At Hatfield Wick School: Whitelands Campus, our overarching intent underpinning what we do, and why, is a simple ethos: ensuring that pupils and students achieve ambitious goals and live life to the fullest through a purposeful and engaging curriculum.  

We provide access to a wide range of qualifications, including AQA Awards, Functional Skills and GCSEs, tailored to individual learner levels. Our primary focus is to create quality opportunities for pupils and students to learn and progress.  

Our curriculum at Hatfield Wick School addresses gaps in prior learning to support pupils and students in achieving success in their education. With a strong focus on both challenge and support, our approach ensures that they make excellent progress. We offer distinct curriculum pathways (Nurture, Growth & Flourish), structured to promote significant growth from each learner’s starting point. We deliver an exciting and innovative needs-led curriculum in addition to the national curriculum, specifically developed to overcome barriers to learning and personal progress. Using robust holistic assessment, we individualise each child’s curriculum to ensure they receive the right combination of therapy and academic study to ensure they have the tools to succeed in the wider world. Our CARES approach includes: 

Compassion - Recognising pupils’ lived experiences and supporting emotional safety.  

Autonomy - Encouraging independence, choice and ownership of learning.  

Respect - Valuing diversity, identity and individual pathways.  

Empathy - Teaching understanding of others and emotional literacy.  

Support - Providing consistent, personalised and scaffolded learning.  

It enables us to deliver flexible and responsive content ensuring pupils and students can grow to: live with meaningful independence; secure paid employment in a career that is of interest and relevance to them; and enjoy social inclusion throughout the whole of their lives. 

Our curriculum has 3 tracks: Nurture, Growth and Flourish. Our design is supported by the research of Lewis & Brahm (2004) that indicate the pedagogical needs of pupils can be seen in three ways: unique needs, specific needs and common needs. These are woven within our curriculum to ensure that the Nurture tack covers those with the most unique needs, the Growth track covers specific needs and the Flourish covers common needs that are typically ordinarily available.