Waverley School

The Enterprise Curriculum is a bespoke, purposeful framework designed to equip students with meaningful skills, knowledge, and experiences that prepare them for active participation in the wider community and, ultimately, the world of work. Recognising the diverse needs and developmental stages of our students, the curriculum is structured into three progressive levels, ensuring tailored learning pathways that foster independence, confidence, and social engagement.

Curriculum Aims and Purpose

The primary aim of the Enterprise Curriculum is to enable students to develop practical skills through participation in real-world enterprise activities. By engaging in four distinct enterprises, The Cafe Enterprise, Gardening Enterprise, Thrift Enterprise, and Crafting Enterprise, students can explore, create, and contribute within a supportive environment that mirrors authentic work settings. This approach promotes communication, cognition, social skills, and independence, aligning with our broader educational mission to prepare students for meaningful community involvement.

The curriculum aims to:

• Foster essential skills such as communication, social interaction, independence, and basic vocational skills.

• Provide opportunities for students to utilise and showcase their skills within the local community, e.g., community café at Jubilee Park and the 'Friends of Bury Lodge' volunteering group.

• Develop students’ understanding of the world of work through formal lessons aligned with their developmental needs.

• Promote confidence, self-esteem, and a sense of purpose by engaging students in meaningful enterprise activities.

Curriculum Structure and Differentiation

• Level 1: Catering to our most sensory-oriented learners, this level emphasises building on the students communication and cognition skills through sensory experiences and exploration. Students begin to interact with their environment and develop initial understanding of work-related activities, fostering curiosity and engagement within the school setting, the local community and beyond.

• Level 2: Students participate in enterprise activities with targeted support, enabling them to develop practical skills linked to each enterprise. They begin to understand routines, responsibilities, and social interactions essential for collaborative work and community contribution.

• Level 3: At this stage, students develop greater independence and autonomy in accessing the world of work. They refine their skills, demonstrate increased confidence, and are supported to showcase their abilities within the local community, such as through opportunities at the community cafe at Jubilee Park or volunteering with 'Friends of Bury Lodge.'

Community Engagement and Real-World Application

A core component of this curriculum is the integration of community-based opportunities that allow students to apply their skills in authentic settings. These include involvement in local enterprises, volunteering groups, and community events, which serve to enhance social inclusion and reinforce the relevance of their learning.

Holistic Development

In addition to enterprise activities, students engage in formal lessons that broaden their knowledge across areas such as communication, social skills, self-care, and independence. This holistic approach ensures that enterprise learning is complemented by the development of foundational skills necessary for lifelong learning and community participation.

Waverley School takes into account the Baker Clause by allowing local businesses, further education colleges, apprenticeship providers and other training organisations to provide information to our students to promote technical routes and apprenticeships among young people. We also ensure that opportunities for students are provided in line with the Gatsby Benchmarks.

Our Enterprise Curriculum is designed to meet the Gatsby Benchmarks of Good Career Guidance by:

• Benchmark 1 (A stable careers programme): Embedding enterprise activities within our curriculum to provide structured career learning opportunities tailored for students with complex needs.

• Benchmark 2 (Learning from career and labour market information): Incorporating real-world contexts and community links to enhance understanding of local employment opportunities.

• Benchmark 3 (Addressing the needs of each pupil): Differentiating activities across the three levels to ensure all students' needs and aspirations are supported.

• Benchmark 4 (Linking curriculum to careers): Connecting curriculum content directly to potential careers and community engagement roles.

• Benchmark 5 (Encounters with employers and employees): Facilitating interactions with local businesses and community groups through enterprise activities.

• Benchmark 6 (Experiences of workplaces): Providing practical opportunities within school and community settings to simulate workplace environments.

• Benchmark 7 (Encounters with further and higher education): While tailored to our students’ needs, we incorporate visits and experiences that broaden horizons.

• Benchmark 8 (Personal guidance): Offering tailored support to help students understand their strengths and future pathways.

• In addition, Supporting transition: Preparing students for future transitions through skill development and community involvement.

The Enterprise Curriculum exemplifies our commitment to inclusive, meaningful, and aspirational learning for students with the most complex needs. By fostering real-world skills within a supportive framework, we aim to empower our students to become active, valued members of their community, equipped with the confidence and capabilities to explore future opportunities beyond school. By integrating enterprise activities with formal education and community engagement, we aim to equip students with vital skills, enhance their independence, and foster a lifelong appreciation for work and community participation. This approach not only aligns with the Gatsby Benchmarks but also embodies our school's ethos of providing equitable opportunities for all learners to thrive beyond the classroom and challenge the social norms around 'disability'.