Olsen House School

National Curriculum, Subjects and Qualifications

Our curriculum is ambitious and carefully mapped from KS2 to KS4, so knowledge and skills build step by step. We offer English Language, Mathematics, Science, Physical Education (PE), Computer Science, Information and Communication Technology (ICT), Media Studies, Art & Design, Food Technology, Personal Development, Outdoor Education, Personal, Social, Health and Economic (PSHE) education, Humanities, Citizenship and Music. Subject leads sequence content, vocabulary and assessment so pupils know more, remember more and can apply learning with increasing independence.

Assessment on entry identifies strengths and gaps; teachers then adapt teaching, practice and retrieval. Reading is prioritised daily, with targeted phonics for early readers and guided reading to build fluency and comprehension. Oracy is taught explicitly through Voice 21 structures so pupils think and communicate clearly across subjects.

Every subject points to a recognised qualification. We run clear pathways to Level 1 (GCSE 1–3) and Level 2 (GCSE 4–9) outcomes, alongside vocational awards (e.g., BTEC Introductory and Level 2 where appropriate). Our philosophy is simple: high expectations, precise teaching and the right support so there is no ceiling on ambition. Progress is checked routinely through low-stakes assessment, moderated tasks and coaching-informed observation, ensuring consistency and strong outcomes.

Education Pathways and flexible learning programme

One size never fits all. Alongside the main curriculum, our Bluebird Centre provides a highly structured nurture pathway for learners who benefit from small groups, predictable routines and explicit teaching of communication and regulation. Pupils access the main site for specialist lessons, practicals and enrichment, with gradual increases in exposure as confidence grows.

Timetables can flex to include targeted interventions, literacy, numeracy, social communication or short, focused coaching cycles. Where needed, we build personalised transition plans (e.g., phased reintegration, adjusted start/finish times, supported movement between lessons). Regular review meetings with families ensure programmes remain responsive and ambitious.

Quality is driven by instructional coaching (StepLab): teachers rehearse key techniques, receive precise feedback and track the impact on learning. Voice 21 routines ensure all pupils participate meaningfully structured talk, turn-and-talk, and accountable discussion so pupils learn to reason, explain and listen. Our therapeutic curriculum aligns SaLT/OT recommendations with classroom practice, and TLAC, Thrive and Emotion Coaching keep classrooms calm and purposeful.

Crucially, all pathways still lead to accreditation. Pupils work towards Level 1 and Level 2 qualifications, with additional 

Outdoor and physical education

PE and Outdoor Education are integral to our offer, developing health, resilience and teamwork. In PE, pupils experience a balanced programme: invasion games, net and wall, athletic activities, fitness and health-related exercise. Schemes prioritise skill development, tactical awareness, personal bests and inclusive participation so everyone progresses.

Outdoor Education provides planned challenge and accredited routes: Duke of Edinburgh (DofE), NICAS climbing, water sports (kayak, canoe, paddleboard, raft-build), navigation, bushcraft and low-level expeditions, building decision-making, leadership and self-belief. Residential trips in the Lake District add teamwork, independence and awe; pupils learn to plan, pack, navigate and look after one another in unfamiliar environments.

Wellbeing is threaded through. Staff use Emotion Coaching and Thrive to prepare pupils for challenge, scaffold regulation, and celebrate success. Sessions are deliberately sequenced from supported, low-arousal starts to greater independence, with clear safety routines and risk-benefit thinking. Links back to classroom learning are explicit science of effort and recovery, geography in the field, and literacy through expedition journals.

Where appropriate, pupils achieve recognition through internal awards or external accreditation, contributing to their broader profile for college applications and employment pathways.

Vocational skills offer

Our vocational pathway is purposeful and progressive. From KS3, pupils’ sample practical strands linked to local labour-market opportunities and their interests. By Year 9, learners begin structured Level 1 awards (e.g., BTEC Introductory) to bank early success and build momentum for KS4.

In KS4, we extend to Level 2 routes where appropriate (e.g., Sport, Art & Design Practice, Creative Media, Digital IT/ICT, Applied Science; Food-related qualifications). Programmes emphasise real-world briefs, professional routines, safe practice and high-quality portfolios. Literacy and numeracy are embedded writing to brief, presenting, and interpreting data - so pupils can transfer skills to college and work.

Work-related learning includes employer talks, workplace encounters, visits and taster days, with personalised guidance from a career’s adviser. Pupils create CVs, practise interviews and plan next steps, supported by impartial advice. Where possible, we align units with Outdoor Education and community projects, so students experience authentic audiences and service.

Tracking is tight: deadlines, checkpoint assessments and supportive interventions keep learners on course. The goal is clear robust Level 1/Level 2 outcomes, confident presentation of skills and a smooth transition to college, apprenticeships or training, with no ceiling on ambition.

Community Engagement

We believe school thrives when it sits at the heart of its community. Families are genuine partners: coffee afternoons, workshops and regular updates ensure open dialogue, while surveys and parent forums shape improvement priorities. Communication is positive and frequent merits, Postcard Fridays and “Good News” calls so families hear about success as well as next steps.

Curriculum links extend beyond the gate. We work with local employers, colleges, arts venues and charities to create purposeful encounters talks, visits, projects and exhibitions—that bring learning to life and widen horizons. Cultural partners (museums, galleries, theatres, heritage sites) help us plan meaningful experiences that connect to subject curricula and personal development goals.

Pupils contribute through social action fundraising, , foodbank collections, inter-generational projects building empathy and civic responsibility. Staff collaborate with professional networks (e.g., StepLab, Voice 21, TLAC) to share and learn from practice beyond Olsen House.

Community engagement is reciprocal: pupils gain confidence and networks, and partners gain enthusiastic, thoughtful young people. Together we grow opportunity, pride and belonging.

Personal development

Personal Development (PD) is a whole-school priority anchored in our values Be Kind, Be Ambitious, Be Inspired. We teach oracy, character and citizenship so pupils understand themselves, relate well to others and contribute positively to their communities. PSHE is sequenced across the school health and wellbeing, relationships and living in the wider world—with age-appropriate, evidence-informed resources.

We explicitly teach vocabulary for feelings, choices and consequences, and we practise respectful disagreement and active listening. Voice 21 routines (e.g., structured talk, discussion roles) and TLAC participation techniques build confidence and belonging. Recognition merits, Postcard Fridays, “Good News” calls keeps positive habits visible and motivating.

Leadership opportunities (sports leaders, eco projects, reading buddies, student voice) allow pupils to influence school life and practise responsibility. Targeted interventions (mentoring, social communication groups) complement the offer for those who need additional support. Our therapeutic curriculum and behaviour policy prioritise relationships, predictability and restoration so pupils can repair, reflect and return to learning.

Impact is tracked through attendance, behaviour, participation and pupil voice. The aim is simple: kind, confident young people with the language, judgement and resilience to thrive in learning and in life.