Our Curriculum
We offer a broad and balanced curriculum individually tailored to the needs of the young person.
Purpose and Intent of the Curriculum
The purpose of the curriculum at Mortimer House School is rooted in the school’s ethos of Equity, Holistic Progress and Opportunity.
The curriculum is designed to ensure that all pupils, regardless of prior experiences or barriers to learning, are given fair access to education that meets their individual needs and supports both academic and personal development.
Many pupils arrive having not succeeded in mainstream or other SEN provisions and often with disrupted educational histories. As such, the curriculum prioritises re-engagement with learning, the development of emotional regulation and independence, and preparation for adulthood, further education, training or employment. The curriculum is intended to be ambitious, nurturing and responsive, ensuring pupils are equipped with the knowledge, skills and confidence required to progress.
What the Curriculum Offers
The curriculum provides a broad and balanced offer and enhanced with vocational and functional pathways. Core academic subjects, including English, Maths and Science, are delivered alongside Functional Skills, Open Awards qualifications and wider curriculum opportunities that support personal development, SMSC and preparation for adult life, as well as creative opportunity development.
Learning is carefully sequenced and personalised, taking into account pupils’ EHCPs, starting points, strengths and needs. Alongside academic learning, the curriculum places strong emphasis on emotional literacy, social development, regulation strategies and life skills, ensuring pupils make progress holistically rather than solely in academic outcomes.
The curriculum also offers flexibility, enabling pupils to access learning in different ways and at different paces, reducing barriers and supporting sustained engagement.
How the Curriculum Is Delivered
The curriculum is delivered in small group sizes and one-to-one sessions, within a highly supportive, trauma-informed environment. Teaching takes place in a small, house-like provision, using an informal, tutoring-style approach that prioritises relationships, safety and trust.
Staff deliver learning flexibly, allowing pupils to develop independence where appropriate while providing close support when required. Teaching is adaptive and responsive, recognising that pupils may need frequent breaks, alternative approaches or individualised pacing to remain engaged.
This model is specifically designed for pupils with SEMH needs who have not thrived in mainstream or larger SEN settings. Specialist staff support pupils not only academically but also emotionally and socially, ensuring that learning is accessible, meaningful and sustainable.