Our curriculum at Cribden House is one that whole-heartedly promotes our purpose statement; 'We instil the belief to succeed!'.

Children at Cribden House follow one of three pathways; Being Pathway (semi-formal curriculum), Doing Pathway (semi-formal curriculum) or Thinking Pathway (formal curriculum).

Across all pathways, we have four main aims of our curriculum which underpin all area and are derived from our school vision; 

To develop children's communication
To develop children's independence
To maintain children's mental health and wellbeing
For every child to enjoy their school experience

All learning is planned specifically to meet the needs of individual children, as outlined in their EHC Plan. 

Children who are on the Being Pathway follow a experiential play-based curriculum rooted in the child's own world and experiences with high levels of sensory exploration, aiming to develop basic concepts, early communication and independence. 

Children on the Doing Pathway follow a curriculum that is largely pre-subject specific, focusing on Early Number, Early Reading and Writing and communication. Theses skills will be taught through meaningful, child-centred practical activities and structured play. This curriculum fosters a sensory approach with increased links to the world beyond the child's immediate one. Aspects of the Equals Formal Curriculum are adapted according to the needs of the children and are taught at a level at which they are able to access and succeed. 

Children following the Thinking Pathway are taught a core curriculum which is subject specific, consisting of; English, Mathematics, Science, PSHRE, Geography, History, DT, Art, Music, MFL and Outdoor Learning, using the most appropriate National Curriculum year group expectations. This curriculum explores concepts both within and beyond the child's immediate world and makes explicit links to subject areas, dealing with increasingly abstract ideas. This curriculum is delivered through a whole class teaching approach and through differentiated group teaching. There is a strong focus on developing communication and appropriate social interaction to meet the needs of each individual child.

Strategies such as Attention Autism, Intensive Interaction, PECS, Makaton and a Total Communication approach are used across school to support children to develop communication and interaction skills and to promote independence.

 

What is Thrive?

At our school, we use the Thrive Approach to help every child feel happy, secure, and ready to learn. Thrive is all about supporting children’s emotional wellbeing and helping them develop the confidence, resilience, and social skills they need to thrive both in school and in life.

The approach is based on an understanding of how children’s brains develop and how their emotional needs change as they grow. It helps adults understand what’s behind a child’s behaviour and how best to support them in a positive, nurturing way.

How We Use Thrive in School

We believe that happy children learn best, and Thrive helps us to create an environment where everyone feels safe, valued, and understood.
Here’s what that looks like in our school:

💛 Building strong relationships: Positive, trusting relationships are at the heart of everything we do.

🌱 Noticing and supporting emotional needs: Staff are trained to spot when a child might need a little extra emotional support and to respond with empathy and care.

🎯 Tailored activities: Using Thrive assessments, we plan fun, engaging activities that help children develop key life skills like managing emotions, building friendships, and developing self-belief.

🏫 A nurturing environment: We make sure our classrooms and outdoor areas are safe spaces where children can explore, express themselves, and grow.

By using Thrive, we aim to give every child the tools they need to flourish — not just academically, but emotionally and socially too.