Curriculum

PYP curriculum framework pathway-specific curriculum
curriculum by subject curriculum by phase

our vision

Happy, aspirational learners who are safe, supportive, curious communicators.

Leigh Academy Milestone has the highest expectations for our entire community. We are an aspirational school, acting locally so that we can think globally.

  • We all have a right to learn, and to be safe while we learn.
  • By recognising that each of us is an individual, we will strive to ensure that everyone will make sustained and where possible accelerated academic and personal progress.
  • We will challenge everyone to achieve their full potential, and we will celebrate all our achievements together in a supportive, happy environment.
  • We will ensure that everyone in our community is ready for our next steps – in our learning, and in our lives – so that each of us has a sense of purpose and belonging, is happy and can make a positive contribution to the modern world.
Happy Aspirational Learners poster

The Curriculum at Leigh Academy Milestone is driven by our Vision: that all pupils and staff are happy, aspirational learners who are safe, supportive, curious communicators

We know that our mission is to prepare our students for a world that we cannot yet imagine. The Leigh Academy Milestone curriculum is knowledge-led, transcending the National Curriculum, and provides our young people opportunities to embed knowledge through skills. This is further enriched by our connections to the world around us, via our partners in the Leigh Academies Trust, the International Baccalaureate, our neighbouring schools, our local community, our families and our connections to ourselves and to each other.

We work collaboratively to achieve our vision and scaffold our learning experiences through the fostering of specific attributes for learning which include being. Highly-personalised learning is essential to success at Leigh Academy Milestone. Each of our students, and their families, have been on a unique journey of learning, and equally each will move forward in a different direction. All our students will surprise us with their creativity, engagement and insight. With the right plan, support and reflection in place, all of our students will make tremendous progress in school and in their lives. 

All our students will make progress across a range of attributes, and where possible they will reflect on their success and make plans for their futures. 

Through the use of agency, we will enable each individual to develop their full potential academically, emotionally, socially and physically, achieving as much independence as possible. We will deliver an exciting and ambitious curriculum that is at least as good as the National Curriculum within a local and international context, so that our pupils gain the confidence, knowledge and skills needed to participate as and become valued members of the communities within which they live.

It is our intent to:

  • Improve and embed agency-driven learning through our Total Communication approach, and through the development of a world-first International Baccalaureate (IB) framework for special schools. We will work collaboratively with other Special schools linked to the IB to design our curriculum, and other specialist provisions linked through Challenge Partners to constantly review and improve our practice.
  • Plan ambitiously through a curriculum which is coherently sequenced to meet all pupils’ needs, recognising their starting points and aspirations for the future, while sustaining the highest level of ambition. 
  • Further improve student outcomes in the core subjects of English and Maths through quality CPD, coaching and mentoring. Through careful curriculum design for each of our four pathways, we will ensure that components of knowledge are planned sequentially, appropriate to age and applying the skills appropriate to each pupil’s stage of development. We will have the same expectations for our foundation subjects as well as science, PSPD, RE and PE and provide training for staff to support this. 
  • Improve access and engagement of pupils in our curriculum through our developing digital strategy. In partnership with the Trust IT team we will research and invest in new technology to open more opportunities for development and learning for all pupils. This will involve training staff in the use of Google, apps and equipment so as many opportunities can be explored and applied as possible.
  • Continue to provide pupils with the tools to have a voice and stay safe, through our PSHE, RSE curriculums and our NSPCC speak out Stay Safe resource. Through daily and weekly briefings, we provide up to date information and continually raise the profile of safeguarding and well-being strategies for all staff.
  • Further improve student independence and life skills in relation to work and careers through enterprise projects in Phase 4 to lead enterprise projects that reflect the world of work so that our pupils are prepared for life beyond Milestone. Areas of interest will be driven by the pupils own ambitions as well as business and work that could potentially provide an independent income.
Curriculum Implementation

Leigh Academy Milestone’s curriculum is responsive to pupil’s individual changing needs, with four distinct curriculum pathways (Brook, Stream, River and Waterfall) that pupils may stay within or transition between during their time at school. Each curriculum pathway has core elements, which run throughout the school. The structure of the Academy is supported by a small school model made up of a Primary and Secondary College, and across four Phases (Phases 1 – 4). This model provides a flow of learning across a natural progression through – and beyond – Leigh Academy Milestone. 

