Parents & Professionals
Learning is bespoke and person-centred, enabling each child to develop, strengthen, and maintain their individual skills. Progress is carefully monitored against EHCP outcomes and curriculum frameworks to ensure every child is supported to achieve their full potential.
Curriculum Statement
Cavendish View and Walton Nurture provide a bespoke curriculum for children with a range of diagnoses, including ASC, ADHD, and Global Developmental Delay. Pupils access tailored pathways that may include a rich sensory and intentional communication pathway, a more formal learning pathway, or a specialist ASC pathway — ensuring every child receives the support and approach best suited to their needs.
Intention
At Cavendish View, we are committed to equipping our pupils with the knowledge, skills, and attitudes they need to thrive as active participants in an ever-changing world. Our children have a wide range of additional needs, and our curriculum is carefully designed to reflect these individual requirements while maintaining the highest aspirations for every pupil.
Implementation
Our curriculum is designed to build on each child’s prior knowledge and understanding. At the start of every topic or unit of work, pupils complete a subject knowledge audit, allowing teachers to identify existing misconceptions and ensure learning is rooted in what children already know. This approach enables us to extend learning step by step, supporting progress at the right pace for each child.
We also work closely with a range of professionals to make sure our curriculum is accessible and meaningful for all pupils, tailored to their age and stage of development. This includes support from our in-house Speech and Language Therapist and weekly input from a Play Therapist, ensuring children receive holistic support alongside their academic learning.
Impact
We review the impact of our curriculum through robust monitoring processes, including data analysis, work scrutiny, and learning walks. Any actions identified are addressed in staff meetings and supervisions, ensuring reflective practice and accountability across the team. In addition, we hold regular strategy meetings and gather feedback from parents, staff, and pupils through termly questionnaires, helping us to evaluate and continually improve the effectiveness of everything we do.
Curriculum
English Curriculum
We aim to equip our pupils with the skills they need to develop independence and participate fully in society. In literacy, we focus on building strong foundations in areas such as grammar and punctuation, while also fostering a love of reading for pleasure. By immersing children in a rich world of stories, we help them experience the joy of reading and explore how writers create impact through language choice and character portrayal.
Mathematics Curriculum
We aim for our pupils to become confident, capable mathematicians who can apply their skills in real-life situations. By planning lessons that are carefully matched to each child’s age and stage of development, we ensure they build a strong understanding of key mathematical concepts.
PSHE Curriculum
We want our pupils to leave Cavendish View equipped for the challenges ahead and ready to play an active role in society. Through our curriculum, we prepare them for a wide range of social situations and provide the key life skills they need to thrive in an ever-changing world.
Therapies
We have created carefully designed environments that promote the best possible outcomes for every child. These safe and supportive spaces can be used to stimulate engagement or provide calm, depending on individual needs. They include:
Sensory Gym
This space is built into children’s daily timetables to support regulation and wellbeing. It offers opportunities for proprioceptive and vestibular activities, helping pupils to maintain balance, develop body awareness, and promote their overall health.
Light Room
A sensory space featuring a range of equipment, including a magic carpet and interactive lights, designed to support early communication development. The space also includes cause-and-effect resources that encourage learning, engagement, and the development of social communication skills.
Soft Play
An indoor play space designed for young children to explore, featuring a soft, padded environment where they can develop body awareness, burn off energy, and enjoy a safe and fun setting to interact with others and build essential life skills.
Admissions
If you are interested in applying to our schools, please contact our Divisional Director of Education at david.gregory@salutemsharedservices.co.uk, or speak with your local authority to arrange a referral.
Application Form
It begins with an initial inquiry
Visit
We encourage prospective students to visit
Apply
Complete an application form
Assessment
Our intake team carefully reviews each submission
Funding Application
Successful applicants are offered a place at school subject to funding
Transition
Students are supported through the enrolment process, which involves completing the necessary paperwork and transition visits
Start
We ensure that every prospective student receives the guidance they need to embark on a successful educational journey with us
Term Dates
25/26
| No. | Start Date | End Date | Inset days/Bank Holiday fall within the term |
|---|---|---|---|
| 1 | 1st September 2025 | 24th October 2025 | 1st September - 4th September 2025 |
| 2 | 3rd November 2025 | 19th December 2025 | |
| 3 | 5th January 2026 | 13th February 2026 | |
| 4 | 23rd February 2026 | 27th March 2026 | 23rd February 2026 |
| 5 | 13th April 2026 | 22nd May 2026 | May Day 4th May 2026 |
| 6 | 1st June 2026 | 20th July 2026 |