Springboard Project Curriculum Statement:

At Springboard Project, we empower young people aged 14–19 with complex SEMH needs to build meaningful, independent futures. Our trauma‑embedded approach ensures that the principles of Protect, Relate, Regulate, and Reflect are woven into every aspect of school life from curriculum and policies to daily interactions and the physical environment.

Guided by our SEMH Strategy, we champion constructivism, Trauma‑Informed Practice, and “Maslow before Bloom”. We recognise that no young person can engage in learning until their physiological, safety, and emotional needs are met. Our curriculum and culture are designed to remove barriers, respond to trauma and ACEs, and create the conditions for genuine growth.

Our SPRING Values

Our caring, trusting, and innovative curriculum is underpinned by our SPRING values:

• Support — Building emotional resilience and wellbeing.
• Positive — Encouraging optimism and constructive relationships.
• Resilience — Developing coping skills for life’s challenges.
• Integrity — Promoting honesty and ethical decision‑making.
• Nurture — Creating relational, safe spaces for growth.
• Growth — Empowering personal, academic, and vocational development.

A Curriculum Designed for Independence

We deliver a flexible, inclusive curriculum that adapts to the diverse needs and aspirations of our learners. Every programme aligns with our Destinations Matrix, supporting students to progress from “involved and taking part” to “independent in my community”. Our ambition is clear:  

Every student has the opportunity to work towards five Level 2 qualifications (including Maths and English), with opportunities to progress to Level 3.

This prepares learners for further/higher education, employment, and independent living.

Learning Programmes Overview

At Springboard Project, students are enrolled to a programme of learning.

These programmes are; Aspire, Thrive, and Elevate.

Each created to meet the diverse needs, strengths, and aspirations of our young people. Every pathway is rooted in trauma‑embedded practice, Universal Design for Learning (UDL), and our commitment to “Creating Meaningful Futures.” Together, they provide flexible, personalised routes through education that support academic achievement, emotional development, and progression into adulthood.

Our programmes of learning ensure that every learner can access a curriculum that is ambitious, inclusive, and responsive. Whether students are ready for structured academic and vocational study, require a nurturing environment with therapeutic support, or need highly personalised re‑engagement due to EBSA or complex needs, each programme offers a clear, purposeful route towards independence, employability, and further education.

Aspire –

Aspire is our core academic and vocational programme, designed for students aged 14–19 who are ready to engage with a structured, ambitious curriculum that builds confidence, competence, and independence. The programme provides a strong KS4 foundation through Maths and English (Functional Skills Level 1 and 2), PSHE, Citizenship, Life Skills via the King’s Trust, Literacy development, and Destinations and Cultural Capital sessions. Alongside this, every learner works towards a Level 1 or Level 2 vocational qualification, choosing from a diverse range of options including Land‑Based Studies, Sports and Fitness, Catering, Hospitality and Tourism, Music Production, Health and Social Care or Childcare, Art, Construction, and Hair and Beauty. Aspire blends academic rigour with hands‑on, real‑world learning, helping students develop essential skills for employment, further education, and independent living. As learners progress into Key Stage 5, the programme becomes increasingly personalised, offering opportunities to deepen vocational expertise, achieve a minimum of five Level 2 qualifications (including Maths and English), and pursue Level 3 study where appropriate. With high expectations, supportive relationships, and trauma‑embedded practice at its core, Aspire equips students with the qualifications, resilience, and self‑belief needed to take confident steps into adulthood.

Thrive –

Thrive is our nurture‑based programme for students who experience additional SEND needs or heightened anxieties alongside their SEMH profile. It offers a calm, predictable, and relational learning environment where students feel safe, supported, and ready to engage. Thrive integrates key elements of the Aspire curriculum to ensure academic ambition remains high, while providing enhanced emotional, sensory, and therapeutic support tailored to each learner’s needs. Students benefit from small, familiar groupings, structured routines, and adaptable spaces that promote regulation and resilience. The pathway includes weekly therapeutic interventions; such as Art Therapy, Lego Therapy, and Music Therapy designed to strengthen emotional literacy, communication, and self‑confidence. Thrive‑specific afternoon sessions focus on wellbeing, regulation, and personal development, ensuring students build the skills needed to progress socially, emotionally, and academically. Learners also access vocational options and enrichment opportunities, maintaining clear progression routes into Key Stage 5, further qualifications, and future independence. Thrive supports students to grow at their own pace while ensuring they remain challenged, valued, and fully included in their learning journey.

