Statement of Purpose

Core values drive our culture and are the foundations of our practice. We measure each decision against these standards.

Our vision, ethos, and values

Stafford Hall School is an independent special school for children and young people aged 10–19 with autism and associated needs.

Set within extensive and attractive grounds just outside Halifax town centre, the school provides a calm, purposeful and nurturing environment where pupils are known well, supported effectively and encouraged to achieve their full potential.

Stafford Hall School provides highly personalised education for up to 25 students, with small class groups of no more than four pupils. Each class is led by a teacher and supported by at least one teaching assistant, enabling staff to build strong relationships, understand pupils’ individual starting points and provide carefully targeted support. While autism is the primary need for many of our pupils, a significant number also have additional complex needs or have experienced trauma. As a result, our curriculum is thoughtfully designed to reflect each pupil’s Education, Health and Care Plan, interests, sensory profile, communication needs and regulation strategies. Many pupils join us following periods where they have found it difficult to engage successfully in previous educational settings. We therefore work closely and constructively with local authority partners, families, carers and professionals to provide a bespoke educational offer that removes barriers, promotes engagement and enables pupils to make sustained progress.

Preparation for adulthood is central to curriculum design, planning, review and evaluation. Future destinations are considered carefully so that pupils are supported to develop the knowledge, skills, confidence and independence they need for successful next steps. Pupils benefit from high-quality information, advice and guidance, purposeful careers education, action planning and work-related learning opportunities. Through this provision, they are encouraged to explore their interests, recognise their talents and develop the personal and practical skills required to participate positively in adult life.

The purpose of our school is demonstrated through the quality, ambition and relevance of the curriculum we provide. We hold high aspirations for every pupil and are relentless in our commitment to improving outcomes, strengthening relationships and ensuring that pupils feel safe, valued and understood. At Stafford Hall School, positive relationships sit at the heart of effective learning. Staff take time to listen, respond with compassion and demonstrate a deep understanding of each young person’s individual needs, experiences and potential.

Intent

Stafford Hall School aims to:

  • Provide an ambitious, varied, and interesting curriculum which leads to pupil enjoyment and achievement.
  • Deliver a curriculum content designed with the intent that all pupils can make progress.
  • Ensure a coherent planned and sequenced curriculum which enables the development of sufficient knowledge and skills for future learning and employment.
  • Provide consistent education and support with a fully integrated multi-disciplinary staff team.
  • Extend the curriculum beyond the academic, ensuring pupils develop a wide range of transferable skills, such as tolerance; co-operation; respect; resilience; and determination.
  • Offer a life-skills programme of study to further enhance the necessary skills as preparation for adulthood.
  • Provide a personalised, positive environment using only proactive approaches.
  • Ensure the school’s approach to teaching and learning enables access for all pupils, maintaining inclusivity throughout.
  • Provide a Nurturing Curriculum based on the engagement model for those who are not yet ready to access learning within the National Curriculum.
  • Monitor and record progress through a wide range of formative (Assessment for Learning /AfL) and summative assessments (Assessment of Learning /AoL).
  • Offer externally accredited qualifications through Open Awards, ASDAN and AQA Unit Award Scheme certificates.
  • Create an individual education plan (IEP) considering interests as well as learning needs to maintain interest and sustain motivation.
  • Meet each pupil’s spiritual, emotional and physical needs.
  • Develop students' understanding of the Fundamental British Values to be a contributing member of our modern society.
  • Ensure all pupils retain a sense of identity and belonging by providing them with a student voice within the personal development programme.
  • Encourage pupils to be committed to their learning and take pride in their achievements by acknowledging and celebrating their achievements.
  • Inspire pupils to have the confidence to undertake difficult tasks and to question things which prevent them developing into confident adults.
  • Facilitate young people to see themselves as enquiring learners who help to build their own sense of their place within their educational world, articulating their feelings and justifying them.
  • Deliver Systematic Synthetic Phonics through the Read Write Inc Fresh Start Programmes.

