All children and young people at Cambian Brook View School have an entitlement to access a broad, balanced and relevant curriculum. In most cases this will be defined by the National Curriculum framework but modified to accommodate the specific learning needs of the individual and afford the learner the opportunity to achieve their potential.
- Provide a broad and balanced education for all pupils that’s coherently planned and sequenced towards cumulatively sufficient knowledge for skills and future learning and employment.
- Enable pupils to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations.
- Support pupils’ spiritual, moral, social and cultural development.
- Support pupils’ physical development and responsibility for their own health, and enable them to be active.
- Promote a positive attitude towards learning.
- Ensure equal access to learning for all pupils, with high expectations for every pupil and appropriate levels of challenge and support.
- Have a high academic/vocational/technical ambition for all pupils.
- Equip pupils with the knowledge and cultural capital they need to succeed in life.
The curriculum provides a range of enhanced learning experiences including where possible, outdoor education, work related learning and community links.
Following admission to school, all children and young people will be assessed, so that each learner will have a learning programme and targets that allows them to leave school, where possible, with well-developed social and communication skills and skills in English, Maths and ICT. Progress in learning and personal development will be frequently assessed so that targets and learning programmes can be regularly modified.
Flexible Curriculum Pathways
At Cambian Brook View School we have Flexible Curriculum Pathways. These pathways at their core are the Informal, Semi-formal and Formal pathways. Each of these core pathways are ambitious, carefully sequenced, well-considered and progressive. Each pathway has its own curriculum but they are part of a greater learning continuum with each student getting a personalised curriculum to meet their academic and personal development needs. There are some shared aspects, for example, Skills for Life, careers education, SMSC, Fundamental British Values, personal safety, health education and Preparation for Adulthood. Students can move between the pathways or experience elements of more than one.
For some learners, in meeting their entitlement to access the curriculum the school will need to plan for, and provide, specialist learning resources and support as defined within their Education Health Care Plan.
Learners are actively involved in the assessment of their progress and achievements so that they know how well they are doing, what they are aiming to achieve, how they can reach these goals and identify their next steps in learning. Progress is then recorded using behavior watch where appropriate.
Assessment and Recording
Assessment is incorporated into all curriculum planning. Pupils progress is shared at all review meetings and is included in the end of year school report. As a whole school approach we are aware that children communicate through behaviour therefore; Road to Rewards is used to reward academic learning and positive social interaction throughout the school day. Once awarded a Road to Reward it cannot be deducted however, during each session of the school day including transport, lesson, breaks, lunches and assemblies etc. the children and young people can earn positive points.
Positive Road to Reward points can be awarded for the following:
1. Arriving to school/lesson on time
2. Completing work
3. Independent learning
4. Individual target – this is bespoke for each young person and displayed in their class
5. Break time
6. Positive behavior
7. Reading
8. Team work
9. Transport
10. Extra points
Guidance and Support
- Integrate different staff disciplines into a coherent service.
- Introduce Quality of Life indicators (QoLi) across extended curriculum.
- Develop training in teaching and learning for support staff.
- Build and maintain staffs relationships with promoting active participation in choice about curricular and extracurricular activities.
Having a focus on ASDAN accreditation within the Education department has opened an opportunity to involve support staff in construction of an extended curriculum for all pupils. This will require a comprehensive training effort to enable the effective participation of support staff in the curriculum.
This work will be complimented by the introduction of a ‘hybrid’ learning/care mentor role acting as a bridge between care and education.
Arrangements for Education Reviews
Annual EHCP reviews are a legal requirement and are held to:
- To re-examine the Statement of Special Needs (where appropriate);
- To evaluate progress since the last review;
- To plan for the next 12 months.
- From Y9, reviews will include Transition Planning.
Transitional reviews - are held for pupils in Year 9 and subsequent years to formulate a Transition Plan to help plan for future needs and again at the end of Y11.