Curriculum Bubbles Overview
Curriculum Bubbles Overview
Our curriculum is shaped by the principles of the Rochford Review and places the EHCP at the centre of our provision. This ensures that each pupil’s education is driven by individualised targets, allowing for meaningful progress to be identified across a broad range of contexts and real-life applications, within a fully inclusive framework.
Learning is currently organised into five key curriculum 'bubbles':
Bubble Area Components and Meet our Curriculum Leads
|
Curriculum/Bubble Area |
Components |
Curriculum Lead |
|
Communication |
•Phonics & Reading •Writing •Speaking (Expressive Communication) •Listening (Receptive Communication) |
Ariane Parcel |
|
Cognition and Learning |
•Numeracy •Science •Computing |
Stewart Harris |
|
Physical and Sensory
|
•PE (including Rebound Therapy, MOVE, etc.) •Swimming •Forest School
|
Kieran Bradley |
|
Social |
•PSHE/RSHE •Humanities (History, Geography) •RE •Arts
|
Pamela Meddings |
|
Independence and Life Skills |
•Travel Training •Food Preparation •Shopping •Careers and Enterprise |
Ashley Furness |
These areas mirror the structure of the EHCP; British Values, RSE, PSHE, and Careers, Information and Guidance (CIG) are embedded across the bubbles and reinforced through cross-curricular learning opportunities and whole-school theme days.
PSHE sessions are also embedded within our school timetable, providing students with regular opportunities to develop their personal, social, health, and economic understanding.
- Communication and Interaction
Developing the foundations of expressive, receptive and interactive communication.
This area supports learners in understanding and expressing themselves through a range of personalised communication systems. It promotes the development of early communicative intent, functional interaction, shared attention, and turn-taking. Learners are provided with opportunities to communicate using vocalisations, gestures, signing (e.g., Makaton), AAC devices, symbol systems (e.g., PECS), or body language. Structured routines, sensory stories, and intensive interaction are used to build trust and engagement, empowering pupils to become more confident communicators in their own preferred way.
For more information on Communication across our different pathways and key stages please click here.
For more information on our communication curriculum offer please contact Ariane Parcell (Communication Lead) on
ariane.parcell@themeadows.sandwell.sch.uk
- Cognition and Learning
Exploring, investigating, and building cognitive and problem-solving skills.
This strand focuses on encouraging curiosity, engagement and active participation through exploration of the world. Learners are supported to develop understanding of concepts such as cause and effect, sorting, sequencing, and making choices. Opportunities are provided through multi-sensory play, structured problem-solving tasks, exploratory learning, and topic-based enquiry. Learning is made meaningful through repetition, real-life context and personalised reinforcement, with strong emphasis on developing working memory and functional cognition at each pupil’s own pace.
For more information on Cognition and Learning across our different pathways and key stages please click here.
If you would like to further discuss our Cognition and Learning curriculum offer, please contact Stewart Harris (Cognition and Learning Lead) on
stewart.harris@themeadows.sandwell.sch.uk
- Physical and Sensory Development
Supporting physical regulation, movement, motor skills and body awareness.
This area ensures that learners are supported in developing their gross and fine motor skills, sensory regulation, physical wellbeing, and confidence in movement. Activities may include yoga, sensory circuits, rebound therapy, hydrotherapy, and physical games tailored to individual profiles. A focus on proprioceptive and vestibular input helps pupils to develop postural control, coordination, and confidence in using their bodies safely and purposefully. Learners are encouraged to understand their physical needs, access calming strategies, and build stamina through consistent, structured movement sessions.
For more information on Physical and Sensory Development across our different pathways and key stages please click here.
If you would like to further discuss our Physical and Sensory Development curriculum offer, please contact Kieran Bradley (Sensory and Physical Development Lead) on
kieran.bradley@themeadows.sandwell.sch.uk
- Social and Emotional Development
Promoting emotional regulation, relationships, and a sense of self.
This area supports learners in developing a positive sense of self, emotional resilience, and the ability to connect with others. Learners are guided through experiences that help them understand feelings, cope with transitions, and manage change or uncertainty. Key focuses include self-regulation, trust building, relationship development, and community belonging. Emotional literacy is nurtured through sensory stories, music, role play, reflection time, and consistent relational approaches (e.g., Zones of Regulation, SCERTS). Pupils are encouraged to express preferences and develop co-regulation strategies within trusted environments.
For more information on Social and Emotional Development across our different pathways and key stages please click here.
If you would like to further discuss our Social and Emotional Development curriculum offer, please contact Pamela Meddings on
pamela.meddings@themeadows.sandwell.sch.uk
- Independence and Life Skills
Building functional life skills for independence and self-advocacy.
This area provides structured support for learners to develop personal, social, and functional independence. Skills may include dressing, eating, hygiene routines, organisation, and communication of needs. Teaching focuses on consistency, step-by-step routines, and repetition using visual supports and real-life contexts. Learners are also encouraged to make choices, use timetables, and participate in life-skills sessions such as cooking, shopping, and community access. The ultimate aim is to empower each pupil to achieve their highest level of autonomy and dignity in managing their own needs.
For more information on Independence and Life Skills across our different pathways and key stages please click here.
If you would like to further discuss our Independence and Life Skills curriculum offer, please contact Ashley Furness on
ashley.furness@themeadows.sandwell.sch.uk
.jpg)