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Project Based Learning




Celebrations & Visitors

Best Futures Curriculum aims to provide varied and exciting opportunities for learning for all pupils. 


At Best Futures, SEMH (Social Emotional Mental Health) is at the root of everything we do. It is our foundation on which we build our curriculum, values and beliefs. 

Phonics is the trunk of our tree, as with an ability to read, write and speak, all of the branches of our tree can grow. 

Statement of Intent

Best Futures School is a unique nurture setting and our curriculum policy sets out the principles and values that underpin the design and intent of our curriculum, how the curriculum is implemented and how we measure the impact that our curriculum has on our pupils’ learning and development. 


Our curriculum is designed to give our pupils opportunities to develop new skills and knowledge through our school values of unique, nurture, inclusive, fun, respect and independence. This enables our pupils to experience the challenge and enjoyment of learning, develop and demonstrate their creativity and learn within a coherent and progressive framework. Our curriculum is also designed to positively impact our pupils’ well-being through developing their confidence and self-esteem, learning to respect themselves and others and recognising that people are good at different things. 


These principles are at the heart of our curriculum, and we believe the best way to support this is through an engaging, sequential and aspirational project-based curriculum which ensures a progression of skills and knowledge. To develop long term memory and therefore the retention of information learnt, we utilise opportunities for retrieval practise, dual coding and knowledge organisers.   


Best Futures have chosen the broad and balanced Cornerstones Curriculum. This covers a four-stage pedagogy to engage, develop, innovate, and express. The topics covered are carefully selected and in line with pupil interests and ages. Each topic has a subject focus - geography, history, music, art etc to provide coverage of the curriculum. The new Curriculum maestro allows for companion projects to run alongside called knowledge rich projects (KRP) and imaginative learning projects (ILP). These focus on science, history, art, and design and allow for further depth of learning, bridging gaps within the curriculum plan. The Cornerstones curriculum covers EYFS, KS1 & KS2 and is planned into three phases: long-term planning, medium-term planning and short-term planning. 


The long-term planning gives an overview of the topics to be covered across the academic year and runs on a four-year rolling cycle. The long-term plan is designed to ensure there is balance and sequence through the range of topics covered. Consultation with pupils also informs the design of the long-term plan.  


The medium-term plan develops the long-term plan further by outlining the skills covered across the topic. The short-term plans are developed on a weekly basis, formatively assessed through PIVATs 5 and Cornerstones. 


Additional opportunities for learning, improving outcomes and developing cultural capital are provided through enrichment activities, visits and visitors.  


At Best Futures we promote a love for reading and value the importance of and ability to decode and read fluently to access all areas of the curriculum. From January 2022 we commenced the Read Write Inc. (RWI) systematic synthetic phonics programme across the whole school. Matched decodable books are read alongside the sounds being taught. This is to experience success and promote confidence and self-esteem. Re-reading and book discussion further supports increasing fluency of decoding. Half termly assessments are carried out to monitor and track progress, identifying any intervention required. Matched decodable books are also provided for home reading. 


The PSED (Personal Social Emotional Development) of each pupil is closely monitored using PIVATs 5 (Performance Indicators for Valued Assessment and Targeted Learning). This assesses the pupils social, emotional, physical, and behavioural development. The PIVATs is used in various contexts including discreet SEMH sessions.  


We use the Jigsaw Scheme of work to support the teaching of Personal, Social and Health Education (PSHE) including the statutory Relationships and Health Education, providing pupils with relevant learning experiences, emphasising emotional literacy, building resilience and nurturing mental and physical health. The programme is supplemented and personalised with identified needs and local areas of concern.  


We follow the Early Years Foundation Stage (EYFS) framework, updated in September 2021, alongside the Development Matters guidance which provides an overall view of how children develop and learn but does not replace professional judgement. The framework runs alongside PIVATs 5. 


A closer look...

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