Date Reviewed: May 2025
Next Review Due: August 2026
Policy Owner: Sara Fletcher The Education and Quality Lead
Signing Off Responsibility: The Education Governing Body of Team Domenica

This policy describes what we teach at Team Domenica, and how we teach it. We work with young people aged 18-25 with additional needs outlined on their Education, Health and Care Plans (EHCPs), and our mission is to progress their journey to paid work. We have laid out a framework of skills and knowledge and behaviours that we believe gives this journey direction, momentum, and clear success criteria for each personalised pathway.

Our approach is based on our understanding that every successful employee, no matter their role or the hours they work has got to that point by developing both their competence and essential personal attributes such as confidence, independence and communication. Our holistic employment programmes not only help to prepare candidates for the workplace, but also develop their capacity to lead happy, fulfilled lives.

Our curriculum statement policy how we have designed out learning programmes to be structured, effective and focussed on preparing our candidates for the next stages of their adult lives. Read alongside our Policy for Assessment and Accreditation (update due August 25) and our Policy for Monitoring the Quality of Teaching, Training and Learning (update due May 25) it illustrates how our tailored programmes ensure holistic development for each candidate. By providing rich and varied settings for real-world experiences alongside class-based learning we maximise all opportunities for the secure acquisition and retention of learning in an inclusive yet ambitious approach supportive of individual outcomes.

Our vision is for all people with learning disabilities to be valued in the workplace, to thrive in life, and feel included as members of society.

The values that we co-created with our candidates are:

We value positive relationships because …

We know that friendships, mutual support and a sense of belonging are important for everyone, be that our candidates, their families, our team, employer partners or wider community.

We value building confidence because …

We experience increased independence and a boost in confidence by being able to try new things and being trusted to apply our learnings.

We value feeling happy because …

We have fun while learning and feel happy to be part of Team Domenica as well as the opportunities that we create together in the workplace and beyond.

We value growing skills because …

We enjoy a variety of training and interactions that build our work and social skills. Most importantly, we don’t give up when things are hard – we just find another way.

We value an inclusive community because …

We should feel safe to be ourselves. Our collective actions shape an inclusive environment at Team Domenica and within the community. We celebrate differences and show that with the right support, all of us can contribute and succeed.

We value a bright future because …

Team Domenica is a journey towards a bright future, where we all have the chance to feel welcomed and lead happy, fulfilled lives.

This policy is underpinned by:

• The SEND Code of Practice (2015)
• The Children and Families Act (2014)
• The Equality Act (2010)
• Ofsted Education Inspection Framework
• Local authority commissioning requirements
• The Gatsby Benchmark
• Functional Skills qualifications: requirements and guidance
• Preparing for Adulthood outcomes

Our curriculum is designed to:

• Enable learners to achieve the outcomes in their EHCPs through personalised targets
• Develop core skills: communication, independence, social interaction, and functional skills through our holistic apporach
• Prepare learners for adulthood: employment, independent living, good health, and community inclusion
• Foster wellbeing, confidence, and self-advocacy
• Provide purposeful, personalised pathways
• An illustration of how our full curriculum fits together is included as an appendix to this policy

We deliver the curriculum through:

• Personalised learning programmes tailored to individual needs and outcomes
• A mixture of accredited and non-accredited learning
• Specialist teaching methods and therapy-informed approaches
• Multi-disciplinary team working (including therapists, keyworkers, job coaches)
• Integration of English, maths and digital skills across all areas
• Practical, real-life learning and community-based experiences so that learning is secured

We evaluate curriculum impact through:

• Progress towards EHCP outcomes
• RARPA (Recognising and Recording Progress and Achievement)
• Accredited qualifications and unit awards where appropriate
• Destinations data (e.g. supported internships, volunteering, employment, further education)
• Feedback from learners, parents, carers, and professionals

Each candidate has a personalised set of targets, linked to their EHCP outcomes, which form the basis of their personalised pathway through the program.