To achieve our Vision and Intent, our curriculum is informed and enriched by the principles of the International Baccalaureate (IB) Primary Years Programme (PYP), with an emphasis on inquiry, teaching children how to learn at its heart.  The framework encourages the holistic development of the child through inquiry, both in the classroom and the wider world; it encourages pupils to take action resulting from their learning and new-found understanding. 

The specific learning needs of our pupils require a curriculum where investigation through the senses, communication and the impact of actions are woven through and drive everyday experiences.  Our curriculum ensures that pupils have agency (voice, choice and ownership), enabling them to be, where appropriate, responsible for their own learning with a curriculum that is both real and relevant for all. 

This framework is underpinned at every stage by the National Curriculum for England.

The most significant and distinctive feature of our International Baccalaureate frame is the six transdisciplinary themes of global significance:

  • Who we are
  • Where we are in place and time
  • How we express ourselves
  • How the world works
  • How we organise ourselves
  • Sharing the planet

Pupils investigate these themes through a series of central ideas within ‘Units of Inquiry.’ These are planned-for within Pathways and across Phases, enabling our pupils to understand and experience the connections between knowledge, and across a range of skills. 

Within these Units of Inquiry, children learn (are taught) the full breadth of curriculum, including the core subjects of English, maths and science.

At Leigh Academy Milestone, the majority of lessons and subjects are taught by the class teacher, this is especially so in the Primary College (Phases 1 and 2). In the Secondary College (Phases 3 and 4) pupils may be taught by specialist teachers for specific subjects. 

Alongside learning within specific subject areas of the National Curriculum, all pupils have targets and learning focused on achieving their individually planned outcomes within their Provision Plans, part of their Education, Health and Care Plan. 

Across all phases, pupils with higher levels of need such as those following the Brook or Stream pathways access learning through an Individualised Learning Plan which incorporates core subject areas including all strands of English and maths. Pathway-based learning is structured around inquiry through a transdisciplinary theme, without losing focus on the four main areas of learning:

  • Communication and Interaction 
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and Physical Development 

The transdisciplinary theme is incorporated in a sensory-appropriate level to ensure all pupils are accessing their learning, whilst being included in the Phase community by taking part in inquiry-based learning activities that develop their specific Learner Attributes, as structured by the IB Learner Profile. 

Learning is personalised and all pupils’ targets are broken down into small, achievable steps which are both stage- and age-appropriate, with a focus on developing functional skills across all subject areas.

Children within the Early Years Foundation Stage have access to a rich, broad and balanced curriculum where learning takes place through a mix of child initiated and adult led learning, both in the classroom and use of outside spaces and the local community. Learning is fun and rewarding, helping children think and communicate about their experiences. Milestone is a total communication environment encapsulated by the fact that it is one of the few schools in the South East that holds The Balanced System Scheme for School’s Award for Centre of Excellence in SLCN. Thus, all staff understand the power that particular modes of communication have such as signing, paper-based and high tech AAC help to extend, refine and develop our pupils in the most positive and successful way. 

Parents and carers are encouraged to be partners in their children’s education and have opportunities to help their children learn at home, through very close links with the Academy. 

In Phases 1 and 2 lessons are taught with links to the Phase transdisciplinary theme. Independence skills are taught through personal care, hand washing, carrying out dinner routines, making choices and showing preferences. Physical Education is taught throughout the phases through PE lessons, Aqualearn, Dance, Specialist led sports clubs and Rebound Therapy (where appropriate).

In Phase 2 pupils also have access to specialist coaching from external providers including swimming, and football, which may be site specific. 

Pupils in 1 and 2 may access Forest School, art, dance and music taught by specialist teachers.

In Phases 3 and 4, lessons emanate from a Pathway-specific transdisciplinary theme, with a strong emphasis on inquiry and student agency. It is recognised that some lessons need to be taught as ‘stand-alone’ where a certain subject or coverage specific learning needs to take place, such as online safety, relationship and sex education or careers education. Because no knowledge exists in isolation, where possible these subjects will follow the theme, but if it is recognised that a specific topic needs to be taught discretely, or adapted to meet need, this will be done.

In Phases 3 and 4, specific subjects will be taught by specialist teachers for PE, vocational subjects, science, music, art and performing arts. Pupils may access specialist swimming lessons and will continue to learn how to safely access the community, using public transport as appropriate. Pupils will learn independence skills, preparing them for life after Leigh Academy Milestone. 

