Literacy and Numeracy

Literacy at Salmons Brook

Introduction

Salmons Brook School delivers a differentiated age 11-18 curriculum which is closely aligned with our student’s levels of ability, interests, and aspirations. It is broad, balanced, relevant to needs and is designed to have integrated therapeutic support as necessary and a focus on developing resilience and preparing young people for the next stage in their lives. A combination of theory and practical learning opportunities is employed as appropriate both on our purpose-built site within the community. 

  This specialist curriculum is tailored to our student's individual needs and based on a person-centered planning framework. There is an underlying focus on improving literacy and numeracy skills alongside the development of personal and social skills and resilience in all subjects. 

To enable our curriculum to be a success we have a unique approach to teaching and learning which allows us to meet the needs of all students, as identified in their EHCPs.

Literacy across the curriculum

We define these principles as how we support and develop our student’s key literacy skills and reading fluency. Our literacy principles enable us to have a consistent approach to the teaching of vocabulary, reading, writing and classroom talk.

Principles

So that

Staff pre-teach vocabulary by breaking it into parts and putting it into context.

Students’ working memory has the capacity to access learning.

Staff model ‘reciprocal reading’ strategies and responses to texts.

Students have the confidence to apply comprehension strategies to what they read.

Staff establish routines around how and why young people talk for learning.

Students are prepared to use discussion as a means for learning.

Staff use metacognitive strategies to explain the conventions of writing.

Students understand the purpose and form of different types of writing.

Numeracy at Salmons Brook

Numeracy across the curriculum

We define these principles as how we support and develop our students’ mathematical thinking and application of number. Numeracy is more than basic calculation; it is the capacity to think mathematically — to reason, to problem-solve, and to apply logical and sequential thinking to everyday life. This includes recognising patterns, interpreting data, using timelines and sequencing, planning and budgeting, and applying problem-solving skills across a range of subjects and contexts.

Our numeracy principles ensure that all young people develop confidence and competence in applying mathematics across the curriculum and in real-life situations.

Principles

So that

Staff explicitly teach and model mathematical language and methods across subjects

Students become fluent in applying mathematical vocabulary and concepts beyond maths lessons, supporting transfer to real-world contexts.

Staff provide opportunities for pupils to reason, plan and problem-solve in varied contexts.

Students develop resilience and flexibility in thinking, enabling them to approach unfamiliar tasks with confidence.

Staff use visual models, timelines, sequencing tools and manipulatives where appropriate.

Students can realise abstract concepts, supporting working memory and long-term retention.

Staff highlight and celebrate the role of numeracy in everyday life, vocational pathways, and future careers.

Students are motivated to see the purpose and value of numeracy, linking it to aspirations and independence.

Staff ensure feedback and assessment identifies misconceptions in numeracy.

Students are able to correct errors quickly, build secure understanding, and strengthen cognitive connections across subjects.