Sir Bobby Robson School


Photo of a pupil sitting at an orange desk and writing in a classroom

About Our Curriulum

At Sir Bobby Robson School, we pride ourselves on personalising the education we provide to each pupil, in the belief that by re-igniting their interest in academic studies and vocational practice, they will reach their full potential with us. We are committed to the education and welfare of our pupils, with the goal of preparing them for the next step in their lives.

Our school holds at the heart of its work the ambition to create an environment that fully equips pupils for their personal and academic development. Our goal is to empower and support each individual student to achieve in practical, functional, and long-lasting ways. Pupils time with us should provide them with the pathways to access futures that when they joined us, they did not see as possible.

With this in mind, we aim to:

  • Ensure Teaching and Learning is at the heart of everything we do.
  • Where appropriate and possible, create bespoke offers that meet both the academic and SEMH and other needs of our pupils.
  • Provide a supportive environment that promotes the learning and personal development of all students;
  • Improve the behaviour and attitude of each student with towards both adults and their peers;
  • Reinforce each student’s identity, self-esteem, and integrity;
  • Instil an understanding of fundamental British values for citizenship.

Our school works with the Local Authority to ensure that students who have previously failed to thrive in a mainstream school environments have a genuine educational alternative. We believe that every young person should have the opportunity to succeed and rekindle or find a love of learning. With this as a core belief, we aim to develop young people into unique, responsible, discerning members of society with a sense of their own value and our school is structured to nurture the social development of all the young people we work with.

Our Curriculum Policy is available to read from our Policies & Documents page.

Picture of a lava lamp in the sensory room at SBSR

Our Learning Environment

In December 2020, we moved into our brand new, state of the art building, following a delay caused by Covid 19.  This incredible new facility was designed specifically to meet the needs of our pupils. Included is bespoke Art/DT, Science and Food Technology rooms, which all provide pupils with space and modern equipment with which to learn. We have a stand-alone sports hall and outdoor Multi Use Games Arena, as well as soft play, break out space and a sensory room.

Curriculum Content

Please click our subjects below to see our Intent, Implementation and Impact statements in more detail.








Art / D&T

Science / STEM


Food Technology

The Wellness Curriculum

What is the focus of the Wellness Curriculum?
There are 5 aspects of human experience that keep us all well.
RELATING – Connecting with others (communication and interaction)
GIVING – Making a contribution/giving back (independence and community participation)
APPRECIATING – Taking notice/awareness (mindfulness/sensory activities/calming techniques)
TRYING OUT – New learning (academic learning and accreditation with is child focused, interesting and not a chore)
EXERCISING – Physical body (Being healthy, eating well and getting enough sleep)

The Sir Bobby Robson School’s Wellness Curriculum runs alongside our academic curriculum. We aim to unlock the potential of all students, recognising that every pupil life is special, having the possibility to make a positive impact on the world.

Our goal is to ensure that students are well in themselves and that their presence is a positive force for others. They strive to build strong, positive relationships with students and families, support students in meeting their individual targets, and use interventions for the shortest necessary period, regularly evaluating their impact.

We recognise that high-quality teaching in the classroom is crucial for the best educational experience. Our Wellness Curriculum is just as important, rooted in trauma-informed practices and aims to develop students’ resilience to meet life’s challenges.

Restorative justice is utilised as a means to help students understand the consequences of their behavior and make amends. The curriculum is designed to start with activities of lower demand and gradually build resilience over time. It is tailored to individual needs and removes barriers for students. The five areas of the wellness curriculum also promote mental health and are supported through the PSHE (Personal, Social, Health, and Economic) curriculum. The curriculum is aligned with the school’s seven values (Independence, Kindness, Participation, Honesty, Resilience, Unity, Respect) to guide students in living these values in their daily lives.