Whole Child Curriculum
Provision & Interventions
Provision and interventions are woven through our core curriculum. ‘Every Interaction is an Intervention’ Goldwyn is incredibly proud of our universal provision, built over a number of years in partnership with our multiagency partners.
Goldwyn Universal Offer of Provision
Universal Strategies and Provision available at all times to all Goldwyn students are:
Small class groups with a maximum of 8 students and a high staff-to-student ratio‑to‑student ratio
Staff trained in supporting students with complex SEMH needs and a wide range of SEND
Access to TISUK (Trauma Informed Schools UK) trained practitioners and therapeutic interventions Use of emotion coaching to support emotional regulation
Restorative approaches to build, repair and maintain relationships
Access to specialist staff, including Nurture Hub practitioners
Daily greeting by key adults to promote connection and emotional readiness for learning
Regular emotional check-ins with identified adults ‑ins with identified adults
Availability of an agreed safe space for regulation and reflection
Firm, clear and consistent expectations of behaviour
A structured system of rewards and consequences, including weekly celebration assemblies
Praise and positive reinforcement embedded throughout the day
Individual risk assessments and behaviour support plans with personalised de‑escalation strategies Regular communication with home to ensure shared expectations and joint working
Access to a trusted adult for support, guidance and reassurance
Opportunities for time‑out, reflection and restorative conversations.
High-quality, adaptive teaching strategies tailored to SEMH and SEND needs ‑quality, adaptive teaching strategies tailored to SEMH and SEND needs
Tasks broken into manageable, scaffolded steps
Use of visual supports, modelling, examples and demonstrations
Clear, unambiguous language and explicit teaching of key vocabulary
Support with organisation, sequencing and task initiation Short, achievable tasks with instant feedback
Frequent comprehension checks and opportunities for repetition and overlearning
Consideration of appropriate exam access arrangements
Access to independent study areas when needed
Opportunities for alternative curriculum pathways based on individual interests and needs
Predictable daily routines with advance notice of any changes
Regular movement breaks to support attention and regulation
Access to sensory spaces for calming, regulation or sensory input
Supported and monitored opportunities for positive social interaction throughout the day
Transition support for changes between activities, classes or settings
Clear systems for monitoring social, emotional and academic progress with regular target setting
Regular opportunities to discuss progress and achievements to build self-esteem and confidence‑esteem and confidence
Focus on developing independence, life skills and future aspirations Access to careers advice and guidance where appropriate Encouragement of resilience, problem-solving and self advocacy‑solving and self‑advocacy
A nurturing ethos that prioritises emotional safety, belonging and positive relationships
Termly progress review opportunities whereby targeted support from our Multi disciplinary team is planned
Multidisciplinary Team – targeting support to where it is needed:
As a school we have built an inclusive structure whereby we have highly expert staff able to support students and their families. As well as work closely with our multi agency partners
- Educational Psychology – Katie Grayson
- Occupational Therapay- Simon
- SALT Sonia Syvier
- Emotional Wellbeing Team KCC
- KEPS Lee Kennedy
Our Inclusion structure is the foundation of our school from the Principal to every layer of the school inclusion and support for our vulnerable learners is our key priority.
- Assistant Principal Inclusion- Strategy Policy and process lead
- Deputy SENCO – oversight and planning for students with exceptional needs and CIC
- Inclusion Leads- supporting teachers and high quality inclusive teaching, planning the environments to meet all needs.
AENCO- learning interventions
SEMH interventions lead- TISUK students in crisis
- Specialist Engagement officer- SEO- EBSA TISUK engagement lead for attendance focus
On a termly basis we target these key resources to deliver evidence led interventions for the most vulnerable.
The Golden Thread-
The Goldwyn Curriculum is built to be balanced and with a Golden thread running through it. The Golden thread ensures consistency of practice and universal intervention for all.
Goldwyn Time
Goldwyn time is our dedicated SEMH curriculum 2.5 hrs a week of Social and Emotional intervention
