Curriculum

Guiding Principles:

The Respect Collaboration of Schools offer an engaging curriculum designed to inspire and challenge our pupils to make outstanding progress in aspects of their life and learning.

Pupils will follow the National Curriculum but the approach will be enquiry and nurture based, with a strong emphasis on the development of social and emotional awareness, resilience and self-regulation

The Respect Collaborations of Schools recognises that we are preparing our pupils to live in a diverse and rapidly changing World where the skills of independence and self-regulation will be key to future success. Alongside our academic curriculum, we believe in ensuring our pupils have a broad range of ‘life’ skills and cultural experiences. Alongside knowledge of how to keep themselves safe including sex and relationships education. There is a strong emphasis on developing literacy and British values, as well as the identification of core competences related to the world of work. Pupils will also be given opportunity to acquire and expand a broad range of social and emotional tools to build and shape their character. This is achieved via a range of activities linked to developing a wider and deeper understanding of themselves and the world they live in.

We foster a love of reading provide pupils with opportunity to develop and articulate their opinions in a forum designed to demand deeper thinking and questioning, in order to equip our pupils with the skills needed to respond positively to the demands of a dynamic and diverse society. We want our pupils to be positively challenged to think about why they are learning, as well as what they are learning.

Pupils will undertake recognised assessments and gain nationally-recognised qualifications at the end of key stages 4. Where pupils are significantly below age-related expectations, the core disciplines of English and mathematics will be prioritised in their timetable until they have “closed the gap”. The identification of pupils who will benefit from such a strategy will begin during the primary school transition programme and during induction. This will be supplemented with baseline testing once the pupil has joined the school.

The core aims:

• To provide pupils with the requisite skills, knowledge, qualifications and experience to make aspirational assessments of their post 16 options and make positive next steps post compulsory education
• To provide a safe space for pupils to better understand themselves and develop their resilience, confidence and sense of personal responsibility
• To maximise the individual’s potential; developing communication skills, sensory capabilities and personal independence
• To be characterised by breadth, balance, relevance, differentiation, progression and continuity that is suited to the needs within each school
• To reflect teaching approaches and methods which best enhance the individual pupil’s ability to learn and to be delivered at a level and rate suited to the age and learning ability of each individual pupil
• To take full account of each child’s Education, Health and Care Plan (EHCP). This may require specific modifications of, or dis-applications from, various National Curriculum requirements
• To promote the spiritual, moral, cultural, mental and physical development of pupils at the school, and within society
• To provide a stimulating learning environment which promotes effective learning and enables pupils to experience a sense of enjoyment and achievement throughout their school career
• To encourage pupils to recognise, record and celebrate positive achievements in all areas of personal, educational and community life
• To regularly and consistently record each child’s progress using appropriate methods of formative and summative assessment
• To ensure equality of opportunity regardless of gender, race, culture, religion, social disadvantage or disability
• To be monitored, evaluated, modified and revised as necessary, reflecting changes in cohorts and developments identified in the School Improvement Plans

Kingsmead School

Pupils follow the National Curriculums for KS3 and KS4. Teachers build on the knowledge and skills that pupils have been taught at Key Stages 1 and 2, so where gaps in knowledge and skills are identified, pupils will always be given opportunity and time to revisit these, as appropriate, across all subjects. Many of our learners join us with significant gaps in education and/or social skills. We ensure that our students are given the opportunities to learn and explore the world around them safely and appropriately, so they are ready for life beyond school. Interventions may be used to meet need and this supports all pupils in achieving outcomes in Key Stage 4. We have a strong focus on our nurture curriculum which is designed to support pupils through a holistic approach in bridging previous learning gaps in a nurturing environment. Through the use of a topic based curriculum designed to engage and enthuse pupils there is a strong emphasis on knowledge acquisition, cross-curricular learning and development of social and emotional resilience and critical thinking skills. An evolving KS4 pathway will also look to including further work on emotional regulation, metacognitive strategies, life skills, school engagement and skills for building positive relationships while working towards ASDAN outcomes in PSD: further enhancing the offer and the nurture curriculum as a vehicle to support pupils in working towards accessing a traditional core curriculum in key stage 4 and beyond.

Our Hybrid and Nurture students benefit from a broad and balanced Nurture curriculum which consolidates core subject learning, teaches specific learning and social skills, re-engages learners and prepares them for life beyond Nurture. The Nurture curriculum is designed to provide a holistic, personalised approach to learning and enable our students to be involved in a range of opportunities and experiences in a safe and structured environment. Lessons aim to encompass a variety of activities to scaffold and extend learning in a way that sparks curiosity thus facilitating ‘buy in’ and engagement with learning for life.

Our Nurture and Hybrid students are also supported through S.E.L.F which is our Social and Emotional Learning Framework based around our school values of RESPECT. In addition to S.E.L.F, students have access to a broad offer of subjects. The Nurture and Hybrid pathways enable our staff to develop sequences of learning which are appropriate for the current learners, considering their previous learning experience, knowledge gaps and support pupils in reaching their potential. We have the same high expectations of pupils despite the pathway they learn within. There is no barrier to achievement and a Nurture pathway does not restrict their access to high quality academic experiences or qualifications appropriate for their next steps.

