Curriculum Statement

“We learn together”
At OHS we believe in putting pupils at the heart of everything we do.
Through trust, positive relationships and a commitment to working together,
we inspire pupils to do their best.

Our curriculum is designed around individual pupils’ needs in the variety of settings in which we deliver teaching and learning.
We take into account those who are physically ill, injured or have other health needs.  Please see our full statement below.

We use Read Write inc for phonics in Key Stage 1, along with any schemes used by the pupils’ own school.

At the OHS we promote access to high quality education, ensuring pupils are thoroughly prepared for their next stage in education: personalisation is a corner stone of our pedagogy, identifiable in both our ethos and working cultures, and importantly frames the successful learning pathways enjoyed by our young people.   Adopted as a whole school responsibility, our commitment to co-constructed personalised learning is demonstrated through the work of every teacher in every subject.  Central to this work is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of our young people.

We know that our blend of academic aspiration and challenge, coupled with our  approach to  ‘Spiritual, Moral, Social and Cultural (SMSC)’ drives our many successes.  For us, SMSC development is about far more than learning the curriculum.  We work hard to give all our young people the necessary skills, knowledge and understanding to progress and achieve academically, socially and emotionally.   All of our teaching takes place in the context of safe and nurturing environments where each young person is known, and each individual’s learning journey is unique to them.

Our Curriculum

The school curriculum is bespoke and programmes are crafted to meet individual needs.This demands a totally flexible and adaptable approach to teaching and learning from all involved. Each  curriculum offer is  planned in consultation with the student’s home school and parent/carer involvement is also fostered. Importantly, our students are encouraged to be actively involved in planning their learning. Throughout Early Years Foundation Stage to Key Stage 5, we aim to provide a broad and balanced curriculum within the framework and strategies of the National Curriculum. Regular links with external partners provide an exciting and vibrant curriculum enrichment offer. Current partners include Oxford Museums, County Music Service, Read for Good, Community Albums, a scientist (Dr Lizzie Burns) and an artist (Dionne Freeman) in residence.


All young people being taught by the Oxfordshire Hospital School receive a curriculum offer which is part academic and part therapeutic: the balance between these two elements is assessed on a weekly basis and adjusted to produce a personalised timetable which takes account of medical need, readiness to learn and SEND. Learning covered at the hospital school is linked closely to a pupil’s home school curriculum.

As a provision that provides outstanding teaching, learning and assessment students with SEND do well at Oxfordshire Hospital School (Ofsted, 2016). All students who have a SEND receive Quality First Teaching (QFT) as part of their personalised learning offer. Differentiation strategies are in the first instance based on the information provided by home schools to ensure continuity of support on transition from home school to hospital school learning.

The schools revolving door nature mean teachers conduct appropriate baseline assessments to assess the impact of a student’s medical needs upon their learning. Reflecting on impacts of known or yet unidentified SEND is a vital consideration in this process. All teachers and HLTA’s cannot only describe key features of most high incidence SEND but are aware of some initial support strategies.

Close links with clinical and community partners mean Hospital School Key teachers are able to advocate for additional support for young people when required. High quality case work is integral to Hospital school teachers’ core responsibilities. As a school we strive to ensure that young people with SEND are integrated to their future provision with their SEND needs even better supported than on admission.

Our Vision for SEND Pupils

At the hospital we never want to stop improving the offer for students with SEND. As a school the students are at the heart of what we do and making sure those that learn differently go on to enjoy and achieve is vital part of the culture of the school.

Over the next 12 months a network is being established consolidating expertise across the school and making it easier for colleagues in different settings to access knowledge support and advice on different areas of SEND.

We will use our upgraded ICT system to more clearly track the SEND needs of students across the schools different setting. This information means that each year we can deliver targeted training based on the frequency of SEND needs supported. The training focus will initially be on more advanced identification of SEND and building on current teaching staff knowledge to ensure they are aware of the latest support strategies.

We want to make sure we not only deliver interventions provided by home schools we want to be able to offer the best evidence best programmes available. We are keen to invest in our staff to ensure they are trained to provide these targeted interventions. We will review the impact of interventions using a combination of wholes school data, case studies, action research and importantly, conversations with colleagues’ young people and families.

Currently we regularly support colleagues in Health and Social Care services with Education Health and Care Plan (EHCP) applications. We are keen to offer training to ensure these partners are instinctively able to lead on these applications themselves. We want our partners to feel as confident about advocating for students with SEND issues as we do.

Although we want to continually improve and go from outstanding SEND offer to regional expert in supporting students with SEND who have health needs; we still want to be constantly true to our values. We want to always be asking ourselves do we still build with kindness, and respect the resilience of our students with SEND? Having learnt with us are our students more confident young people who can enjoy and achieve as well as face problems and setbacks and learn from them?

Learning Outside the Classroom

We believe that through fostering inspiring and innovative approaches to learning, children and young people who have been admitted to the hospital school and who aren’t able to, or are currently finding it difficult to work in a ‘classroom’ environment are encouraged to develop their innate curiosity and motivation to learn in a place of safety where they feel able to take risks. Our Personal Development Curriculum (PDC) is underpinned by an holistic, child-centred approach which aims to recognise each individual’s unique abilities and needs and to support each in aspiring to reach their potential by developing skills for life.

Key Principles
  1. All staff and visitors act as positive role models.
  2. Staff use a ‘show not tell’ ethos.
  3. Curriculum planning shows strong links between theoretical knowledge and understanding and ‘real-life’ practical application.
  4. The curriculum is structured yet adaptable; Planning is bespoke and matched to individual need.
  5. Pupils are encouraged to:
    a) be actively involved and reflective e.g. target setting, reviews and self-assessment.
    b) make healthy choices.
    c) demonstrate an understanding of their personal rights and responsibilities.
    d) explore risk, drivers for decision making and strategies around managing risks based on fact and reason.
    e) explore their own values, value the beliefs of others and respect diversity.


Core Competencies
  • Confidence & self-belief – having the freedom, time and space to learn, grow and demonstrate independence.
  • Social skills – demonstrating an increased awareness of the consequences of actions on themselves and others and acquiring a better ability to work co-operatively with others.
  • Language & communication – developing more sophisticated use of both written and spoken language prompted by their visual and sensory experiences.
  • Motivation & concentration – participating in exploratory learning and focusing on specific tasks for extended periods of time.
  • Physical skills – developing physical stamina through movement.
  • Personal responsibility – encouraging ownership and pride in the environment & respecting themselves and others.
  • Knowledge, understanding & creativity – acquiring new knowledge & understanding through inspiring and innovative approaches to learning.

For any further information please contact us on
01865 957480

Oxfordshire Hospital School c/o St Nicholas’ Primary School
Raymund Road
Old Marston Oxford

For any further information please contact us on
01865 957480

Oxfordshire Hospital School c/o St Nicholas’ Primary School
Raymund Road
Old Marston Oxford

For any further information please contact us on 01865 957480

Oxfordshire Hospital School c/o St Nicholas’ Primary School Raymund Road Old Marston Oxford OX3 OPJ