The Curricula

Our aim is to meet each student’s unique developmental, behavioural, and emotional needs as well as help develop his or her cognitive abilities through the development of a firm foundation of skills.

To download the full Overview, please click here.

Therapy Program

Our Therapy Staff consists of 3 full time Occupational Therapists and 4 full time Speech and Language Therapists who work in the classrooms to view the child’s abilities in the setting in which he or she may be experiencing the most pronounced difficulties.

The speech and language therapists teach weekly and daily small group sessions in Social Communication, Drama, PECs and Makaton. The Occupational Therapists teach weekly and daily small group sessions that include activities of Daily Living, Cookery, Community Outings, Handwriting, Yoga and Gross Motor Movement Skills.

Both the speech and language therapists and the occupational therapists work in one to one therapy sessions with all children.The IEPs are developed jointly by all teaching and therapy staff members.


Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.


Our approach to the academic needs of the child is broad, balanced, and dynamic; covering all aspects of the National Curriculum.

We plan each curriculum carefully, choosing generative topics for engagement and cross-curricular opportunities so there is coherence and full coverage of all aspects of our learning goals (goals for understanding), and there is planned evidenced progression in all curriculum areas.

Continual assessment informs and drives the development and flexibility of each curriculum and the individual education plans. Each teacher specialises in his or her domain and, as such, is able to more easily differentiate activities and resources for the various levels of abilities, which are represented in even small groups of students.

An individual and child centred approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curriculum. The staff provides as many experience-based learning opportunities as possible. We feel lessons can be highly motivating if made real by connections to the child’s world outside school.

Social and Emotional

All aspects of the curricula are designed to build the child’s self esteem and instill moral responsibility, cooperation, and integration and connections outside himself.

Assessment and reporting provision

The developmental levels of abilities, the cognitive functions and the specific learning and social challenges of each child are thoroughly and continually assessed by the team of teachers and therapists working in the school. Every disability is different; even children with identical diagnosis can present a range a differing complex needs. Each child is unique in neurological, developmental and emotional makeup.

An individual and child centred approach, building a teaching plan based on the broad profile of the student, best serves the complex child who cannot be taught using one age level curricula.

Monitoring and Review

The Head Teacher and the Director design the teaching and therapy program at The Chelsea Group of Children. The Head Teacher is responsible for monitoring implementation whilst the Director reviews all aspects of the program each year.