Implementation

Stafford Hall implements the curriculum by:

  • Having a clearly structured and sequential curriculum that builds on prior knowledge so students can no more and do more.
  • Continually setting high expectations of subject knowledge from teachers, as well as up-to-date, quality assured planning, which makes learning effective for our students.
  • Delivering quality first teaching with a good understanding of student needs and how best to meet these.
  • Rigorous quality assurance measures of teaching and learning, including effective use of assessment, recording and monitoring, planned observations, work scrutiny and curriculum deep dives.
  • Promoting a cyclical and sequential structure of planning, with a focus on helping to improve pupils working memory.
  • Utilising the Engagement Model, National Curriculum and SEND framework to guide and inspire all subject planning.
  • Applying the most appropriate positive teaching styles suited to each pupil, including the TEACCH (Teaching/Expanding/Appreciating/Collaborating/Cooperating and Holistic) approach recommended by the National Autistic Society.
  • Working in collaboration with parents / advocates and placing authorities to ensure the highest standard of service is provided, at all times.
  • Ensuring that all stakeholders can share fully in the life of the school, through regular communication, joint goal setting, planning, reporting, reviews and case conferences.
  • Creating an ASD informed learning environment that takes into accounts students sensory needs.
  • Cross-curriculum links in long-term planning to enable the acquisition of knowledge and skills to be transferable and connections to be made within learning.
  • Tracking pupil progress with links to learning objectives on a weekly basis.
  • Preparing young people for adulthood. Pupils are provided with opportunities to receive information, advice and guidance, action plan, careers advice and work experience which will prepare them for future success in their next steps. They are supported to develop and discover their interests and talents.

Assessment at Stafford Hall School is wide ranging. It is consistent and continuous throughout all subjects. Pupils receive a baseline assessment for English and Maths and are provided with a range of social story scenarios for Personal Development and scientific enquiry tasks for science.

Formative assessment will include assessment for learning (AfL) techniques built into the lessons to gauge understanding, adopt teaching and to promote and maximise learning. Strategies might include building on the baseline assessment, structured questioning, mini plenaries between activities, feedback and feed forwards.

Summative assessment will occur at the end of the ‘piece of learning’. Progress will be measured from the starting point, using a task for assessment of learning (AoL). This will be used to evidence progress and inform future teaching. Activities to demonstrate learning at the end of a series of lessons include: online assessment tasks, pupil presentations to the rest of the class or group (prompted/supported by an adult or peer if necessary), producing images/pictures/photographs of pupils’ work, or in a workbook and audio recording of pupils’ work when they have demonstrated a particular skill or attribute.

Each term, assessments will be taken and tracked, which shows progression over time and the distanced travelled.

Impact

When planning and delivering our curriculum, the complexities of ASD are considered inherently throughout all educational opportunities at Stafford Hall School.

The impact of the education at Stafford Hall School will:

  • Enable young people to develop strategies to adapt and overcome adversity and becoming a valued and productive member of society.
  • Provide a platform for students to progress from in order that they may integrate into society, such as self-awareness, empathy, critical thinking, creative thinking, decision-making, problem solving, effective communication and interpersonal skills.
  • Ensure students not only leave with a range of qualifications, but with instilled British Values and a positive ethos.
  • Prepare young people to successfully transition into adulthood.

Our curriculum is meticulously designed to foster the holistic development of our pupils, ensuring they grow into well-rounded individuals equipped with the skills and knowledge to succeed in all areas of life.

By integrating academic excellence with extracurricular activities and social-emotional learning, we provide a balanced education that nurtures intellectual, emotional, and social growth. Our approach encourages creativity, collaboration, and resilience, helping students develop a strong sense of self and an understanding of the world around them. This comprehensive educational experience prepares our pupils to navigate and contribute positively to an ever-changing global society.

Our curriculum is also enriched by the blending of SMSC (Spiritual, Moral, Social, and Cultural) education, British Values, and the Gatsby Benchmarks, all of which play a crucial role in shaping our pupils into informed, responsible, and aspirational individuals.
SMSC education helps students develop a deeper understanding of themselves and their place in the world, fostering empathy, integrity, and respect for diverse perspectives.

By embedding British Values, we promote principles of democracy, the rule of law, individual liberty, and mutual respect, preparing our pupils to be active and respectful citizens.

The Gatsby Benchmarks provide a structured framework for high-quality career guidance, ensuring that students are well-prepared for their future careers with the skills, knowledge, and confidence to pursue their ambitions. Together, these elements create a well-rounded, inclusive, and future-ready educational experience that equips our pupils for success in all facets of life.

We also give our pupils access to our Graduate Goals. This offers them a unique opportunity to engage in a broad range of life experiences that enrich their development and support these goals, fostering personal growth and practical skills beyond the classroom. This includes activities such as cooking, financial literacy, outdoor adventures, community service, and cultural excursions. By participating in these experiences, students gain essential life skills, build self-confidence, and develop a sense of responsibility and independence. The Graduate Goals enrich our pupils’ educational journey and provide long-lasting memories.