“Leaders and governors ensure that the curriculum is bespoke to meet each pupil’s needs. All staff, including therapists and tutors, work extremely well together to make sure that each pupil is supported to achieve the next steps in their learning and development.”

Ofsted 2018

Teaching and Learning Model

We recommend that you take a look at this video, which explains our Teaching Model in full.

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EYFS & KS1, 2 & 3

At Park House School, communication is at the core of our curriculum. The curriculum is differentiated and highly personalised according to each pupil’s needs, whilst still being based on the EYFS curriculum. The aim of the curriculum is to develop academic and independent self-help skills as well as encouraging personal, social and emotional development.

The Foundation Stage curriculum is organised under the following areas:

  • Personal, Social and Emotional Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding the World
  • Physical Development
  • Expressive Art and Design.


We aim to ensure that English/Literacy skills are used in as many functional contexts as possible. The English curriculum is delivered mainly in group sessions and is maintained within pupils’ 1:1 sessions throughout the whole school. In Literacy groups pupils are taught using their personalised targets from their IEP’s and all group lessons will cover speaking and listening, reading (word and comprehension), writing (handwriting, composition & vocabulary). Alongside group, identified pupils may receive additional input, through the delivery of the Literacy intervention Read Write Inc. (as well as Cued Articulation for the signers). Read Write Inc. is an English phonics programme, linked to the new National Curriculum. Pupils who have completed the RWI phonics programme, move onto the RWI comprehension programme.


Our maths curriculum covers: using and applying numbers, shapes, space and measures. We aim to ensure that mathematical skills are used in as many functional contexts as possible. The mathematics curriculum is delivered mainly in group sessions and is maintained within pupils’ 1:1 sessions throughout the whole school. Groups are taught using IEP goals as the basis to lessons, but are taught in a way that enables pupils to have exposure to and practice of the core areas of our curriculum. Additionally the Number Worlds programme is also used as an intervention for identified pupils.

Pre group learning

Some of our pupils are not yet ready to learn in a group. Before pupils are included in group learning it is essential that they are taught and will have mastered some pre-requisite learner skills. They should have a requesting repertoire of at least 20 strong requests; be able to follow simple instructions readily; be able to do basic imitations; be able to receptively identify and label their favourite things and common objects and pictures; be able to look to the instructor for instruction and be able to tolerate delayed reinforcement. They should also be able to sit in a small group for at least 5 minutes without disruptive behaviour, and be able to wait without touching stimuli.


The science curriculum is carefully structured, using the requirements of the National Curriculum as an overall basis for planning. The curriculum is taught over a two year period and divided into a variety of half termly topics such as light, humans and forces. Pupils access learning in a group setting once a week in addition to the learning opportunities provided across each school day. Groups are arranged by age range and are based on science and group work ability.


Computing is taught through both individual and group teaching. All pupils have an allocated computing target on their IEP which they work towards throughout the school year. This is a skill that is functionally the most appropriate for each individual pupil and may be a cross curricula target, such as manding (requesting) for items using a high tech Alternative Augmentative Communication (AAC) application, such as Proloquo2go. Computing targets may be taken from the school’s assessment tools or from the National Curriculum. 

Food technology

All pupils attend a weekly food session, whether food fun or food technology, that is linked to their class’s theme for the half term. Within these sessions a range of functional skills are developed and practised including cooking skills, health and safety and food hygiene. During these sessions pupils are also encouraged to explore different tastes, try out new varieties of food, recipes and ways of preparing food.


Personal, social, health and economic development is fundamental for children and young people with SEN and is integral to everything we do within our school. We aim to promote our pupils’ spiritual, health, social and cultural development and prepare them for the opportunities, responsibilities and experiences of life.

Our pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, and specific objectives are highlighted for each pupil within their Individual Education Plan. In addition to their personal programmes they also access two PSHE group sessions within their classes on a weekly basis. The aim is to teach pupils a range of functional topics that relate to their circumstances, age and needs in order to support their personal development as an individual, a member of the school and as an active citizen within the local community.

PSHE areas involve:

  • An understanding of self
  • Developing personal autonomy
  • Developing confidence
  • Building relationships between people
  • Knowledge and understanding of the world around
  • An understanding of appropriate behaviour
  • A sensitivity to the needs of others
  • Taking responsibility for one’s own actions
  • An awareness of and respect for the variety of belief, language and culture in society.

“The school’s work to promote pupils’ personal development and welfare is outstanding”

- Ofsted 2018


The PE curriculum will engage pupils in a range of sports and activities; and will ensure that each pupil:

  • better understands and recognises their strengths
  • is challenged to try new things
  • develops and broadens key skills for life e.g. turn taking, following rules, hand-eye coordination, listening to instructions, interacting with others, self-help skills etc.

All pupils are encouraged to take an active role in all aspects of PE and pupil participation is key. Throughout the school day we focus on promoting healthy lifestyles and this is strengthened through the PE curriculum.

Please see a list below of the activities that are offered:

  • Swimming (Latchmere Leisure Centre/ Ernest Bevin School)
  • Ball games (Fulham Football Club)
  • Multisport
  • Trampolining (FlipOut Wandsworth)
  • Horse Riding (Lower School – Vauxhall City Farm)
  • Skiing (Upper School - Snowbility)
  • Individual and group sessions with the Occupational Therapists.
  • BRAVE yoga
    • Balance
    • Relaxation
    • Action
    • Values/vitality
    • Energy

Music and art


All pupils access weekly singing and signing assemblies where we learn songs relating to our curriculum topics. Our Song Club performs at regular events and in the local community to help raise funds. Every class has daily music lessons – these consist of practising our assembly songs and playing a range of different instruments. We regularly welcome guest performing arts companies who run workshops for our pupils and we ensure that our pupils visit theatre productions and other performances.


The art curriculum at Park House School is designed to engage, inspire and provide opportunities for learners to express themselves creatively. All “art” projects, activities and work meet our four key aims:

  • Enable pupils to produce creative work, exploring ideas, materials and recording experiences
  • Have opportunities to work in both 2D and 3D
  • Use art of other artists to influence their work
  • Explore art in other cultures.

Each academic year the art curriculum follows three different themes. These may include such themes as ‘Celebration’, ‘Natural Forms’ and cultural based ones such as ‘African art’.  

Within the themes, pupils are expected to engage in a wide range of art mediums, including paint, collage, photography, and work in both 2D and 3D. Pupils record, document and keep their work safe in sketchbooks and class galleries.

Geography, history, RE, drama/performing arts

We have a themed week once a term which incorporates other areas of the curriculum e.g. Geography, History, Religious Education (RE), Drama/Performing Arts.

Pupils at Park House School have the opportunity to work towards the Arts Award. The aim of the Arts Award is to enable our young people to work towards a national qualification. The awards are based on the pupils learning how to engage with culture, with community, and with the arts. It allows the pupils to improve their creative skills, and helps to develop an alternative means of expression through the arts.


Park House School offers New Horizons to the Year 6 and 7 group. This is an activity-based curriculum that supports the delivery of PSHE, Citizenship, communication and numeracy in a life-skills setting, which will be delivered over a 2-year timeframe.

Careers Education

From Key Stage 1 we work on skills that can later be adapted into vocational skills. Here's our full careers education summary for BeyondAutism Schools.