Pupils in the Sixth Form will begin an individual study programme tailored to their needs and aspirations with an emphasis on developing functional English, Maths, Independent Living Skills, Careers and Work-Related skills. There is a strong focus on Personal and Social Development, based on our Vision that all students who leave Milestone will become valued members of their communities.

All student outcomes are linked to their planned transitions into adulthood and are transdisciplinary to ensure a holistic approach to their learning and skills gained, whether their intended destination be work, further education or supported living. 

Rigorously planned CPD, linked to the key objectives for each year, is delivered and available to all staff to ensure knowledge and skills are up to date and practice impacts positively on student wellbeing and outcomes.  The Pedagogical Leadership Team (Senior Leaders, Subject Leaders and Subject Coordinators) at Leigh Academy Milestone leads curriculum development and review alongside middle and senior leaders. 

Subject Leaders have whole-school responsibility with a champion in each Pathway to support planning and provide quality assurance. 

Subject leaders come together once a term in hubs of linked subjects to reflect on pedagogy, strategies, opportunities for cross curricular working and support. Subject and phase middle leaders support teachers through having expert knowledge of their subject, plan interventions as required and lead training, including specific pedagogical approaches, ensuring any gaps in teacher’s knowledge are addressed where needed. Subject Leaders themselves have support from external partners, including from LAT Curriculum Advisors, Kent Special Educational Needs Trust (KSENT) support or specialist courses. 

At Leigh Academy Milestone we understand that all pupils learn differently and at different rates. Consistent and regular exposure to new knowledge and skills – which are viewed as strings of knowledge – through a sequenced curriculum is a priority to ensure key concepts are learnt, transferred to the long-term memory from the short-term memory then built on when ready. Teaching and learning will look different in every class to ensure it is responsive to pupils’ needs, and individualised as required. Teachers use knowledge of prior learning and assessment against learning objectives in each lesson to check pupils’ understanding, ensuring any misconceptions and errors are corrected. Assessment may be repeated against a learning objective until it is achieved, in such cases the teaching approach may be changed to support the development of understanding if required. 

Assessment is ongoing for English, maths, Personal, Social and Physical development, PE, science and personalised provision plan outcomes for each pupil.

The entire Academy day, from the moment the pupils enter school to the moment they leave, is an opportunity for structured, school-based learning. This may include times such as break times, during personal care and during physical or medical interventions. Home learning is encouraged, this may be different for each pupil and may involve encouraging families to offer experiences similar to those being learnt in school, accessing blended learning, sharing of books to develop a love of reading in the wider sense to learning key words. 

Where we have pupils learning in our satellites, staff work closely with the host mainstream school to ensure pupils can access learning in a mainstream setting where appropriate and to provide collaborative support for mainstream staff with regard to SEND. 

To ensure that our curriculum implementation is achieved and impacts positively on outcomes we will:

  • Provide regular feedback to staff, using coaching, mentoring and digital tools, focused on the quality of teaching and learning and the positive achievements of staff.
  • Provide training in partnership with the NHS to ensure that pupils’ health needs are effectively met and pupils are safe in school.
  • Develop staff knowledge around the teaching of maths using the Concrete-Pictorial-Abstract (CPA) approach, aiming for mastery of concepts learnt. 
  • Ensure that all teaching staff have access to and are using Numicon Online and White Rose Maths to support and sequence learning for pupils.
  • Develop staff knowledge on the teaching of reading, and in particular phonics, through the adopted scheme of Read Write Inc and the fostering of a love of reading/literature for all pupils.
  • Provide lessons which are sequenced across the curriculum to allow pupils to make progress against their individualised learning plans, be challenged, make connections between their learning and their skills, work independently, share knowledge and skills and problem solve
  • Provide a safe learning space where questioning is used to develop thinking and problem solving skills, and provide appropriate feedback to foster well-being so that pupils are confident and have positive self-belief.
  • Ensure that feedback is relevant to the learner, with a balance of written feedback and verbal, in the moment, to support pupils to make progress, take ownership of their work and reflect on their learning.
  • Where appropriate, according to Phase and Pathway, regular and sustained writing opportunities are built and planned into all areas of the curriculum to ensure English skills are applied fluently.
  • Ensure that digital technology is part of our Teaching and Learning strategy – embedded into all areas of the curriculum, where relevant.
  • Ensure that Relationships and Sex Education is part of our everyday learning, referenced when appropriate and along with pupil’s health and well-being is a priority.
  • Regularly review our curriculum, with a view to fostering constant professional improvement.
Curriculum Impact

The curriculum planned and delivered at Milestone impacts on pupils’ excellent outcomes from their starting points across all areas of the curriculum so that pupils achieve to the very best of their abilities, transitioning successfully to their next stage of life beyond Milestone. 

