GSO Test

GSO Test


At Walton Leigh School, we recognise the importance and value of providing a curriculum that is:

Balanced; ensuring that the curriculum offer is tailored to best support the individual needs of the students, and focused on developing knowledge, skills and potential in the four areas of Communication, language and literacy; Cognition; Physical and sensory health and development and Personal, social, emotional and mental health

Broad; covering a wide range of National Curriculum subjects, topics, therapeutic areas such as speech and language, physio and occupational therapy, activities, approaches and experiences including life skills

Developmental; building on previous learning and preparing all students for the next stages in their education and life

Accessible; individualised and personal; adapted to meet the needs of our unique students

Flexible; fun, engaging and individualised to foster a love of learning  

Meaningful; relevant, stimulating and enriching; we particularly value educational and off-site visits and special events to support our students to learn important life skills in their community 

Our students have severe, complex and/or profound learning needs and/or autism and have a range of different starting points. For some students, their complex needs have a significant impact on their ability to access learning and express themselves and may impact on their cognitive development and ability to alter their long-term memory.

Therefore, at Walton Leigh, we recognise the importance and value of providing a challenging, tailored curriculum that emphasises Communication, language and literacy; Cognition; Physical and sensory health and development and Personal, social, emotional and mental health and identifies the most important individual next steps. Our broad and balanced curriculum is organised within these key areas:


These four areas are key to the long-term success of our pupils as they prepare for the next stages in their education and life. All pupils have Individual Learning Plans (ILPs) which are set and reviewed twice a year.  Each ILP has specific targets in each of the four key areas, identifying the next steps and specific strategies required to ensure success.  Opportunities to focus on ILP targets are provided across the weekly timetabled curriculum within ‘subject specific’ lessons.

At Walton Leigh, classes are organised by students’ primary need and broadly by their age so our classes typically accommodate students from a range of National Curriculum Year groups. Teaching approaches and curriculum content are adapted to most effectively and appropriately meet the needs of the students in each class.

In order to provide a broad and balanced curriculum that will meet the broad range of individual and complex needs across the school, there is flexibility in terms of curriculum content and delivery. Teaching is adapted to ensure that it is appropriate to the individual needs of the pupils. For example, a student with complex learning needs and a peer with severe learning difficulties will access a similar part of the curriculum but the way that the content is taught and the way that the children access the activities may be very different. Teaching styles and strategies to deliver the curriculum, engage and interest pupils and support the range of learning styles will differ from class to class. 


Lower School

  • Painshill Class for Year 7-9 students with SLD/ASD
  • Wisley Class for Year 7-9 students with SLD
  • Kew Class for Year 7-9 students with more complex PMLD/SLD
  • Richmond Class for Year 7-9 students with more complex ASD/SLD
  • Horsley Class for Year 7-9 students with PMLD


Upper School

  • Polesden Lacey class for Year 10 -14 students with complex SLD
  • Claremont Class for Year 10-14 students with PMLD
  • Runnymede Class for Year 10-13 students with complex SLD
  • Sandown Class for Year 10-13 students with complex PMLD/SLD
  • Hampton Class for Year 10-14 students with SLD
  • Clandon Class for Year 10-14 students with SLD


A flexible and child centred approach

At Walton Leigh School, we place the child’s individual needs at the centre of their individualised curriculum and as such:

  • Several teachers may plan for their classes to work on aspects together e.g. joint curriculum related outings, inviting other people in to support the work
  • In Lower School some subjects are taught jointly through themed topics covering art, design technology geography, history, citizenship, science and RE
  • In Upper School some subjects are taught through special theme days or weeks i.e. RE
  • Non-subject/theme activities and sessions are included on some pupil’s timetables and provide the opportunity to use a certain approach employed to support broader learning on engagement, communication, independence, physical development etc.(e.g. Intensive Interaction, Articulate art therapy, music therapy)


Senior leaders are responsible for designing the annual whole school timetable but teachers have the flexibility to implement more individualised schedules for students as appropriate.  The timetable of each student takes account of a wide range of specific therapy needs, speech, physio and occupational therapy.  Some students may not be able to tolerate working in a larger group for extended periods and may have sessions where they work on their targets in different resource areas e.g. the Sensory Room, quiet areas, music room etc.


The timetables for different classes in the school reflect the needs of the students in that class group and there are significant differences in the content e.g. classes for children with complex needs have a significant part of each day timetabled for Physiotherapy/ Physical activity.

Students in Lower School generally stay in class groups during the week with the exception of the off-site swimming sessions.

Students in Upper School are taught core subjects in their class groups, but integrate for foundation subjects and off-site activities such as Work Related Learning (WRL), college link courses and swimming.


Specialised strategies

In order to support high levels of positive engagement each student has a Behaviour Support Plan. This identifies the student’s preferred learning styles, their barriers to learning and how they may be overcome.  At Walton Leigh School we employ a range of strategies and approaches to support students’ to engage and learn, these include: 

  • 1:1 and small group work
  • Sensory based approaches employing the full range of senses
  • Rotation of carousel activities
  • Creative use of resource and outdoor areas to support cross curricular learning
  • Specialist approaches such as Intensive Interaction etc.
  • Off-site activities focussed on WRL and life skills


Curriculum Overview


Lower School

(Years 7, 8 and 9)*

  National Curriculum

3 Years

Upper School

(Year 10, 11, 12, 13 and 14)

  EQUALS ‘Moving On’

   Qualifications offered:

  - ASDAN Personal Progress


  - Entry Level Maths, English and ICT

5 Years

*this can be flexible depending on the needs of the individual students


At Walton Leigh we meet the needs of each student as an individual and because of this we have the option to change the number of years a student may spend in both Lower and Upper School. Parents are always involved in the decision.  Assessment, recording, reporting and monitoring is undertaken regularly for all subjects/ session taught.  


