The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

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Eresby Special School

Eresby Special School maintains a caring and happy atmosphere where pupils can feel safe and are encouraged to achieve their personal best. Enabling them to leave school as confident, happy and independent as possible.


We offer a broad and exciting curriculum for pupils aged from two to nineteen.

All lessons are differentiated and planned to meet the wide range of needs of our pupils.

Pupils in class 1 follow the curriculum for Early Years Foundation Stage through a topic based creative curriculum.

Pupils in classes 2, 3, 4, 5 and 6 (key stages 2 and 3) follow the national curriculum requirements, supported by extra curricular activities to develop independence, self care and self esteem.

Class 7 (key stage 4) pupils continue to study the core subjects of English, maths, science and computing. Functional and communication skills are developed in line with each student's needs. Vocational and life skills are introduced following Edexcel externally accredited courses.

Class 8 (post 16) pupils develop skills learnt in class 7 developing functional and communication skills and computing. Vocational and life skills are developed further following Edexcel externally accredited courses. The focus is for students to be supported to become as independent as possible in preparation for moving to adulthood.  Pupils attend Boston College one day a week as a College Link course studying subjects that include hair and beauty, construction and media.

For further information about the curriculum followed at Eresby School please contact us.

View Our Curriculum Philosophy


Mathematical skills and especially numeracy are basic skills and are therefore given a high profile on the curriculum. The school scheme of work is based on the national curriculum. It is the policy of the school to meet the needs of all the students, many of whom are working well below their chronological age. This is achieved through individual target setting and differentiated work. Many mathematical concepts are taught through cross-curricular links with all subjects. Maths activities are appropriate to the age and ability of pupils and linked to life skills.


The national curriculum requirements are followed throughout the school, covering the three strands of reading, writing and speaking and listening. Individual targets are set for each strand at the level of each student.

Phonics is taught as discrete lessons in classes 1-4, but continues to be taught across the whole school integrated into the curriculum.

Reading is developed through 1:1 sessions, group sessions and cross curricular and functional. The schools reading scheme supports phonics.


Our school aims to adapt a total communication approach throughout the school where pupils have access to their own means of communication throughout the day and are supported and encouraged to use it.  We aim to develop means of communication appropriate to each child's individual needs to ensure all students have a functional method of communication.  To support our aims we create opportunities throughout the curriculum to enable each child to communicate to the best of their ability.

We encourage and develop unaided communication methods such as speech, gesture, eye contact as well as reading and understanding facial expressions and body language.

We also recognise the importance of and develop aided communication methods such as Makaton, Picture Exchange Communication Systems (PECS), symbol aided communication and photo aided communication; use of communication aids including Big Macs, Voice Output Communication Aids such as Eyegaze and specialist Ipad programmes such as AssistiveWare Proloquo2Go.

The school works with closely with the speech and language therapist to produce individual plans and targets.


In computing pupils are taught how to control a variety of systems such as computers, robots, cameras and tablets. Pupils are also taught how to input simple code into a computer and how to operate a range of simple programs. All pupils have at least one lesson dedicated to computing throughout the week. Computing is used throughout the curriculum to enhance learning, independence and communication. All pupils are regularly taught how to stay safe when using a computer through activities related to e-safety. All pupils have their own individual targets in computing.


We follow the Lincolnshire agreed syllabus (SACRE.) From key stage 1 to key stage 5, pupils will look at all religions and make a comparison with Christianity.

Pupils with profound and multiple learning difficulties are included and we use sensory work and communication aids and makaton signing to record an encounter through to a growing awareness.


We believe that physical education, experienced in a safe and supportive environment, is vital and unique in its contribution to our students' physical and emotional development and health.  The physical education curriculum aims to increase students self confidence through an ability to manage themselves successfully in a variety of situations.  Outdoor education is an integral part of physical education across the Key Stages.

