A framework that fits
One of the first questions Vashti Hildreth asked when looking at Cornerstones was whether it could genuinely serve children with complex needs, or whether it was designed with mainstream settings firmly in mind. What she found was that the structure gave her team something to work with rather than something to work around. Staff could select projects that matched their curriculum intent, and the lesson narratives were already well-suited to the children they were teaching. The transition felt less disruptive than anyone had anticipated.
'Our staff soon realised they had been doing much of it in theory beforehand, which reduced their anxiety about adopting the curriculum. They already had a strong understanding of their children; the lesson narratives and objectives were well-suited; all they needed to do was select projects that aligned with their intent.'
'Working from an oil painting is easier than a blank canvas to spark creativity and ideas.'
Protecting staff time
In a specialist setting, teacher energy is a precious resource. Staff at Stubbin Wood carry significant responsibility for individual pupils, and any time spent on planning is time not spent on the children themselves. The depth of resourcing within the Cornerstones curriculum has made a real difference to that balance. Vashti is clear about what it has meant for her team.
'Having the lesson ideas and now full lesson plans with a huge variety of matched high-quality resources has saved us weeks, if not months, of planning time, and they're extremely thankful for that, so they can focus on what really matters, the needs of their children.'
The impact on children
Curriculum ambition in a SEND school is not only about coverage or compliance. It is about what children feel about their own learning. At Stubbin Wood, one small moment has stayed with Vashti as a measure of what the curriculum is doing for pupils’ sense of pride and ownership.
'The biggest impact for me was a sign made by one of our children recently that says, 'Please do not touch our displays.' For me, that's everything because our children are so proud of the work they're producing.'
'One thing I have learned while working in a SEND environment is how much of a fight it can be for parents to get what they need for their children, and there shouldn't be a battle over it. If we can help families, then we've done a good thing.'
Facing curriculum change with confidence
When the national Curriculum and Assessment Review report was published, many school leaders felt an immediate weight of uncertainty. For Vashti, that feeling was short-lived. The response from Cornerstones gave her a clear picture of how the framework was already aligned with the direction of travel, and what would be done to address any gaps.
'When the Curriculum and Assessment Review report was published back in November, I remember the initial thoughts of dread. Still, they were immediately extinguished, as a day or two later, Cornerstones released its own report on its findings and actions. As I scanned some of the headings in the report, I breathed a sigh of relief. I knew we were in a good place with Cornerstones.'
Summary
Stubbin Wood’s experience answers the question it started with. A well-built curriculum framework, used thoughtfully, can work in a specialist SEND setting, not by being taken wholesale, but by giving a skilled team something coherent to adapt. The structure reduces workload, the resources free up teacher attention, and the ambition of the content raises what children believe they can do.
For any headteacher leading a specialist school and wondering whether an established curriculum can ever be flexible enough, Stubbin Wood’s story suggests the more useful question is whether the framework trusts you to make it your own. In this case, it did.
