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Houghton Regis Academy


Curriculum Aims

Our curriculum aims to seek to reinforce that of the Greenwood Academies Trust in ensuring that all pupils leave a GAT academy with the academic qualifications and wider skills, characteristics and experiences, which will assist them to lead successful and happy lives.

Our curriculum Principles:

Our curriculum is engineered to ensure pupils are equipped with the knowledge, experiences and skills to succeed in life and progress onto meaningful employment with training or further and higher education.

To achieve this our curriculum is designed to be:

  • Broad, ambitious and grounded in the national curriculum – so that all groups of pupils have access to an academic programme of study where challenge, achievement and progress are expected for all.
  • Knowledge rich – so that all pupils acquire the core knowledge to which they are entitled and the powerful knowledge they need to expand beyond their own experiences.
  • Intelligently planned – sequenced to incrementally build long-term knowledge and develop cross-curricula schema, using a spiral approach to delivery.
  • Culturally rich – broadening horizons and exposing pupils to the vast wealth of experiences in the wider global society be that the arts, music, sport and extra-curricular pursuits.
  • Reading focussed – Promoting a love of reading for pleasure and as a vehicle to access the full curriculum.
  • Context-specific – so that pupils who are not yet secondary ready, or not yet confident in Numeracy and Literacy can rapidly catch up and access the full curriculum, stay safe in the local community and those with limited opportunities to explore the world beyond Houghton Regis can broaden their horizons.
  • Values-driven – to develop principled and honest young people who respect others in all their diversity and aspire to achieve excellence in all areas of academy life.
  • Underpinned by rules - Respect, Responsibility and Safety

Teaching Students with SEND 

We recognise that many pupils will have Special Educational Needs at some time during their school life. 

All students with special educational needs, whether physical, intellectual, social or emotional, should, wherever possible, be integrated in mainstream school having access to appropriate educational provision to allow them to experience a broad and balanced curriculum.  It is intended that such provision should enable them to fulfil their potential. As a school we follow the SEN Code of Practice.


  • SEN is viewed by staff as a whole school responsibility.
  • To ensure that all students have access to a broad and balanced curriculum.
  • To provide an environment that encourages learning and promotes student confidence.
  • To provide a differentiated curriculum appropriate to the individual’s needs and ability.
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career.
  • Students identified as having SEN are fully supported in a variety of ways.
  • SEN pupils to take as full a part as possible in all school activities.
  • Parents of SEN pupils are kept fully informed of their child’s progress and attainment.
  • SEN pupils are involved, where practicable, in decisions affecting their future SEN provision.

Whilst many factors contribute to the range of difficulties experienced by some students, much can be done to overcome them by parents, teachers and pupils working together.

All students with SEND are taught a full range of subjects by teachers with training and experience of adapting lessons to make them accessible, but appropriately challenging, for all students. Students have access to all aspects of the curriculum unless otherwise stated in a published Education Health Care (EHC) plan. The quality of every teacher’s provision for students with SEND is observed, monitored and challenged as part of the academy’s quality assurance processes and the teachers’ annual performance management arrangements. The academy provides regular training throughout the year to support teachers in addressing specific SEND ensuring that students receive ‘quality first teaching’. 

Teaching Assistants provide additional support in the classroom to help students access the curriculum. Special Access Arrangements may be put in place for examinations. Targeted students may access additional learning opportunities, our aim is to encourage and prepare all students to become independent learners. 


Our academy values are:

 Honesty, Respect and Aspirational.