At Westbury Academy, our intent is to Prepare every child for Adulthood by developing the knowledge, skills and understanding needed to live with Independence and purpose.
We recognise that many of our pupils have experienced disrupted learning. Therefore, we provide pupils with a curriculum that reconnects them with success.
Through a combination of academic achievement, personal development, and real-life learning experiences, we support pupils to become:
- Ready to learn, contribute and take on future challenges
- Respectful of others, and able to communicate effectively in different settings
- Responsible for their learning, actions, and future
These ‘Three Rs’ (golden rules) are embedded as our golden rules and underpin everything we do.
Our curriculum is shaped by the Trust-wide values; building Confidence, providing Challenge, and promoting Curiosity, Character and Creativity.
We prioritise the development of creative and critical thinking, collaboration, self-awareness, and technological literacy- knowledge, skills and understanding that are increasingly valued by employers and essential in an ever-evolving society (WEF, 2025).
We recognise the importance of access to experiences and opportunities that pupils may otherwise miss. Learning is contextualised to pupils’ local communities and the wider world, building cultural capital, confidence, and Independence needed for life beyond school.
At Westbury Academy, our three Assessment Pathways provide a structured but flexible framework that aligns curriculum, support, and progression to pupil need. Pupils are not fixed within a pathway and may move between them over time based on a best-fit approach.
Each pathway has the shared intent of Independence and Preparation for Adulthood, reflecting our commitment to equipping every pupil for life beyond Westbury, including further education, employment, and independent living.
The intent of each Assessment Pathway has been shaped by a wide range of evidence, including EHCP outcomes, assessment analysis, pupil and family voice, professional expertise, and guidance from SEND-specific documentation such as the SEND Code of Practice (2014) and relevant national frameworks.
All subject Long Term Plans clearly demonstrate how curriculum content, teaching strategies, and support are differentiated by pathway, ensuring that delivery is appropriately adapted while maintaining ambition and purpose for every pupil.
Assessment Pathways provide coherence across Westbury, ensuring that curriculum intent and implementation is specific to pupil’s individual needs.
Together, our Assessment Pathways ensure that all learners are supported to develop the knowledge, skills, and understanding needed for successful Preparation for Adulthood.
