Phase 2

Back to Curriculum by Phase

Our Phase 2 curriculum is a comprehensive, three-year program designed to build upon the foundational skills acquired in Phase 1. We offer differentiated instruction for all students across four distinct pathways, ensuring that each child’s unique needs are met.

Phase 2 is situated at two locations:

  • Main Site (New Ash Green): Seven classes, including two PMLD classes (Brook pathway) and five high-needs classes (Stream pathway).
  • Phase 2 Satellite Provision based at Sussex Road, Dartford: Three classes, primarily for Year 3-6 students, working across the Stream, River and Waterfall pathways.

Our curriculum is designed to:

  • Provide a broad and balanced education that is both relevant and engaging.
  • Develop essential communication, social, independence, personal, and life skills.
  • Foster respect, tolerance, and understanding of diverse cultures and beliefs.
  • Prepare students to become responsible and contributing members of society.

We are committed to providing individualised support for each student. For students working beyond Stage Two, we offer challenging opportunities and explore potential mainstream inclusion options.

By implementing a flexible and adaptable curriculum, we strive to empower our students to reach their full potential.

phase 2 curriculum

  • Pupils accessing the Brook pathway experience profound and multiple learning difficulties. Therefore, they access an individual needs curriculum in which learning targets are interwoven into the pupils’ individual profiles across curriculum areas.  
  • Pupils may be at very early stages of development therefore it is most appropriate for them to access an individualised curriculum using individual learning plans (ILPs).
  • Pupils follow the Brook curriculum framework which is a target setting, assessment and monitoring tool.
  • The Brook curriculum framework offers a specialised curriculum in five key skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor).
  • Planning is pupil centred with all targets within a pupil’s ILP developed from the Brook Curriculum framework and in collaboration with Specialist Teaching Services (HI, VI, MSI, Physiotherapist, Occupational) and therapists where appropriate. Parents are invited to contribute to target areas.
  • To further enrich learning  and support generalisation of skills, students are taught via a three-year transdisciplinary curriculum framework based on the National Curriculum, highly adapted to meet the individual needs of each student.
  • Curriculum planning is built around a Transdisciplinary Theme and a strong central idea, enabling students to learn about themselves, other people, and the world around them across a wide range of lines of inquiry.
  • Each Pathway follows the same Transdisciplinary Theme. In the Brook pathway, this is  incorporated through rich and sensory based learning experiences.
  • Learning is inquiry-based, promoting curiosity and enabling a culture of student agency, where students can influence the direction of their learning through exploration and experimentation.
  • Sensory activities allow for highly motivating learning engagements and experiences, and enable students to make their own inquiries.
  • Based on individual pupil needs, pupils can access specialist learning environments and experiences such as Aqua Learn, interactive room, soft play, Rebound therapy, Rainbow room and therapy room.
  • Individual needs such as therapy programs, personal and medical needs are prioritised which ensures that students are ready to learn and achieve.
  • The curriculum is delivered in a personalised way; all pupils follow an Individual learning plan and targets are set according to the individual areas of difficulty.
  • There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities.
  • We develop each individual holistically, preparing them for life beyond Milestone
  • Learning environments, both inside and outside are adapted daily to meet the varied and developing pupil needs
  • The environments are developed to promote pupils’ independence and allow them to access the curriculum independently and confidently with the necessary level of support and challenge.
  • Pupils are taught phonics via the Systematic Synthetic Phonics Programme (also referred to as SSP) – Read Write Inc.
  • Students are taught via a transdisciplinary curriculum framework based on the the National Curriculum, adapted to meet the individual needs of each student.
  • Planning centres around a pathway-specific Transdisciplinary Theme, which makes clear connections between learning, promotes pupil agency, and provides opportunities to take action.
  • Specialist coaching from external providers includes swimming and football, which may be site-specific
  • Pupils are taught phonics via the Systematic Synthetic Phonics Programme (also referred to as SSP) – Read Write Inc.
  • Students are taught via a transdisciplinary curriculum framework based on the the National Curriculum, adapted to meet the individual needs of each student
  • Planning centres around a pathway-specific Transdisciplinary Theme, which makes clear connections between learning, promotes pupil agency, and provides opportunities to take action.
  • Specialist coaching from external providers includes swimming and football, which may be site-specific
  • Pupils are taught phonics via the Systematic Synthetic Phonics Programme (also referred to as SSP) – Read Write Inc.