Each strand of our provision is structured around agreed outcomes, against which individual progress is tracked. Outcomes are clustered into subject areas with a named lead responsible for ensuring each candidate makes progress in the way that is most meaningful for them from their starting point. Each year the teaching team publish a year plan to breakdown the sequence of topics or units covered, and this allows leaders and mangers to synchronise and thus reinforce concepts across our provision.

An example year plan is appended to this statement.

Examples include:

• Maths teachers and cafe staff will plan to teach negative numbers and the rules on freezer temperatures in a coordinated manner
• Mentors will be aware when consent is being taught in RSHE, so any necessary individual support is planned
• Speaking and Listening units around presenting to groups are aligned with work experience session so candidates can share their learning about each placement.

We use a range of assessment methods to measure progress:

• Baseline assessments, including use of the BKSB initial and diagnostic assessment tools
• Formative and summative reviews
• Progress tracking systems aligned with EHCP outcomes, accreditation and RARPA
• Learner reflection and voice
• EHCP annual reviews

Curriculum quality is assured through a comprehensive Quality Monitoring yearly cycle, the details of which are outlined in the Policy for Monitoring the Quality of Teaching and Learning. Activities include:

• Lesson Observations
• Learning Walks
• Case Studies
• Peer Reviews and Observations
• Regular curriculum reviews and audits
• Staff training, supervision and professional dialogue
• Feedback from candidates, employers, and commissioners
• Monthly Progress Monitoring Meetings

Our Quality Monitoring Activities feed directly into our staff training and professional development process, the details of which can be found in The Team Domenica Policy for the Training and Development of Teachers, Trainers and Mentors, due for publication in August 2025.

Safeguarding is embedded across the curriculum through an ongoing focus on relationships and personal safety. During Induction all candidates are introduce to the safeguarding arrangements at Team Domenica and provided with Easy Read versions of our policies. There area follow up surveys across the year to establish how safe candidates feel at Team Domenica, online and in the community.

The link mentors provide one to one support for candidate s each week, under the direction of our Pastoral lead, and the mentors ensure that links are made between personal circumstances and the curriculum.

A rich and well considered set of discrete lessons are coordinated by our RSHE lead. The RSHE (Relationships, Sex, and Health Education) curriculum is delivered in small group sessions over half-day periods, emphasizing both knowledge and skill development in areas such as confidence, independence, and social belonging. Each term introduces a specific theme that is explored through workbooks, discussions, and guided activities. The curriculum begins with a focus on personal safety and gradually expands to cover relationships, wellbeing, social lives, and independence. Off-timetable sessions raise awareness of significant social and cultural issues and are adapted to current events and student needs.

In the first year, the curriculum builds from self-awareness and safety to broader community engagement, covering topics like online safety, sex and relationships, personal care, and independence.

In the second year (SIP), the curriculum reinforces previous topics while introducing professional and workplace skills, such as time management and understanding workplace rights. It prepares students for internships and future employment, focusing on real-world readiness and greater independence. Current Topics include:

A fuller description of our RSHE programme is in an appendix to this policy.

The Café Programme is a structured employability training initiative focused on hospitality skills that are transferable to various sectors. It equips candidates with key competencies such as food preparation, barista work, front-of-house service, kitchen porter duties, and till operation, while also building essential soft skills like independence, teamwork, time management, resilience, and initiative. Training combines hands-on practice with classroom-based Focus Sessions covering food hygiene and customer service. A flipped learning model helps reinforce theory with practical application, including numeracy and literacy. Candidates contribute to menu planning and feedback, gaining ownership of their learning and building confidence to succeed in the workplace.

Following our baseline assessment process candidates are put on a functional skills pathway. Where possible, and in the best interest of the candidate, this will be an accredited programme with candidates at Level One and Level 2 working towards a Functional Skills Qualification. We currently use alternative “stepping stone” qualifications at entry level. Where it is not assessed as appropriate for the candidate to complete an accredited pathway, they will still attended classes and work towards personal targets linked to identified outcomes linked to the subject areas above.

