Curriculum

Intent

At the Greenwell Academy, enrichment activities are a vital part of the curriculum. We recognise that many of our pupils arrive with gaps in their cultural capital, limited access to opportunities in other settings, and a need for positive, meaningful experiences that build confidence, resilience, and social skills.

Our enrichment programme is underpinned by educational theory:

• Maslow’s Hierarchy of Needs highlights that pupils must feel safe, valued and have opportunities for belonging and self-esteem before they can engage fully in learning. Enrichment creates these opportunities by meeting social and emotional needs.
• Vygotsky’s theory of social development emphasises the importance of learning through social interaction and collaboration. Enrichment activities allow pupils to practise and develop communication, teamwork, and problem-solving skills in real world contexts.
• Cultural Capital: we aim to provide pupils with a breadth of experiences that broaden their horizons, connect them to the wider world, and support future aspirations.
• Experiential Learning (Kolb): pupils learn most effectively when they can actively participate in meaningful, hands-on experiences. Enrichment ensures pupils can apply classroom learning to practical, engaging situations.

Our enrichment programme is designed to:

• Broaden pupils’ horizons and develop their cultural capital by providing experiences they may not otherwise access.
• Support pupils’ EHCP outcomes, with opportunities carefully linked to social, emotional, behavioural and independence targets.
• Reward and motivate pupils, giving them something to work towards based on their achievements and engagement during the week.
• Encourage pupils to explore their interests and talents, helping to inspire future aspirations and possible career pathways.
• Build essential life skills including teamwork, communication, independence, and problem-solving.
• Link directly to the wider curriculum, with experiences connected to PSHE, art, DT, science, computing, cooking and PE.
• Promote inclusion, ensuring all pupils have the opportunity to participate in a wide range of activities.

Implementation

Enrichment at our school is structured, inclusive and purposeful, ensuring pupils benefit both academically and personally.

• Every Friday, pupils take part in enrichment activities. These are planned around pupils’ interests, EHCP outcomes, and achievements throughout the week. Activities are delivered on a rota so that pupils experience a variety of opportunities. Examples include:
• Museum trips, art and craft, drama, music studio visits
• Soft play, swimming, football, go-karting
• Hair and beauty, coding clubs, Lego clubs, board games, VR opportunities
• Activities change with the seasons to ensure variety and relevance. For example:
• Summer – splash parks and beach trips
• Winter – ice skating and skiing
• At the end of every full term, all pupils have the chance to take part in larger enrichment experiences. These are linked to EHCP targets and behavioural successes. Trips may include:
• PGL residentials
• Winter Wonderland
• Stadium tours
• Theme park visits 
• Enrichment is fully embedded and interwoven within the wider curriculum. Pupils take part in themed and academic enrichment days, including:
  • Science Week and trips to the Science Museum as well as guest speaker visits
  • Harry Potter Studio Tour to support English and drama
  • Forest School sessions to support outdoor learning, science and wellbeing
  • Sports Day and PE events
  • Poetry Day and World Book Day
  • Story Week to celebrate reading and writing
  • Anti-Bullying Week with workshops and guest speakers
• Pupils are supported to engage in everyday activities that help build independence, confidence, and awareness of the wider world. These include:
  • Nurture walks in the local community. Including trips to local parks, Pets Corner and places of interest. 
  • Shopping for ingredients for cooking
  • Meals out such as Nando’s, McDonald’s or Costa Coffee trips
• Pupils are always accompanied by staff who model positive behaviours, provide encouragement and ensure that activities are inclusive and safe.

Risk Assessment:

• All enrichment trips are appropriately risk assessed prior to departure. This includes collecting risk assessments from venues and completing individual risk assessments and Behaviour Management Plans (BMPs) for each pupil.
• Staff carry out dynamic risk assessments on the day to respond to any changing circumstances or environmental factors.
• Pupils attend trips unless a genuine safety concern prevents participation; withdrawal from enrichment will not occur simply due to challenging behaviour, ensuring fairness and inclusion.
• Parents provide consent at the start of the academic year for local trips, and additional permission is sought for larger, out-of-area trips via text, phone, email or letter.

Impact

The impact of enrichment is clear in pupils’ personal development, social skills, and overall engagement in school life.

By taking part in enrichment activities, pupils:

• Gain access to a wide range of experiences, building cultural capital and giving them memories that last beyond school.
• Develop resilience, teamwork, and communication skills, improving their ability to interact positively with peers and adults.
• Learn to regulate their emotions and behaviour in new and unfamiliar environments.
• Build confidence and independence by trying new activities and developing life skills such as shopping, cooking, and travelling.
• Strengthen links between the curriculum and real-life contexts, deepening their understanding of subjects like science, art, computing, DT, English, and PSHE.
• Achieve EHCP outcomes through structured, purposeful opportunities tailored to their needs.
• Experience success and enjoyment, which increases motivation and positive attitudes towards school.
• Leave with a richer understanding of the world around them and a set of skills and experiences that will support them in adulthood.

Ultimately, enrichment at our school ensures that pupils are not only supported academically but also given the chance to thrive socially, emotionally, and culturally, preparing them for life beyond education.

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