Teaching and Learning

We aim to provide a stimulating learning environment and we implement a high impact, broad and balanced curriculum for all of our children and young people.

Our curriculum features six key stages from the Early Years Foundation Stage (EYFS) to Post-16 with pupils working at the engagement model through to studying GCSEs.

We consider individual learning requirements and tailor bespoke curricula to enable all learners. We have seven curriculum pathways, designed and differentiated to meet the diverse needs of our learners, providing opportunities for everyone to succeed and reach their full academic and social potential. Our teaching teams work alongside our pastoral teams and integrated therapies to create programmes to support learning and enable achievement.



Our curriculum pathways:

  • Implement the five golden threats to promote an individual’s holistic development through each key stage
  • Implement purposeful learning experiences that stretch and challenge learners, impacting the high standards of achievement and behaviour
  • Provide coherently planned, sequence learning episodes that consider prior achievement and build on skills and knowledge for future learning and employment
  • Support repetition and recall to ensure learning is contextualised and imprint on long- term memory
  • Removal of barriers to learning by implementing the most appropriate SEND strategies
  • Develop confidence and resilience through the implementation of a relevant and flexible curriculum appropriate to learners’ individual needs
  • Offer pupils a wide range of accredited courses at Key Stage 4, which impacts positively on their preparation for their next stage of learning
  • Promote respect for all religions, ethnic groups, gender, disability and aptitude
  • Enable our learners to aspire to lead an independent life, with the personal and social skills necessary for them to take their place in the community

You can view our Pathways and Curriculum Documents below.


‘The EYFS curriculum meets the holistic needs of each individual student and sequenced accordingly’.

EYFS pathway

EYFS Curriculum


‘The Pre-formal curriculum meets the holistic needs of each individual student and sequenced accordingly’.

Pre-formal pathway

Pre-formal Curriculum

Semi- formal

‘The Semi-formal curriculum meets the holistic needs of each individual student and sequenced accordingly’.

Semi-formal pathway

Semi-formal Curriculum


‘The Immersive curriculum meets the holistic needs of each individual student and sequenced accordingly’.

Immersive pathway

Formal Subject Specific

‘The Formal Subject Specific curriculum meets the holistic needs of each individual student and sequenced accordingly’.

Formal Subject Specific pathway

 Immersive/Formal Curriculum 


14-19 Accreditation KS4 and KS5

14 -19 pathway KS4

14 -19 pathway KS5


You can read our RSE Policy on our policy page

You can read the Darlington Agreed Religious Education Syllabus here

Reporting to parents/carers

At Beaumont Hill Academy, we value the partnership between school and home in supporting our pupils’ learning and development. Reporting to parents/carers is an essential part of this partnership, as it allows us to share our pupils’ achievements, progress, and their individual needs with you.

Pupil progress will be shared with parents in the following ways throughout the academic year.

  • EHCP annual review meetings
  • Termly parent/carer evenings
  • Record of achievements
  • A yearly formal progress report
  • Regular parent/teacher communication via the parent portal (FROG)

We hope that these reporting methods will help you to stay informed and involved in your child’s education and celebrate their successes.

After school clubs / Enrichment

Beaumont Hill Academy are committed to providing equal opportunities for all our students to participate in extracurricular activities. However, we understand that many of our students rely on Local Authority transport to transport them to and from school, which therefore limits their ability to join after school clubs. As a result, the academy does not run after school clubs as there would be an inequality of access. School provides enrichment sessions, which are accessible to all our students every Friday afternoon and lunchtime clubs throughout the week to compensate for this. These sessions and clubs are designed to enhance our students’ learning, develop social and communication skills, and their wellbeing. We offer a wide range of other enrichment experiences for our pupils, including:

  • Residential visits
  • Themed learning days
  • Sporting events
  • Educational visits
  • School Council events

If you would like to find out more about our pathways and curriculum content, you can contact

Kirsty Coates (Assistant Head Teacher)


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