Why this is leading practice
Our curriculum is specifically designed to reflect the needs of our students. We believe that its creativity and flexibility enables students of all abilities to reach their full potential. The use of flexible days and the introduction of personalised timetables all contribute to students' development, as does the opportunity to follow different pathways. The school's curriculum provides memorable experiences and rich opportunities for high-quality learning and wider personal development and well-being.
The curriculum on offer provides an opportunity for learners at all levels to be engaged, motivated, and to achieve through personalised learning and tailored accredited courses.
Impact to date
• School ethos has changed with better working relationships between students and staff
• Whole school attendance has increased from 88% to 92% since 2006
• Increase in KS3 attendance on Fridays where different curriculum day has been introduced. KS4 attendance for twice weekly block time learning also significantly increased
• Zero permanent exclusions over past two years
• Decline in NEET’s from 11% to 3%
• More students access level 3 courses as direct progression from new work related level 2 courses
• Better transition from primaries and more swiftly integrated Year 7 following summer school and Y6/Y7 transition programme
• Student Council confirm value of Learning to Learn programme and positive endorsement of flexible timetabling arrangements for delivering curriculum
• Unanimous support from Key Stage 4 students for whole day block teaching time to enable more inter-active and project work in practical subjects
Rationale / Start Point
All Y6 attend summer school. On entry Y7 follow a Learning to Learn programme based on curriculum themes, ECM agenda and personal learning and thinking skills. Time with the Form Tutor and Y7 camp provide opportunities for teamwork. The timetable includes two flexible days each week where students work within faculty areas on thematic work and social development. At KS4 there are many pathways including a strong vocational element. Partnerships with local schools and colleges provide opportunities such as hair and beauty and motor mechanics. Work experience exist for all with a variety of opportunities for Gifted & Talented and the less able. A Transition Learning Centre, mentoring, academic coaching and personalised timetables add to students' experiences.
Key Strategies
• Support from governors, teachers, parents and students for Curriculum for All which is well embedded in whole school ethos, policy and practice
• Emphasis on vocational courses and work related learning to enhance personalised learning at KS4 with flexible whole day timetabling available to faculties where there are clear benefits to teaching and learning
• Clear senior leadership structure and appointment of Alternative Education Co-ordinator to drive new approaches to teaching and learning and facilitate personalised learning.
• School specialism used to good effect to engage learners through wide range of core Sports related activities.
• Learning to Learn programme as key to promoting personal learning and thinking skills and delivering components of ECM agenda
• Work experience no longer a bolt-on but as a fully integrated part of KS4 curriculum directly linked to courses chosen by students
• Transition Learning Centre partnership with Queensbury Special School provides specialist resource for students with severe learning difficulties
• Development of Y10 and Y11 student leaders who lead activities in annual summer school for all Y6 local primary schools
• Extended Monday timetable for all students to allow participation in enrichment activities with shorter Friday to pursue individualised learning and sports activities
• Well developed College partnerships providing extended option choice at level 2 and progression pathways at level 3
Sustainability and Further Development
• Benefits of Curriculum for All are widely recognised by students, staff, parents and governors and have raised school standards. There is genuine commitment from all stakeholders to sustain and further develop the programme
• Staff CPD to continue to focus on active teaching and learning strategies to facilitate independent learning, project and cross-curricular skills.
• Staffing structure modified to build in leadership posts to support innovative curriculum eg. appointment of Alternative Education Co-ordinator
• Next phase to support development of teaching and learning strategies in core curriculum with extension of more flexible timetable arrangements
• New range of Y11 Options to be offered from 2010 to learners who are completing accredited courses at end of Y10
• Further provision of new courses at level 2 eg. combined course in Travel and Tourism with MFL
• Further links planned with Sutton College to enhance access to greater range of Diploma and vocational courses