Rigorous tracking of our pupils’ development in English and Maths, key areas of Personal Social and Physical Development of each individual pupil’s EHCP targets evidence these excellent outcomes. Triangulating evidence gives a clear view of where each pupil is with regard to their targets and achievements. The impact of the curriculum on each pupil can be monitored and adapted when necessary to enable the pupils to remain on track and where possible make accelerated progress.

Personal, Social and Physical progress is key for all our pupils. Personalised targets ensure that what is important for each pupil to learn and succeed in as an individual is carefully considered to ensure the best possible outcomes for each pupil, taking into account the skills and knowledge appropriate to their planned future learning and employment aspirations and personal interests.

The impact of the engaging and challenging curriculum offered is that pupils show high levels of interest and engagement in all areas of the curriculum. Pupils develop problem solving skills through opportunities to apply mathematical concepts, use comprehension skills and skills for independence, achieving well in these areas with respect to starting points.  As  pupils progress through Leigh Academy Milestone (with many spending up to 15 years with us) they  are able to move across the continuum of dependence/interdependence/independence, with some managing to cross the borders between these three broad starting points. 

All Sixth Form pupils undertake and are successful in completing externally accredited qualifications and certificated challenges supporting development of vocational and living skills. Where appropriate pupils take exams including Entry Levels 1-3 and Level 1 and 2 Functional Skills in English and Maths. All young people will depart Leigh Academy Milestone with an accreditation or examination outcome relevant to their level of learning and personal interests in preparation to transition to Post 19 education, employment or social care provision.

The impact of collaboration between our mainstream settings and satellites is that some pupils have achieved GCSEs in specific subjects and gone onto access college post-16.

Pupil Asset is an online system which powers a summative assessment framework for pupils working from K1(i) (which will shortly transition into “M Levels” or “Milestone Levels”) to National Curriculum year group expectations, which is used throughout the academy. 

Each pupil’s progress is updated two-termly by class teachers, this information is analysed and reviewed to ensure all pupils are making the expected progress for each strand. Results are then analysed class-by-class via pupil progress meetings; achievements are celebrated, and where necessary additional support or interventions are put in place.

In collaboration with pupils, families and other professionals, aspirational and personalised long-term outcomes and short-term targets are set. These are included in Education, Health and Care Plans (EHCPs), and recorded on Provision Plan documents, and Individual Learning Plans where appropriate. Long- and short-term outcomes are basis for each pupil’s personalised curriculum. Outcomes are reviewed two-termly, and updates are recorded on Provision Plans and via Pupil Asset. 

The Engagement Model is an assessment system for pupils not engaged in subject-specific study in Key Stages 1 and 2. The Engagement Model assesses across 5 areas of engagement: 

  • Exploration
  • Realisation
  • Anticipation
  • Persistence
  • initiation

These areas allow teachers to assess pupils’ engagement in developing new skills, knowledge and concepts in the school’s curriculum by demonstrating how pupils are achieving specific outcomes. They represent what is necessary for pupils to fully engage in their learning and reach their full potential. 

