Case Study: Charlotte Stubbs (Headteacher, Lead DSL & SPOC) and Lewis Kirk (Deputy Headteacher – Quality of Education)
A mission of meaningful lives
At Uffculme School in Birmingham, a specialist setting for pupils aged 4–19 with autism and associated needs, curriculum is more than a plan – it’s a personalised journey built entirely around the child. At the heart of Uffculme School is a clear and powerful mission:
“For all students to live meaningful and enjoyable lives”
During our conversation with Headteacher Charlotte Stubbs and Deputy Head Lewis Kirk, it was clear that every decision begins with a single question: What does this individual young person need to thrive, today and in the future?
A curriculum built for every learner
Uffculme has developed a bespoke curriculum model rooted in the EHCP. Teachers are accountable for delivering progress across EHCP outcomes, not simply academic attainment. This approach is mapped through a “curriculum wheel” shaped around six key areas:
- My Communication, Interaction and Literacy
- My Thinking and Learning (Changing to PfA) Preparing for my Future
- My Personal, Social, Emotional Wellbeing (Changing to PfA) My
- Independence
- My Physical and Sensory Wellbeing (Changing to PfA) My Health and
- Wellbeing
- My Community and Wider World
- My Creativity
These six areas are directly aligned with the EHCP’s core sections and provide a clear, consistent way to plan and evidence progress for every learner.
Pathway built on identity, not labels
Students follow one of three pathways that reflect their identity and aspirations — not their level of need. These are not ability-based, and they’re certainly not about behaviour. Instead, they provide a flexible structure for tailoring provision in a way that makes sense for each child.
Charlotte emphasised that this model is deliberately non-linear and child-led: “We want to support our pupils to be the best version of themselves.” With over 300 pupils on roll, Lewis shared a guiding principle: “We should have 304 different curriculums.” While not literally possible, this ethos drives the school’s commitment to individualised planning. Everything—from curriculum design to timetabling—is shaped around what will be most meaningful and motivating for that young person.
“We always ask: Who is this serving? If it’s just a box-ticking exercise, we won’t do it,” Lewis said.
Planning with purpose and people
The school invited parents and carers to help reimagine the curriculum, starting with the question: What do you want your child’s life to look like at 25? The responses were clear: to be happy, independent, communicative, included, and safe. These aspirations now underpin curriculum design, particularly in post- 14 and post-16 planning. For many students, vocational experiences are embedded from Year 10, with placements carefully matched to interests and long- term ambitions.
Culture, trust and real-world preparation
Staff at Uffculme are encouraged to bring creativity and initiative to their planning. “If a teacher comes to us with an idea that meets the needs of their learners— even if it’s a bit out there—we’ll say yes,” Lewis explained. This culture of professional trust ensures that the curriculum remains dynamic, meaningful, and responsive to the lived experiences of pupils.
“People sometimes ask to see our curriculum – to download it, copy it. But what we’ve created works here because it’s built with our young people, not just for them.” – Charlotte
“We ask our students what kind of jobs they want, We want their work experience to feel real and aspirational.” – Lewis
All staff the at Uffculme strive to support pupils to develop their own sense of independence, autonomy, communication and to know what they enjoy and make them happy, in order that they can find purpose as they grow into young adults.
Curriculum Wheel:
Parent Input:
Student Pathway:
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