An essential feature of our functional skills offer is the embedded and cross curricular approach upon which we base our sessions. In the classroom many materials will be based on either the cafe training or on our employability programme.

Examples include:

• Reading tasks based on allergen or food hygiene work
• Worksheets based on real life scenarios such as the coffee making process
• Daily cashing up or stocktaking tasks planned to reinforce practical number awareness
• Preparing presentations to the class on work experience

We have strong evidence that this approach not only fosters engagement by our candidates but develops a rapid competency and fluency in the skills each individual needs to develop for life and work.

For full details of how we run our Functional Skills offer please see our policy for Assessment and Accreditation.

The Enrichment Programme at Team Domenica is designed to enhance the personal development of candidates by immersing them in community-based activities that build essential soft skills for the workplace and everyday life. Delivered weekly during term time in the first year and first two terms of the second year, the programme focuses on communication, confidence, resilience, independence, teamwork, and social, emotional, and mental health. Held at a central city hub, sessions include a dynamic mix of in-house and community outreach activities, ranging from yoga and drama to pottery and cricket, all supported by skilled training mentors. With a responsive and evolving curriculum, the programme fosters inclusion, confidence, and self-expression, while connecting candidates to the wider community through guest speakers and partnerships with local organisations. The enrichment lead underpins individual work by referring to and supporting the personal targets related to the Education, Health and Care Plan for each candidate.

Full details of the current Enrichment programme are in an appendix to this policy.

Team Domenica’s careers strategy is a comprehensive, embedded programme designed to empower candidates with the skills, confidence, and support needed for successful transitions into employment or further learning. Led by three accredited Careers Leaders, the strategy aligns with the Gatsby Benchmarks, ensuring a structured and high-quality approach to careers education.

The programme is a collaborative effort between the education and employment teams, reflecting the integrated nature of careers education at Team Domenica. It is responsive to changes in the local economic landscape, ensuring that candidates are well-prepared for the evolving job market.

Key objectives include building workplace readiness, providing continuous tailored support, and maintaining strong relationships with inclusive local employers. The candidate journey spans two years:

• Year 1 (Supported Employment Programme – SEP): Focuses on developing vocational profiles, CV building, exploring career resources, and gaining initial work experience.
• Year 2 (Supported Internship Programme – SIP): Emphasizes supported internships, understanding employment rights, application processes, and planning for future career steps.

By the end of the programme, candidates are expected to have a clear understanding of their skills and aspirations, be proficient in job application processes, and be aware of various pathways into employment or further education. The strategy also includes plans to develop a visual map of the candidate journey, enhancing accessibility and engagement for all participants.

More details on our career strategy are available in an appendix to this policy.

Alongside the weekly enrichment programme Team Domenica takes candidates to a number of careers and employer engagement events

We work closely with:

• Employers and supported employment providers
• Local authorities and transition teams
• Voluntary and community organisations
• The business community of Brighton and Hove
• National supported employment agencies such as B.A.S.E (British Association of Supported Employment)

These partnerships enhance learning and progression, and Team Domenica has invested in a dedicates Employability Team to maximise these opportunities and their benefits to our candidates.

We promote inclusion through:

• Diverse and accessible curriculum resources
• Celebrating cultural, faith and identity differences
• Challenging discrimination and promoting equity, and supporting our candidate with the skills to do this for themselves and others

This policy will be reviewed annually. The Education and Quality Lead is responsible for its implementation and monitoring.

All appendices can be found on the downloadable version of this policy.

However, please note that all policies are subject to change without notice. We advise you to review this document, but do not print or keep it for reference. Instead, please refer back to the website whenever you need to access the appendices, just in case something pertinent has changed.

Our Curriculum Policy Appendices include:

1. Appendix 1: Our curriculum outline
2. Appendix 2: Details of our RSHE Offer
3. Appendix 3: Details of our Enrichment Offer
4. Appendix 4: Details of our Café Training
5. Appendix 4: Details of our Careers Training
6. Appendix 5: A sample year plan