupils practise these skills in real settings. We plan transitions carefully so pupils move on with clarity and support.
British Values
We actively promote fundamental British values through the curriculum and day to day school life, and through learning in the community. These values include:
Democracy
The rule of law
Individual liberty
Mutual respect
Tolerance of different faiths and beliefs
We teach these in ways that are appropriate to pupils' age, stage and needs, and we challenge behaviours or views that go against these values.
SMSC
SMSC stands for spiritual, moral, social and cultural development. We support SMSC through our curriculum, our routines, our relationships, and our wider school culture. This is adapted for pupils' age, ability and special educational needs.
SMSC is developed through many parts of school life, including daily interactions, personal development, PSHE and RSHE, online safety, careers learning, community participation and therapeutic support.
RSE & RHE
1.
Relationships and Sex Education (RSE) and Relationships and Health Education (RHE)
Relationships education and health education are taught through our personal development and PSHE programme. Lessons are planned to be age appropriate and sensitive to pupils' needs. We teach pupils about healthy relationships, personal boundaries, consent, safety, wellbeing, and how to ask for help.
Where sex education is taught as part of our RSE programme, it is delivered carefully and in a way that is appropriate for pupils' age, stage, and additional needs.
2.
Parent right to request withdrawal from sex education
Parents and carers have the right to request that their child is withdrawn from some or all of the sex education delivered as part of statutory RSE. This request should normally be granted up to three terms before the pupil turns 16, unless there are exceptional circumstances.
There is no right to withdraw a pupil from relationships education or health education.
There is also no right to withdraw a pupil from any sex education that is taught as part of the science curriculum, because this content is statutory.
From three terms before a pupil turns 16, the pupil can choose to opt into sex education even if a parent has requested withdrawal.
3.
How to request withdrawal
If you wish to request withdrawal from sex education, please contact the Headteacher. We will arrange a meeting to discuss the request, explain what will be taught, and agree the best way to support the pupil. Requests should be made in writing and we will confirm the outcome in writing.