Brook
  • Pupils accessing the Brook pathway experience profound and multiple learning difficulties. Therefore, they access an individual needs curriculum in which learning targets are interwoven into the pupils’ individual profiles across curriculum areas.  
  • Pupils may be at very early stages of development therefore it is most appropriate for them to access an individualised curriculum using individual learning plans (ILPs).
  • Pupils follow the Brook curriculum framework which is a target setting, assessment and monitoring tool.
  • The Brook curriculum framework offers a specialised curriculum in five key skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor).
  • Planning is pupil centred with all targets within a pupil’s ILP developed from the Brook Curriculum framework and in collaboration with Specialist Teaching Services (HI, VI, MSI, Physiotherapist, Occupational) and therapists where appropriate. Parents are invited to contribute to target areas.
  • To further enrich learning  and support generalisation of skills, students are taught via a three-year transdisciplinary curriculum framework based on the National Curriculum, highly adapted to meet the individual needs of each student.
  • Curriculum planning is built around a Transdisciplinary Theme and a strong central idea, enabling students to learn about themselves, other people, and the world around them across a wide range of lines of inquiry.
  • Each Pathway follows the same Transdisciplinary Theme. In the Brook pathway, this is  incorporated through rich and sensory based learning experiences.
  • Learning is inquiry-based, promoting curiosity and enabling a culture of student agency, where students can influence the direction of their learning through exploration and experimentation.
  • Sensory activities allow for highly motivating learning engagements and experiences, and enable students to make their own inquiries.
  • Based on individual pupil needs, pupils can access specialist learning environments and experiences such as Aqua Learn, interactive room, soft play, Rebound therapy, Rainbow room and therapy room.
  • Individual needs such as therapy programs, personal and medical needs are prioritised which ensures that students are ready to learn and achieve.
  • Students in Phase 3 take part in specialist lessons including Physical Education, Art, Performing Arts and Science
  • Phase 4 pupils from Year 10 work towards achieving accredited courses ASDAN Personal Progress units in English, Maths, enterprise and building towards living with increased independence skills.
  • Phase 4 students work towards ASDAN Life Skills Challenges focused on preparation for adulthood.
  • Students in Phase 4 participate in business enterprise pathways through carefully considered learning activities which provide opportunities to generalise individual learning targets.
  • Pupils follow an individualised curriculum where all their work tasks are written in relation to the individual needs and areas that need to be further developed.
  • Independence is planned for and encouraged at all times
  • Movement breaks used regularly throughout the school day to encourage self-regulation skills 
  • Early communication skills assessed and supported by SALT (as required) 
  • Regular daily communication sessions are held to enhance social skills, as well as functional skills such as sharing and turn taking 
  • Daily living skills – hand washing, personal care, teeth brushing, face washing.
  • “TEACCH” approach skills maybe introduced – working left to right, start and finish trays, use of visual timetables, structured, predictable routines
  • Phase 4 pupils follow a fully functional curriculum focusing on Independent Living Skills and work related learning through a Business Enterprise Pathway.
  • Pupils from Year 10 work towards achieving accredited courses such as ASDAN Personal Progress and Life Skills Challenges.
  • A transdisciplinary theme curriculum is delivered in each phase
  • Schemes of work are written with direct links to National Curriculum/16-19 expectations for each phase/key stage and adapted to meet the needs of individual pupils 
  • Subjects covered in the scheme of work are – Science, Geography, History, RE, DT, Art, Cooking and Nutrition, Music and Personal, Social, Emotional Development. 
  • Maths and English are taught in line with the Ksent guidelines and linked through transdisciplinary theme curriculum 
  • Language and communication are developed through recognised AAC as appropriate for each individual pupil 
  • Phase 4 pupils follow a fully functional curriculum focusing on Independent Living Skills and work related learning through a Business Enterprise Pathway.
  • Pupils from Year 10 work towards achieving accredited courses such as ASDAN Personal Progress and Life Skills Challenges.
  • Pupils follow NC guidance for each key stage for English, Maths and subject specific learning (where appropriate)
  • Pupils introduced to a range of age appropriate texts 
  • Schemes of work are written with direct links to National Curriculum/16-19 expectations for each phase and key stage and adapted to meet the needs of individual pupils 
  • Phase 4 pupils follow a fully functional curriculum focusing on work related learning through Business Enterprise Pathways and Independent Living Skills.
  • Pupils from Year 10 work towards achieving accredited courses such as ASDAN Personal Progress, Employability, Short Courses and Life Skills Challenges.
  • Where appropriate pupils will have the opportunity to undertake Pearson functional skills exams in Maths and English.

Accreditations on offer to our pupils include GCSE (where appropriate), Level 1&2, Entry Level 1-3 and Working towards Entry Level.  All pupils will work towards nationally recognised accreditations in English, Maths, Independent Living Skills and Work Related Learning. Pupils will also work towards a range of certificated ASDAN challenges and have the opportunity to achieve short courses offered based on pupil agency and interests. Curriculum and accreditation pathways are tailored to the individual needs, interests and aspirations of our pupils.