All students on the Thrive programme have the opportunity to attend the vocational sessions, as and when they are ready. If they do not feel ready to attend these sessions there is a Thrive PM offer that focuses on per

Elevate –

Elevate is our highly personalised programme for students experiencing Emotionally Based School Avoidance (EBSA), complex SEMH needs, or significant barriers to attending a traditional school environment. The programme centres on flexibility, relational connection, and re‑engagement, offering a blend of one‑to‑one teaching, small off‑site group sessions, and community‑based learning experiences. Elevate prioritises rebuilding trust in education through consistent relationships, predictable routines, and trauma‑embedded practice. Every learner receives weekly Maths and English sessions delivered by specialist subject leads, alongside gym‑based wellbeing sessions that support physical health, emotional regulation, and confidence. A blended online curriculum complements face‑to‑face learning, enabling students to progress at a pace and in environments that feel safe and manageable. Elevate is fully tailored to each individual, ensuring access to a meaningful suite of qualifications, including Maths, English, PSHE, Employability, and vocational options, while gradually increasing participation and readiness for broader learning. Elevate supports students to reconnect with education, develop independence, and build sustainable pathways into Key Stage 5, further study, apprenticeships, or supported employment.

Our Curriculum Promises

Every learner at Springboard Project is guaranteed:

Achievement
A pathway to at least five Level 2 qualifications (including Maths and English), with Level 3 progression opportunities.

Employability
Access to vocational learning, living skills, work experience, and careers mentoring.

Trauma-Embedded Support
Delivered through our four pillars:

• Culture & Values: restorative practice, relational language, advocacy.
• Staff Training: ongoing CPD in trauma‑informed practice, UDL, and action research.
• Physical Environment: sensory‑sensitive spaces, structured routines, green‑space access.
• Teaching & Learning: inclusive pedagogy, collaboration, and documented learning journeys.

Personalisation
A curriculum co‑produced with students and families, aligned with EHCP targets and our Destinations Matrix.

Curriculum Content Overview

Our curriculum is ambitious, inclusive, and responsive to the diverse needs of young people aged 14–19 with complex SEMH profiles. Rooted in Universal Design for Learning (UDL) and trauma‑embedded practice, it provides a balanced blend of academic learning, vocational development, therapeutic support, and personal growth.

Across all programmes, students engage with a core curriculum that includes:

• Maths and English (Functional Skills Level 1 and 2, with progression to Level 3 where appropriate)
• PSHE and Citizenship, supporting personal development, safeguarding knowledge, and community awareness
• Life Skills through the King’s Trust, building independence, confidence, and employability
• Destinations and Cultural Capital, preparing students for adulthood and community participation

Key Stage 4 Literacy

In Key Stage 4, students access dedicated Literacy sessions designed to strengthen reading, writing, communication, and functional language skills. These sessions support learners to build confidence, improve academic performance, and develop essential skills for future qualifications and employment.

Key Stage 5 Employability

In Key Stage 5, the curriculum expands to include focused employability sessions, supporting students to prepare for adulthood, further education, apprenticeships, and work. These sessions cover CV building, interview skills, workplace behaviours, digital literacy, financial capability, and independent living skills, ensuring learners are equipped for successful transitions.

Vocational Learning

Students also access a broad suite of vocational qualifications, including:

• Land‑Based Studies
• Sports and Fitness
• Catering, Hospitality and Tourism
• Music Production
• Health and Social Care / Childcare
• Art and Creative Industries
• Construction
• Hair and Beauty

Our curriculum ensures every student can achieve a minimum of five Level 2 qualifications, including Maths and English, with opportunities to progress to Level 3 in Key Stage 5. Learning is personalised, relational, and future‑focused, supporting students to build the knowledge, skills, and confidence needed for further education, apprenticeships, employment, and independent living.

Extra‑Curricular and Enrichment Opportunities

Beyond the classroom, Springboard Project offers extra‑curricular activities designed to broaden horizons, build identity, and support holistic development. These experiences strengthen social skills, resilience, wellbeing, and cultural awareness, key components of our trauma‑embedded approach.

Therapeutic Sessions (Thrive Pathway)

Students in the Thrive pathway access weekly therapeutic sessions tailored to their emotional and sensory needs. These include:

• Lego Therapy – developing communication, teamwork, and problem‑solving
• Art Therapy – supporting emotional expression, regulation, and creativity
• Cookery Therapy – building confidence, life skills, sensory regulation, and independence

These interventions help students develop emotional literacy, resilience, and self‑confidence within a safe, nurturing environment.

Duke of Edinburgh Award

All students have the opportunity to participate in the Duke of Edinburgh Award, developing teamwork, leadership, problem‑solving, and outdoor skills. The programme encourages independence, perseverance, and community involvement, aligning closely with our Destinations Matrix and preparation for adulthood.

Cultural Capital Programme

Our Cultural Capital sessions expose students to new experiences, environments, and perspectives. Activities may include visits to museums, theatres, workplaces, community organisations, and outdoor learning spaces. These sessions help students build confidence, curiosity, and a sense of belonging in the wider world.

Lunch‑Time Clubs and Social Activities

We offer a variety of lunch‑time clubs that promote social interaction, creativity, and wellbeing. These may include:

• Sports and fitness clubs
• Art and creative workshops
• Games and social clubs
• Wellbeing and mindfulness spaces

Lunch‑time clubs provide safe, structured opportunities for students to explore interests, build friendships, and practise regulation in a supportive environment.