  • To develop an ability to plan a range of movement sequences, organise equipment and apparatus, and begin to design and apply simple rules.
  • To develop an ability to remember, adapt and apply knowledge, practical skills and concepts in a variety of movement based activities.
  • To promote positive attitudes towards health, hygiene and fitness.
  • To develop psyco-motor skills through a range of relevant movement based activities.
  • To develop a sense of fair play and sportsmanship.
  • To develop communication skills, encouraging the use of correct terminology, to promote effective co-operation.
  • To foster enjoyment, and positive attitude to the subject in school.
  • To enable students where possible to work towards independence and to communicate positively towards others.
  • To give our students the opportunity to try new activities, develop new skills and grow in confidence.

We are also extremely lucky to have an outside bike track and a wide range of bikes accessible to all our pupils, which is used by students at playtimes and during certain lessons.

The benefits of cycling are:

  • Crucial for physical and mental health
  • Healthy Body
  • Fun way to exercise
  • Breathing and blood circulation
  • The digestive system and quality sleep
  • Trunk control and balance
  • Cognitive Development
  • Visual Perception
  • Social acceptance

To enable PE to be accessible for all pupils including PMLD students many activities and sports are adapted, a program is in place across the school and the school pool is in constant use for hydrotherapy sessions.  We also look at developing physical wellbeing for students with PMLD, which include activities such as aromatherapy and didgeridoo therapy.

The school participates in a number of sporting competitions such as rounders and athletics against other schools as well and organising charity challenges.

Other Subjects

Science, Design and Technology, Art, Geography, History, Music, French and PHSE are taught following the national curriculum requirements and differentiated to meet the needs of the individual pupil.


In Key Stages 4 and 5 the main focus  of the curriculum delivered is in preparation for adulthood.  This incorporates links to employability skills, general life skills, numeracy and literacy all accredited through Pearson / Edexcel Skills for Independence and Work qualification at Entry Level 1-3.

The Units of study may include:

  • Personal Safety in the Home and Community
  • Healthy Living
  • Environmental Awareness
  • Personal Safety in the Community
  • Shopping for daily living
  • Hygiene and Safety in the Kitchen
  • Cleaning, Washing, Drying and Storing Laundry
  • Healthy Living
  • Managing own money
  • Personal Skin care
  • Personal Hand Care
  • Personal Hair Care
  • Food Preparation and Cooking at Home
  • Growing Plants
  • Helping to Maintain a Garden
  • Producing a Product
  • Participating in Sport in the Local Community
  • Participating in an Enterprise Activity
  • Using and Maintaining Hand Tools for Gardening
  • Recycling and Managing Packaging and Waste
  • Exploring Art
  • Exploring Music
  • Basic Food Preparation
  • Horticulture : Introduction to Pruning Trees and Shrubs
  • Taking Part in Sport
  • Taking Part in Exercise and Fitness Activities
  • Planning an Enterprise Activity
  • Running an Enterprise Activity

These units build up credits that can amount to qualifications from a basic Award up to a Diploma (Entry Level 1-3).  These qualifications are accessible for all level of learners however for the higher achieving pupils we stretch them through Level 1.

Functional Skills

Accreditation through Pearson / Edexcel at levels entry 1 to level 1 is offered in English, Maths and computing.

Science accredited through Pearson / Edexcel is also offered at entry 1-3.

British Values

The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain.

A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self esteem.  These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted in each class at Eresby School.

Click here to find out more about British Values at our academy

Assembly Topics

We have an assembly at the end of each school day. 

Pupils show work and receive awards. Praise is given for good work / effort and some pupils are mentioned on leaves which we add to our Tree of Values on display in the hall. The topics for this tree change each term. One class each week organises a special assembly when they tell other pupils about a certain topic; often about different cultures, faiths and national / international events. Music is played at the beginning and end of each assembly to allow pupils some quiet reflection time. A candle is lit in each assembly.

Curriculum Documents