The students access the Magna Lane experience, a curriculum which is bespoke in manner, removing the formality experienced in mainstream school. Barriers to their learning are addressed in order for them to gradually reintegrate back into their mainstream school. The students attending access a differentiated and appropriate curriculum which meets their individual learning requirements. There is a commitment to providing core learning in reading, writing and Maths through a creative, stimulating and imaginative approach. This core curriculum follows the National Curriculum in intent but is delivered in a bespoke manner. Core learning is centred around quality texts, promoting language and vocabulary development. All children attending the centre are provided with the opportunity to respond and revisit aspects of these texts through a broad range of creative contexts. 

The ethos of high expectations within a caring and bespoke provision forms the cornerstone of this setting. As the students begin their time at Magna Lane, their curriculum is delivered in a child-led manner, skillfully following the interests of the student. For many this is play and investigation-centered, with the core curriculum developing in response to their individual needs. This provides a safe, challenging, stimulating environment which is sensitive to the needs of the student. It provides opportunities for children to learn through planned, purposeful play contexts, as well as more formal learning contexts, in all areas of the curriculum. Staff support the students to make progress through careful assessment of their individual needs, helping each student to progress in formal learning. Daily, weekly and half-termly planning meets the individual needs of children being supported. Much of the learning is therapeutic in nature and is individually responsive in order to remove the barriers preventing the children from reaching their potential in a mainstream setting. The students initiate their own learning and the adults support and guide them to extend the learning opportunities. Throughout the placement we assess and review the progress of all the children. We introduce teaching of specific skills as and when appropriate to individual children and groups of children. When children attend for therapeutic support during core learning time, if appropriate, the home school provides learning which is then delivered by staff in the centre. This ensures there are no learning gaps for these children. Foundation subjects are delivered in a holistic manner through the story book contexts and in response to the interests of the children.