To have knowledge, skills and aptitude that provide the capacity to:

  • make informed choices, create opportunities and be able to respond to changes

  • develop and increase self-belief, self-awareness and the ability to build strong lasting relationships

  • be able to interpret, interact and be included in the world

  • be resilient in the face of adversity, willing to accept challenge and persist in all endeavours they encounter

  • seek out opportunities for kindness and happiness for others and themselves

  • feel empowered to foster, exhibit and impart GRIT


All of our students have unique needs, personalities and potentials and so it is only right that we provide our students with a personalised curriculum that allows them all the possibilities of progressing and success.

Most students follow either ‘ACCESS to the World’ Curriculum or ‘SHINE in the World’ Curriculum that prepares them for the next stage of their life. These curricula form the basis of a student’s timetable and allow all students to always achieve their potential.

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The curriculum intent for Key Stage 3 (KS3) is for all students to:

  • begin their Fountains High School journey in a positive, creative and innovative key stage that develops independence and supports all pupils as individuals

  • develop a growth mindset as well as their self -esteem

  • become passionate and deep-thinking learners that set aspirational targets for themselves

  • work towards developing mastery of functional skills in order to support them in gaining accreditations during the further key stages of Fountains High School

  • foster, exhibit and impart GRIT.


The KS3 curriculum is designed to support pupils academically and emotionally in readiness for accreditations and work experience opportunities in the later key stages.


To support students academically, they receive class-based differentiation and personalised learning plans. The academic curriculum is underpinned with emotional support delivered through the GRIT curriculum and SEMH input received each day during focussed learning sessions as well as when required throughout the day.


Increasing pupil’s functional literacy and numeracy is our core objective. Lessons are structured in order to introduce, teach and embed new concepts by the explicit exposer of students to new vocabulary at the start of new topics, and throughout, utilising the ‘Word Aware’ approach. Students then experience these new concepts through kinaesthetic based learning where the pupils have the opportunity to lead and define their study through research, games, challenges and the use of concrete objects (manipulatives), transitioning from this to pictorial, word or number -based mind-mapping and exploration. Pupils then utilise abstract worksheets and computerbased applications as the final stage of their learning journey.


The core academic subjects are reinforced by an adapted curriculum that includes foundation subjects as well as additional topics. These are designed to better meet the needs of our pupils and support them to acquire key life skills, experience the world around them and increase their ability to successfully engage with the later key stages’ exciting work-related learning opportunities.

All ‘Cornerstones Projects’ have a corresponding lesson sequence. This carefully maps out the objectives and aims from the National Curriculum to ensure curriculum coverage. It also sets out the content of study and builds a coherent sequence. They have been designed to encompass knowledge and understanding of the world in which we live, and also the events that have shaped it in the past to make it what it is today. The topics have been designed to complement and build on one another with clear progression and links so that in subsequent teaching, the children will be able to explore concepts deeper, applying their knowledge in different contexts. The knowledge sequence provided through the cornerstones projects links to retrieval practice.

This practice strengthens memory and makes it easier to retrieve the information later (Barenberg, Roeder & Dutke, 2018).
Alongside these ‘Cornerstones Project’, whose methodology is highly research-led are other subjects which are also taught and delivered through an educational approach underpinned by research evidence.
All Foundation subjects are assessed through the progression guidance implemented by Fountains Primary School, which end of year expectations from Year 1, this is called Standard 5. Progression is recorded through individual trackers which links to work in books.


At Fountains Primary School we aim to foster a love and enjoyment of reading which encourages all children to read regularly both at home and in school whilst experiencing a range of books from a wide range of genres and authors.

All children are taught phonics/communication skills daily. Reading is taught through the Read Write Inc programme. This programme is a structured synthetic phonics programme that teaches both reading and spelling. The child progresses through the scheme according to their individual needs. A lot of revision and repetition is built-in, as well as the application of phonic skills in all reading and writing. Research shows that children are best taught using this approach leading to better word reading, spelling, and reading comprehension. (Johnson et al, 2012)

We are very keen for all children to enjoy books and to progress as far as they are able to with independent reading. We teach reading using phonics and we have a well-stocked library with a wide range of books for children to browse and choose themselves. All children are able to change their books in the library on a daily basis at lunchtime, these books can be taken home and enjoyed with parents/carers.

Some children will also receive a Read Write Inc (RWI) ‘Bag book’. This book will be matched to each child’s reading ability. This is a finely graded approach to the teaching of the wider skills of reading and enables children to apply what they have learned in phonics lessons. These books also give the children a very meaningful approach to reading, using pictures, whole words, and their own experiences.

Every child in school has a reading book (library and or RWI) and therefore progress of their reading can be recorded in the home school diary, which has a reading record incorporated within it. Reading is regularly assessed and monitored by class teachers and the Lead Teacher for English. Parent Workshops on reading are offered at least every year so that parents/carers can learn more about how to support their child with reading.

English is summatively assessed through the progression guidance implemented by Fountains Primary School, which uses Pre-Key Stage Standards and mainstream end of key stage 1 expectations. Read Write Inc provides formative assessment from which teachers can plan a child’s next steps in reading.