In Lower School students access a broad curriculum with opportunities to acquire, develop, practise and extend their skills in a range of contexts across the curriculum.   Within each Lower School subject; plans are drawn from the relevant National Curriculum documentation. Planning at Key Stage 3 follows a three year rolling programme. Sessions are delivered by the class teacher or HLTA/STA.  Students are dis-applied from Modern Foreign Language on their Annual Review Statement. Whilst acknowledging that teaching another language can be of benefit, particularly through a cultural or musical medium, we feel that additional time is more profitably allocated to extending communication work, and global and cultural aspect are reflected in the Theme curriculum.


  • Core Curriculum English, Maths, ICT, (skills taught with reference to the current Theme) PSHE (including RSE, Drugs Education), Community Visits, PE (including swimming), music, RE*.

Parents may ask for their children to be withdrawn from Religious Education and Collective Worship and alternative activities will be provided for students appropriate to their needs

  • Theme Curriculum Art, Design & Technology, Geography, History, Science, Citizenship, WRL   

Lower School Theme

3 year rolling plan

Year 1





Me and my school

Animal Kingdom



Year 2





My community




Year 3





My world

World of Work 


My earth



In Upper School we provide a curriculum framework in which each student can develop their potential to their maximum whilst developing a sense of achievement, self-worth and enjoyment of life.  The curriculum promotes the students’ confidence, motivation and independence in basic living skills, areas of interest as well as continuing with academic skills.  Education develops from skills teaching to the development of attitudes and the more general ability to make judgements and to implement these in a wider environment. The following core elements are integrated throughout each school day:


  • Self-reliance
  • Communication skills
  • Self-discipline and negotiation
  • Life skills
  • Personal autonomy
  • Decision making skills
  • Best use of vocational skills and leisure time


The curriculum in Upper School follows a five-year cycle.  The curriculum is age appropriate and varied to cater for a wide range of interests.   Fundamental skills that promote independence are taught in a variety of different settings and through access to a range of community facilities. All students have an entitlement to continue developing core skills and access a core curriculum as well as a variety of options.


  • Core Curriculum English, Maths, PSHE (including RSE, Drugs Education) ICT, Community Visits, PE (including wimming), RE*.

* Parents may ask for their children to be withdrawn from Religious Education and Collective Worship and alternative activities will be provided for students appropriate to their needs

  • Optional Curriculum Subjects are chosen from three areas of study – World Studies, Independent Living and Vocational Studies taken from the EQUALS Moving on curriculum.


World Studies

Independent Living

Vocational Studies



  Foreign Cultures





  Leisure and Recreation

  Daily Living Skills

  Work Skills

  Careers Education and Guidance

  Post School Planning


  • Complimentary Curriculum examples of sessions which could be offered; Meal Preparation,   Multisensory,   Yoga, Hydrotherapy, Mini Enterprise, SATRO – Construction Classroom,   Aerobics,  Adult Education Courses e.g. ICT, Cookery,  Work Experience Placements (Employability, Leacroft Café, Special Needs Farm) Eagle Radio Workshops, Brooklands College Link Course, Shepperton Youth Centre,  a range of After School Clubs, ‘Sailability’, community visits


Students with PMLD follow a more informal curriculum, dipping into our Lower School and Upper School schemes of work and use Quest for Learning as a tool to set subject and Individual Learning Plan (ILP) targets and assess progress.  


Religious Education and Collective Worship

Key stage 3: 
In each our theme topics we teach how other religions follow, practice and celebrate in Christianity, Hinduism, Sikhism, Buddhism and Judaism. 
Resources are freely available sensory and tactile.  Activities are planned and adapted for each of our students to actively participate. 
14-19 - RE week during spring/summer term

Each class choosing a different religion and learns about the practice, festivals and celebration of their chosen religions. At the end of the week classes come together to show their work through dance/music/art/presentations in an afternoon assembly.



WL has a reflection time at the end of every school day and a collective worship on Fridays during which teachers will discuss the value of the half term and celebrate significant religious events and festivals from different religions.  

Parents may ask for their children to be withdrawn from RE and/or Collective Worship and alternative activities will be provided for pupils appropriate to their needs.


Whole school curriculum elements


For one afternoon a week all our students have a chance to choose an option. Students are then grouped across the school with those from other class bases and are taught in specialist areas.  Options include – cooking, choir, dramatize, art, sensory stories, music and DT.


Extra-Curricular Opportunities

Throughout the year students are offered a variety of extra-curricular opportunities e.g. Music in Hospitals concerts, Salvation Army Harvest and Christmas Concerts, Christmas Church Service, Head to Head inclusive theatre productions,  School Show, Values Conference, Student Council Conference, Food Awareness Week, CAMHS Feeling Good Week (including visiting farm, Zumba sessions, Smoothie Bar, Chocolate Fountain experience, yoga and relaxation, fun water activities, giant ball pit), Fun Maths Day, Arts Week, Residential trips (European Skiing, Bendrigg PMLD trip, High Ashurst 3-day residential), various fundraising activities (Children in Need, Sports Relief, Red Nose Day, Wear it Pink Day), school disco’s, class day trips, INTO Film cinema trips and theatre trips, fire safety workshops, e-safety workshop.