Curriculum Overview

Our curriculum: (Intent)

At Manor Croft our overarching intent is to ensure that every student irrespective of background or circumstance leaves the academy with the skills, qualities, cultural capital and crucially the qualifications needed to successfully transition to the next stage in their learning or training journey. We are proud of the fact that all learners, especially those deemed disadvantaged or with a SEND need achieve outcomes above those from non-disadvantaged backgrounds nationally. In fact, we are currently in the top 3% of schools in England based on our disadvantage student progress! Our students are inspired to apply for and attend higher level courses at post-16 which undoubtedly will lead to better career prospects later in life. The CEIAG guidance and experiences received during their five years with us are highly aspirational, meaning students have a deeper understanding of the options available to them. This has resulted in a higher proportion of students attending the most prestigious 6th form institutions, studying level 3 courses, as well as consistently ensuring that 0% of students are deemed NEET (Not in Education, Employment or Training). 

We are passionate about our desire to provide students with the cultural capital needed to understand the modern world and to play an active and productive role within it. We are striving to ensure that all aspects of our curriculum are intrinsically linked to ‘real’ aspects of their local community, so that the knowledge and skills learnt in the classroom have a tangible connection to the world they experience. This includes a multitude of off-site visits, talks and workshops from local organisations and specific connections made through the classroom experience. 

Our curriculum:

  • is sequenced to enable pupils to build their knowledge and skills over time
  • provides deep, sustained and valuable learning for all pupils, including those with SEND
  • provides opportunities to develop levels of literacy and numeracy across all curricular areas
  • promotes opportunities across the curriculum for the development of good student health and well being
  • recognises the importance of digital literacy and provides opportunities for the development of the skills pupils need to function safely and responsibly in a technological world
  • provides a range of academic, technical and vocational courses which challenge, engage and motivate pupils
  • develops cultural capital across a wide range of contexts and experiences
  • ensures that all pupils make good progress irrespective of their starting point and those young people facing disadvantage are lifted from educational poverty

We recognise that to provide our young people with rich learning experiences in a range of contexts it is crucial to work in partnerships with others. Expertise often lies beyond the school and learning opportunities are regularly planned with partner organisations including, statutory and voluntary organisations as well as employers and charitable organisations.

Our curriculum: (impact)

The impact of our curriculum is that students now leave with the skills, personal qualities and academic qualifications needed to play a positive, productive role within their local community.  They have increased ambitions and are now confident in their ability to thrive in post-16 study.  This is illustrated in the increased number of students studying Level 3 courses and a rapid increase in the number of students attending the more prestigious 6th form institutions.  This has been achieved through the significant improvement in student outcomes, particularly within our disadvantaged and SEND student community.  We are extremely proud of the fact that our disadvantaged students achieve an overall progress score of +0.5.  This puts us in the top 3% of schools nationally and ensures that out disadvantaged students outperform non-disadvantaged students nationally by a considerable margin.

The Delta Trust’s intent statement is to ‘change education in the North’ and we are doing that at Manor Croft.  We are helping to change the community we serve and the life chances of the students in it.  All our students, including those deemed disadvantaged or with an SEND need are able to compete with privileged students from the most advantaged communities.  

Students now also develop a greater depth of ‘cultural capital’, gained through a broadening range of timetabled subjects.  These are now linked to an extensive and growing number of offsite ‘memorable experiences’ which make connections to local or global contexts.  These experiences are designed to deepen their understanding of the material taught in the classroom and spark areas of interest, which may last a lifetime.  In addition, we ask all our students to play an active role volunteering, doing charity work or through initiatives to help the environment, ensuring they understand the lasting impact they can have on local or global issues.      

Our literacy and oracy program is designed to ensure that all learners are equipped to understand the world around them, and have the skills needed to express their views and make an argument.  We are keen to develop their love of reading and help them to use a broader vocabulary, which will allow them to diminish any social disadvantage.   We want all our learners to leave with the confidence to express their views in an empathetic, tolerant and respectful way.

Our aim is that students leave Manor Croft with a better understanding of themselves and the world around them.  They appreciate the opportunities available to them and have the ambition and confidence needed to be successful in an rapidly changing world.


Our aim, through our curriculum is to develop young people:

  • who are not disadvantaged by the social context in which they live
  • who have the literacy and numeracy skills needed to succeed at school and beyond
  • who have the confidence, resilience and knowledge to stay mentally healthy
  • who feel included in their community with an active desire to contribute politically, socially, culturally, environmentally and economically
  • who have high expectations of self and an ambitious vision for their future
  • who have a work ethic that results in them achieving, and exceeding, their academic potential
  • who are respectful, tolerant and empathetic towards the values and beliefs of others
  • who are happy and have a desire to pursue a healthy, active lifestyle
  • who have a range of transferrable skills to succeed in learning, life and work including: creativity, communication, collaboration, critical thinking and willingness to challenged accepted norms
  • who are capable of making informed decisions and are aware of their rights and responsibilities