English

Brook, Stream & River
ASDAN Personal Progress

Waterfall
Functional Skills / GCSE Exams

Maths

Brook, Stream & River
ASDAN Personal Progress

Waterfall
Functional Skills / GCSE Exams

Preparation for Adulthood

Brook, Stream & River
ASDAN Life Skills Challenge
ASDAN Personal Progress

Waterfall
ASDAN Life Skills Challenge
ASDAN Employability

Vocational / Student Agency

Brook, Stream & River
ASDAN Life Skills Challenge

Waterfall
ASDAN Life Skills Challenge
ASDAN Short Course

Pupils receive a comprehensive careers education programme which is within the curriculum and following the Gatsby Benchmarks. Business Enterprise pathways provide all pupils with appropriate and meaningful work experience within a familiar and supportive environment and opportunities to generalise learnt skills through functional experiences while working towards an ASDAN accreditation. Internal work experience opportunities allow young people to implement their skills and learning in a supportive environment.

Pupils have the opportunity to make choices about what they would like to study and explore. We offer a range of recreational clubs where they can continue to develop and embed skills as well as undertake certification in vocational areas of interest.

Click here to view our careers curriculum
Year R - Year 2

Creativity

  • Creative club
  • Cards/gifts for special occasions
  • Make a Choice Clubs

Careers & World of Work

  • Forest school
  • Class ‘jobs’
  • Community Participation

Performing

  • Music & dance
  • Annual performance
  • Class assemblies

Sport

  • Soft play
  • Swimming
  • Sports Day
  • MOVE
  • Rebound Therapy
  • Yoga

Volunteering & Membership

  • Club afternoon
  • Class ‘jobs’
  • School Council
  • Signing Club
  • Inclusion with local Primary

 

Creativity

  • Art
  • Cards/gifts for special occasions

Careers & World of Work

  • Forest school
  • Class ‘jobs’

Performing

  • Music & dance
  • Annual performance
  • Class assemblies
  • Kent Schools Music / choir events

Sport

  • Beaming Stars gymnastics
  • Soft play
  • Swimming
  • Sports Day
  • MOVE
  • Rebound Therapy

Volunteering & Membership

  • Class ‘jobs’
  • School Council
  • Residential Visits
  • Signing Club
  • Recycling

 

Creativity

  • Art
  • D&T
  • Cards/gifts for special occasions

Careers & World of Work

  • Careers Day with visiting role models
  • Careers Fairs

Performing

  • Music & dance
  • Annual performance
  • Class assemblies
  • Theatre visits

Sport

  • Sports Clubs
  • Swimming
  • Sports Day
  • MOVE
  • Rebound Therapy
  • Disability Sport competitions
  • Yoga

Volunteering & Membership

  • Class ‘jobs’
  • School Council
  • Lunchtime Clubs
  • Residential Visits
  • Signing Club
  • Visits to Parliament Commonwealth Ceremony
  • Recycling

 

Creativity

  • Performing Arts – Short Course
  • Art & Craft Cub
  • Music Club
  • Drama Club
  • Makeup Club
  • Film Club
  • Retail Business Enterprise

Careers & World of Work

  • Work related learning at Bore Place (organic dairy farm)
  • Internal  work experience opportunities
  • Careers Fairs
  • Post 16 College visits
  • Careers Day with visiting role models
  • Accreditations in Horticulture and employability
  • Opportunities to select accreditations or certifications based on future aspirations

Performing

  • Theatre visits
  • Signing – Lunch time club
  • Performing Arts – Short Course
  • Drama Club
  • Music Club
  • Performances
  • Assemblies
  • Signing Club

Sport

  • Swimming
  • Football Club – Dartford FC
  • Rebound Therapy
  • Disability Sport competitions
  • Yoga/ Well-being club
  • Sports Club
  • Clubersise Club
  • Aqua Learn
  • Adapted bikes
  • Sports Day

Volunteering & Membership

  • Business Enterprise
  • Class ‘jobs’
  • School Council
  • Residential Visits
  • Recycling
  • Recreation Clubs
  • Life Skills Challenges
  • Community Participation
  • Dragons Retreat

 

To find out more information about the curriculum, please email info@milestone.latrust.org.uk.