The school offers a broad creative curriculum designed to meet the needs of the individual, whilst ensuring that opportunities are provided for pupils to achieve the best possible educational outcomes and lay the foundations to future educational success. For some pupils, whose previous school placement may not have been right for them, staff put in place coping strategies to deal with the anxieties around change and learning. Pupils are encouraged to accept help and understand that that they have the opportunity to reach their potential.
To maximise opportunities for pupils, education and support are provided in very small class sizes. The school follows the National Curriculum with appropriate levels of challenge within the lessons to ensure that all pupils can access learning. Some pupils need individualised timetables with a clear focus on readiness for learning to allow them to access the curriculum.
The school places a strong emphasis on learning outside the classroom and employs a Cultural Curator with sole responsibility for facilitating enriched learning experiences and forging partnerships with external arts, heritage, sporting and cultural organisations. The school employs a trained Forest school teacher and benefits from unlimited access to a local 40 acre farm. PE is routinely conducted at the local sports pavilion which hosts all-weather pitches, grass sports fields, tennis courts and cricket nets.
Pupils at Arc School Napton benefit from a range of activities that enhance their education. These opportunities are offered regularly, on a rolling programme and include horse husbandry, individual therapeutic music sessions, fishing, sailing and rock climbing. The school has strong community links with the local mainstream school, where pupils regularly visit and engage in an annual boys dance project, the local church, farm and leisure and swimming facilities.
The school is a signatory to the RSA Education Charter, acknowledging that the primary purpose of education is to awaken a love of learning in young people and give them the ability and desire to carry on learning through life.
The progress of the pupils is recorded against the national curriculum levels through the assessment of work in lessons, lesson observations and listening to the pupils. If a pupil is in need of extra support the school works in partnership with the family carers, the teaching support staff, speech and language therapists, occupational therapist and educational psychologists to review strategies and revise plans to support development. In addition to this teachers, the multi-disciplinary team, families and carers have developed personal learning pathways for the pupils. These include parent and pupil aspirations, a communication, sensory and a physical and mental health profile.