Our Motivating and Reinforcing Curriculum

At Mackworth House School, we run a curriculum which is flexible to the individual needs of our pupils in both its aim and its delivery.

With resource rooms rather than classrooms, we bring structured learning into every aspect of our pupils' lives and provide a truly holistic programme for their development into adulthood.

Each of our pupils is supported on a minimum 1:1 basis. Our pupils work closely with our team of Teaching Assistants and Teachers who focus entirely on meeting the needs of each individual child.

Our curriculum aims to maximise learning opportunities using a range of meaningful and functional activities to prepare our pupils for adult life. Motivators for learning are identified through person-centred planning and learning will occur at natural times throughout the day. Individualised learning programmes are established, implemented and managed by all the teams, and pupils’ needs are met through the identification of a suitable and proactive support team. 

All pupils follow a differentiated national and vocational curriculum. We focus on the needs and skills that each pupil will require in adult life.  Initial four-week induction programme consists of a range of activities to enable the multi-disciplinary team to identify the essential skills, likes and interests that are the pre-requisite for the pupils to learn.  The individualised curriculum will then be developed through person centred planning to maximise the opportunities to practice and build communication and behavioural strategies. Our curriculum is extremely flexible, and pupils will learn at a level and pace which suits them. Pupils will work towards and gain nationally recognised certificates of achievement in various subjects. When the pupil reaches Year 9 some of their outcomes will include a focus on preparing for adulthood. Planning will be centred around the individual and explore the pupil’s aspirations and abilities, what they want to be able to do when they leave post-16 education or training and the support they need to achieve their ambition.

Pupils may study a vocational and or an academic curriculum. Pupils are supported and encouraged to take part in work experiences within the school or community environments.  Once pupils reach the Year 9 they are involved in a preparing for adulthood meeting with parents, carers and the multi-disciplinary team to make decisions and plans for the future.  From the age of 16 pupils are supported to prepare for leaving the residential accommodation at the school to move into supported living or appropriate provision.  This process may take up to 3 years and pupils may make the transition at 18 or early 19.

Class sizes contain no more than four pupils and learning takes place in a variety of and motivating facilities at the school or in the local community.  

All pupils will participate in various activities that allow them to achieve their outcomes specified in their Education, Health and Care Plan. These can include:

  • Horse Riding
  • Swimming
  • Shopping in the Community
  • Soft Play
  • Lego-based therapy
  • Bike Riding
  • Activities at the local Sports Hall
  • Crafts, board games, scrap booking and creative projects
  • Yoga
  • Drama and performing arts


Our facilities include:

  • Sensory Exploration suite
  • Training Kitchen
  • Specialised Therapy Room
  • A developing Sensory Garden
  • Open Space for play
  • Occupational Therapist Suite
  • Fully furnished classrooms tailored to the needs of the pupils



"I think all professionals linked to education are changing lives - when there's a joined-up approach and a knowledgeable and inclusive mindset in a school amazing things happen." Jules Daulby Director of Education DYT.