Our Primary Curriculum Offer

The Gillford Centre vision  is “Acheiving Together” and this surmises our core values of ensuring a personalised curriculum that meets the needs of individuals at the centre. Most, if not all of the students are referred to Gillford Centre because mainstream education has not worked fully and issues have arisen for students that have placed barriers to their learning. The Gillford Centre aims to remove those barriers and develop students academically and pastorally to ensure success in the future.

The focus of the curriculum is to ensure that every student is given the skills to succeed in an ever changing world and we consider our out of lesson learning to be equally as important as time in front of a teacher.

Every student has a Key Worker (KW) who is responsible for ensuring good behaviour and good pastoral development outside of lessons. At break and lunch all members of our team are expected to be role models, demonstrate how to interact and engage in a variety of situations, discuss progress, discuss barriers and help remove those barriers.

It is the balance of pastoral and academic development which has seen Gillford Centre students succeed at Gillford Centre, to succeed back in mainstream schools.+

Although there are slightly different arrangements at each Key Stage, the rationale and the vision is the same around guided learning hours, when they are in school we are guiding them to become better students and better citizens.

School day

KS1 and 2

Arrive 09.15 depart 2:30 – 5 ¼ hours learning per day All break and lunch periods fully staffed and aimed at building relationships, correcting behaviour and encouraging positive interaction between peers. There will also be targeted interventions for individuals at this time based on need.

A typical week would equate to a minimum of 25 hours per week


Key Stage 1 and Key Stage 2

We are very proud of our Primary Provision and feel it is an outstanding setting.

We beleive that early intervention is key and we work will pupils and their families to support them through their educational, social and emotional difficulties.

80% of the pupils who come to us during their primary years will re-integrate back into mainstream and are able to be successful.

We offer a range of interevention packages which may include either the Core Curriculum, a Therapeutic Curriculum (KS2), a Nurture Curriculum (KS1) or a mixture of these.


Our 'Core Curriculum', is designed to replicate as closely as possible that followed in mainstream primary schools, particularly in regard to the teaching of English and Mathematics.  We have adapted the new Primary Framework (Sept 2014) and differentiated in terms of expectations in order to meet the diverse learning needs of the pupils who attend the centre. These students are generally but not always, working below age related expectations.  In KS1 we look to close academic gaps in phonics, using the scheme Song of Sounds.


Our Therapeutic Curriculum is designed to increase the life chances for the youngsters in our care and help them to develop strategies to manage their feelings appropriately.  

A Boxall Profile is carried out on all children either by their mainstream school before the child’s placement. This gives an indication of needs relating to behaviour, self-esteem and emotional stability, informing the Primary provision staff of possible future targets, intervention, strategies and the future planning and delivery of lessons/activities that would benefit the child.


“If you have a child leaving school with high self-esteem then the education system has achieved its greatest goal.” - Roger Brown, OFSTED, 2005


This Boxall profile will be completed again every 6 weeks throughout the intervention and at the end of the intervention. We use The Boxall Profile to ensure that the therapeutic/ nurture work we do is individual to every student in our group.


The Boxall provides a framework for the precise assessment of children who have social, emotional and behavioural difficulties (SEBD/SEMH). It helps us to plan focused intervention for those children whose behaviour seems to make no sense.


A Home/School diary is also kept on a day to day basis of the child’s behaviour, work and emotions.



One of our priorities in the Primary Provision is to raise standards and accelerate progress for the attainders in reading, writing, mathematics and science to ensure that all standards remain at least broadly in line with the national expectations in terms of expected and better than expected levels. We also aim to continue to improve the quality of learning and teaching in order that it is consistently good with a considerable amount that is outstanding.


We currently use ‘Focus Education’ as our main assessment tool. This is a resource aimed to support schools, academies, staff and pupils to meet the year group expectations set out in the National Curriculum 2014. There are no ‘hard fast rules’ with the new Primary Curriculum, as long as the pupils are making progress.


Our assessment procedure is not based on the old levelling system. We use an 8-point approach which can then be used to check on key stage, key phase or within year progress. It spells out what has to be done for pupils to meet the year expectations and also explains what it means if they have exceeded these expectations. In short, it provides a valid, but innovative, way of tracking progress and provides a framework for reporting progress to our mainstream colleagues.


We assess our pupils against their Year Group Objectives every half term and input this data into our main Spreadsheet. We use a different coloured highlighter for each half term to demonstrate the progress pupils have made.


At the Gillford Centre we use this resource to organise the learning for our pupils in a way that will maximise the progress they make.


In order for outstanding learning and progress to occur, OUR children need to experience the correct ‘diet.’ Differentiation is the vehicle of challenge. Children need to taste success to develop confidence as learners. The challenge must be set at the right level ‘diet’. Everything we do is to ensure the pupils have a smooth transition back into mainstream.


The students who are not working at their year group objective are placed in different sub-groups. These sub-groups are Most Able, Catch Up and SEN; here students have individual targets that are measured over time and information on exactly what we are doing to bridge the gap. 


We assess most students by starting them on their age appropriate level, this is then adjusted to meet the needs of the students, whilst also ensuring that they are appropriately challenged in order to make progress.

Times of the Day


Monday 9.15 - 12.30 

Tuesday 9.15 - 12.30 and Nurture 12.45 - 2.30 

Wednesday  9.15 - 12.30 and Nurture 12.45 - 2.30 

Thursday  9.15 - 12.30 and Nurture 12.45 - 2.30 

Friday 9.15 - 12.30 




Monday 9.15 - 2.30 

Tuesday 9.15 - 2.30 

Wednesday  9.15 - 2.30 

Thursday  9.15 - 2.30 

Friday 9.15 - 2.30 

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