Parents & Professionals
Learning is bespoke and person centred so that individual skills can be developed and enhanced and maintained. Progress is monitored alongside the EHCP outcomes and curriculum frameworks.
Curriculum Statement
Cavendish View and Walton Nurture Schools offers a bespoke curriculum to children with a range of diagnoses such as ASC, ADHD and Global Developmental Delay. Children will follow a rich sensory and intentional communication pathway, a more formal learning pathway and a specific ASC Pathway.
Intention
At Cavendish View, we strive to equip our children with the knowledge, skills and attitudes that will enable them to become fully active participants in an ever-changing world. Our pupils have a range of additional needs, and our curriculum is planned to incorporate individual needs whilst maintaining the highest aspirations for all of our pupils.
Implementation
The curriculum builds on each child’s prior knowledge and understanding. At the start of each topic or unit of work, children contribute to their content by completing a subject knowledge audit. These are devised to take into account the knowledge and skills that have been covered previously so that teachers can address any existing misconceptions and build on prior knowledge. We work alongside a range of professionals to ensure all of our children are accessing our curriculum at a level suitable to their age and stage of development. This includes work with our in-house Speech and Language Therapist and a Play Therapist who works on-site each week.
Impact
We review the impact of our curriculum through robust monitoring procedures, such as data analysis, work scrutiny and learning walks. Actions arising from these are addressed in staff meetings and supervisions, to ensure reflective practice and accountability of all staff. We also hold regular strategy meetings and gather the views of parents, staff and pupils through questionnaires that we distribute each term to monitor the impact and effectiveness of all that we do.
Curriculum
Mathematics Curriculum
We want our children to become confident and competent mathematicians who can apply maths skills in real-life contexts. We teach our children to understand key concepts in maths by planning lessons that meet each child’s age and stage of development.
PSHE Curriculum
We want our children to leave Cavendish View equipped for the challenges that lie ahead and ready to be active participants in society. Through our curriculum we aim to prepare our pupils for a range of different social situations and equip them with key life skills they will need to thrive in the rapidly changing world.
English Curriculum
We aim to equip our children with the skills they need to develop their independence and participate in society. We work to develop key skills in literacy, such as basic grammar and punctuation, we are striving to cultivate our children’s love of reading for pleasure.We immerse pupils in a world of stories, so they begin to understand not only the joy of reading, but also how writer’s achieve their desired impact through language choice and character portrayal.
Therapies
Together with this we have designed environments to allow for the best possible outcomes, providing safe spaces to stimulate or provide calm depending on requirement. These include:
Sensory Gym
This is a space that can be used to support regulation and features within children’s timetables across the day. They can focus on proprioceptive or vestibular workouts to maintain their health and wellbeing.
Light Room
A sensory space with a range of equipment, magic carpet and interactive lights to support a range of early communication development. There is cause and effect equipment to support learning and social communication development.
Soft Play
An indoor play space made for young children to explore and creates a soft, padded environment to develop body awareness, burn off energy and is a safe and fun environment for young children to interact and develop essential life skills.
Admissions
If you are interested in applying to our schools, please contact our Business Development Manager at david.gregory@salutemsharedservices.co.uk or contact your local authority to send 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, 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
24/25
| No. | Start Date | End Date | Inset days/Bank Holiday fall within the term |
|---|---|---|---|
| 1 | 2nd September 2024 | 25th October 2024 | 2nd September Inset Day |
| 2 | 4th November 2024 | 20th December 2024 | |
| 3 | 6th January 2025 | 14th February 2025 | 6th January Inset Day |
| 4 | 24th February 2025 | 4th April 2025 | 24th February Inset Day |
| 5 | 22nd April 2025 | 23rd May 2025 | 22nd 23rd April Inset Day /May Day 5th May 2025 |
| 6 | 2nd June 2025 | 22nd July 2025 |
Term Dates
25/26
| No. | Start Date | End Date | Inset days/Bank Holiday fall within the term |
|---|---|---|---|
| 1 | 1st September 2025 | 24th October 2025 | Inset days to be confirmed. |
| 2 | 3rd November 2025 | 19th December 2025 | |
| 3 | 5th January 2026 | 13th February 2026 | |
| 4 | 23rd February 2026 | 27th March 2026 | |
| 5 | 13th April 2026 | 22nd May 2026 | May Day 4th May 2026 |
| 6 | 1st June 2026 | 20th July 2026 |