Curriculum statement
Intent
Pupils admitted to Spring Lane School have been on disruptive educational journeys. We are committed to being a stable and positive provision that prepares pupils for a changed and successful future, whether that be in continued education with us, another mainstream school, a more specialist setting or progression onto aspired training and further education pathways. Our curriculum is structured to develop pupils in terms of core knowledge, life skills, culture and personal development. Our curriculum is designed to improve relationships, confidence and wellbeing, leading to individual achievement and broader experiences.
Pupils will restart their education experience, with baselines and defined targets at the start of their placement, with positive collaboration between school and families to develop a clear understanding of what success will be for them. Pupils can re-engage in school and enjoy a curriculum that offers a broad range of subjects to stir individual interests, supported with positive relationships. The curriculum will respond to individual need with interventions around the pupil to support their experiences in school. Pupils previous educational experiences, relationships and knowledge deficits will repair through a curriculum that target gaps in knowledge and vocabulary and to stretch pupils with new concepts and skills. We will provide opportunities for the pupils to reflect on themselves and the wider world, to support modifications in behaviour as communication, to build their character, interests and exposure to culture. We will help pupils recall more knowledge through good teaching, so that pupils learn more and remember more, to do more. Ultimately the curriculum will allow pupils to rise in their attendance, feelings of safety and achievement, resilience and self-awareness; overcoming barriers will allow pupils to rise to their academic goals and attainment. The curriculum forges stronger routes for success beyond school to a changed future where pupils can navigate socially, carry more experiences in the world of work and can transition to future study.
Pupils admitted to Spring Lane School have been on disruptive educational journeys. We are committed to being a stable and positive provision that prepares pupils for a changed and successful future, whether that be in continued education with us, another mainstream school, a more specialist setting or progression onto aspired training and further education pathways. Our curriculum is structured to develop pupils in terms of core knowledge, life skills, culture and personal development. Our curriculum is designed to improve relationships, confidence and wellbeing, leading to individual achievement and broader experiences.
Pupils will restart their education experience, with baselines and defined targets at the start of their placement, with positive collaboration between school and families to develop a clear understanding of what success will be for them. Pupils can re-engage in school and enjoy a curriculum that offers a broad range of subjects to stir individual interests, supported with positive relationships. The curriculum will respond to individual need with interventions around the pupil to support their experiences in school. Pupils previous educational experiences, relationships and knowledge deficits will repair through a curriculum that target gaps in knowledge and vocabulary and to stretch pupils with new concepts and skills. We will provide opportunities for the pupils to reflect on themselves and the wider world, to support modifications in behaviour as communication, to build their character, interests and exposure to culture. We will help pupils recall more knowledge through good teaching, so that pupils learn more and remember more, to do more. Ultimately the curriculum will allow pupils to rise in their attendance, feelings of safety and achievement, resilience and self-awareness; overcoming barriers will allow pupils to rise to their academic goals and attainment. The curriculum forges stronger routes for success beyond school to a changed future where pupils can navigate socially, carry more experiences in the world of work and can transition to future study.
Implementation
In our classrooms we have a range of pupils who have very different backgrounds in education, community experiences, living circumstance, learning needs and scale of ability. It is important that pupils go through a robust referral and induction process, so that we are informed of age-related progress indicators and we can positively respond to pupils need. Induction includes reviewing information that we receive, pupil voice and baselines in Reading, Writing and Arithmetic, so that gaps in learning can be addressed.
Using the National Curriculum at the core, we have developed a curriculum across the key stages, that offers in the following areas:
In our classrooms we have a range of pupils who have very different backgrounds in education, community experiences, living circumstance, learning needs and scale of ability. It is important that pupils go through a robust referral and induction process, so that we are informed of age-related progress indicators and we can positively respond to pupils need. Induction includes reviewing information that we receive, pupil voice and baselines in Reading, Writing and Arithmetic, so that gaps in learning can be addressed.
Using the National Curriculum at the core, we have developed a curriculum across the key stages, that offers in the following areas:
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Maths
English Language English Literature Science PSHRE ICT Art History* *We are expanding our offer in line with the School Improvement Plan to introduce History from September 2022.
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Food Technology
PE Experiences (Personal Development) Therapeutic Approaches Vocational Suite Work Experience |
To help drive the curriculum and implement effective middle leadership for improved pupil outcomes, the subject areas will be split into Faculties from 2022 onwards
STEM Faculty - Science, ICT, Vocational, Maths
Culture Faculty - English, History, Art, Nurture (Y7)
Personal Development Faculty - PSHRE, PE, Food & Nutrition, Experiences
STEM Faculty - Science, ICT, Vocational, Maths
Culture Faculty - English, History, Art, Nurture (Y7)
Personal Development Faculty - PSHRE, PE, Food & Nutrition, Experiences
Impact
The impact of our curriculum will be measured in two components;
Component 1 aims for positive impact in attendance, attitudes to learning and pupil experiences, as part of the personal development aspect to the curriculum. These are impact indicators aligned to the personal development of pupils.
Component 2 impact is aligned to the academic achievements, attainment and accreditation of the pupils. As a school we recognise that pupils must feel safe, attend more, start to regulate emotions and behaviour and improve confidence to allow for consistent strides in attainment.
The impact of our curriculum will be measured in two components;
Component 1 aims for positive impact in attendance, attitudes to learning and pupil experiences, as part of the personal development aspect to the curriculum. These are impact indicators aligned to the personal development of pupils.
Component 2 impact is aligned to the academic achievements, attainment and accreditation of the pupils. As a school we recognise that pupils must feel safe, attend more, start to regulate emotions and behaviour and improve confidence to allow for consistent strides in attainment.
