A Curriculum Built for Growth, Safety, and Belonging
Every child who joins Include | St Matthews brings their own strengths, challenges, and story. Our curriculum is built to meet them where they are. It blends academic learning, emotional development, and life skills, delivered through nurturing relationships and therapeutic classroom practice.
We focus on seven core areas that work together to help children rebuild confidence, re-engage with learning, and prepare for their next steps in education, employment, and life.
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We develop reading, writing, and communication skills so children can express themselves clearly, confidently, and appropriately in different contexts.
What this includes:
Outcomes we aim for:
We teach maths through hands-on problem-solving, real-world activities, and step-by-step support to help children gain confidence and independence.
What this includes:
Outcomes we aim for:
We equip children with the personal and social skills they need to
What this includes:
Outcomes we aim for:
Children learn how their bodies and minds work so they can make healthy choices every day
What this includes:
Outcomes we aim for:
We encourage children to think creatively and problem-solve through science, technology, engineering, art, and maths-based projects.
What this includes:
Outcomes we aim for:
Learning at Include Education doesn’t begin with books or lessons — it begins with safety, relationships, and trust. For many of our children, previous experiences of education have been marked by anxiety, exclusion, or unmet needs. Our nurturing approach provides the stability, predictability, and connection they need to rebuild confidence and genuinely re-engage with learning.
Below are the five foundations that shape every moment of a child’s day with us.
Because learning can only happen when a child feels safe.
Emotional safety is the cornerstone of our provision. Many of our children arrive with heightened anxiety, dysregulated emotions, or a deep sense of mistrust in school settings. We work intentionally to remove fear, uncertainty, and overwhelm from the learning environment.
What emotional safety looks like in our Education:
Why this matters:
When a child feels safe emotionally, their brain shifts from survival mode to learning mode. Only then can they access the academic and social curriculum with confidence.
Because learning can only happen when a child feels safe.
Emotional safety is the cornerstone of our provision. Many of our children arrive with heightened anxiety, dysregulated emotions, or a deep sense of mistrust in school settings. We work intentionally to remove fear, uncertainty, and overwhelm from the learning environment.
What emotional safety looks like in our Education:
Why this matters:
When a child feels safe emotionally, their brain shifts from survival mode to learning mode. Only then can they access the academic and social curriculum with confidence.
Because learning can only happen when a child feels safe.
Emotional safety is the cornerstone of our provision. Many of our children arrive with heightened anxiety, dysregulated emotions, or a deep sense of mistrust in school settings. We work intentionally to remove fear, uncertainty, and overwhelm from the learning environment.
What emotional safety looks like in our Education:
Why this matters:
When a child feels safe emotionally, their brain shifts from survival mode to learning mode. Only then can they access the academic and social curriculum with confidence.
Because learning can only happen when a child feels safe.
Emotional safety is the cornerstone of our provision. Many of our children arrive with heightened anxiety, dysregulated emotions, or a deep sense of mistrust in school settings. We work intentionally to remove fear, uncertainty, and overwhelm from the learning environment.
What emotional safety looks like in our Education:
Why this matters:
When a child feels safe emotionally, their brain shifts from survival mode to learning mode. Only then can they access the academic and social curriculum with confidence.