As part of the core curriculum offer in years nine, ten and eleven, better suited to those pupils who are able to manage transitions between classrooms, have a greater need for movement and are able to apply their skills for learning more independently, pupils continue to access the KS3 and KS4 national curriculums. Pupils in key stage 4 work towards appropriate qualifications in English Language, English Literature, Maths, Science and ICT. Pupils are provided with opportunity to shape their learning by pursuing qualifications in our “options” subjects which include Design Technology, Sport, Food and Art. There is also a strong focus on careers and guidance to ensure all pupils get the support they need to make the necessary steps into the next phases of their education/employment. New opportunities offered by Prince Trust qualifications and learning opportunities via Themed curriculum, also support pupils in P16 readiness as they focus on the development of their social skills via different learning opportunities within and beyond school.

In keystage 2 the curriculum aspires to be exciting, engaging and meaningful. Many of our pupils join us with significant gaps in learning and social skills meaning pupils are given the opportunity to build on previously taught skills. Through the curriculum we aim to promote positive attitudes to learning by focusing on the individual needs of our pupils. We aim to re-engage pupils and understand that fundamentally all pupils are unique.

The topic based approach aims to provide cross-curricular learning which meets the requirements of the National Curriculum but also aims to extend a world of opportunities and possibilities to our pupils. The curriculum is designed to provide a range of engaging and purposeful learning experiences which allows all pupils to grow as learners. We strongly believe that pupils learn best when experiences are first hand and lessons are delivered in a variety of ways to suit different learners. Skills, knowledge, attitudes and values are developed through the curriculum to enable our pupils to prepare for their next stage of learning. Embedded across all curriculum areas is the schools’ value of RESPECT.

Bridge Street School

Throughout the curriculum there is emphasis on building the resilience and independence of pupils with view to help them make better, more informed decisions about their future. Pupils who are ready/able to attend a mainstream school will undergo a short-term programme that focuses on preparing an appropriate mind-set to support re-integration into another mainstream school and mitigate against large gaps in learning and development. For pupils requiring longer term intervention or for those that are unable to return to mainstream the focus will be on re-engagement in education and rapidly identifying and bridging gaps in learning. Due to the atypical admission points and often historically disrupted learning, the curriculum offer is focused around giving pupils the personal, social and emotions skills, alongside subject knowledge they need for their next steps in education or employment. Most pupil follow a core curriculum pathway, with accredited qualifications being attained. The Nurture and Preparation for Independence pathways have been developed to enable a wide range of pupil need to be effectively met. All pathways lead to pupils achieving a range of qualifications to celebrate learning and provide a passport for progression.

Students with low levels of functional literacy will undergo a language and skills acquisition programme with TFEL trained teachers to rapidly build confidence and bridge language gaps. This prepares pupils for engagement in the schools other learning pathways. From here, students will continue their learning journey in a pathway with a more nurtured approach to learning, to or enter the core curriculum pathway.

In keystage 2 the curriculum aspires to be exciting, engaging and meaningful. Many of our pupils join us with significant gaps in learning and social skills meaning pupils are given the opportunity to build on previously taught skills. Through the curriculum we aim to promote positive attitudes to learning by focusing on the individual needs of our pupils. We aim to re-engage pupils and understand that fundamentally all pupils are unique.

The topic based approach aims to provide cross-curricular learning which meets the requirements of the National Curriculum but also aims to extend a world of opportunities and possibilities to our pupils. The curriculum is designed to provide a range of engaging and purposeful learning experiences which allows all pupils to grow as learners. We strongly believe that pupils learn best when experiences are first hand and lessons are delivered in a variety of ways to suit different learners. Skills, knowledge, attitudes and values are developed through the curriculum to enable our pupils to prepare for their next stage of learning. Embedded across all curriculum areas is the schools’ value of RESPECT.

Castle School

Castle School is typically accessed by young people who are unable to attend school for medical reasons and are referred by their mainstream school or via the Local Authority SEND team. In order to reengage pupils in their education, a bespoke integration is offered in order to readjust to full time learning and this is the expectation for the majority but each case is individually considered based on need. There is a core National Curriculum offer that encompasses Maths, English, Science, Humanities, Art, PHSE, Physical Activity, Languages and ICT.

Currently Year 7 and 8 are taught together with one teacher (in a Primary style) and study a Nurture curriculum. This follows the National Curriculum with distinct subjects which is often focused on bridging gaps in learning and social/emotional development resulting from historical non-engagement in education. The Nurture model is designed to provide a holistic, personalised approach to learning and enable our students to be involved in a range of opportunities and experiences in a safe and structured environment. Lessons aim to encompass a variety of activities to scaffold and extend learning in a way that sparks curiosity thus facilitating ‘buy in’ and engagement with learning for life.

In year 9, pupils continue to follow the Key Stage 2 National Curriculum but the delivery model changes to have specialist teachers preparing them for Key Stage 4 where personal development and PSHE continues to be a focus to further build self-awareness, self-esteem and confidence.

During Key Stage 4 pupils embark on a GCSE (level 2) learning pathway; studying English Literature and English Language, Maths, Science, Geography, Art and ICT alongside ensuring that Functional Skills are also

achieved in Maths, English and Science. This provides pupils will broad body of knowledge and learning and supports pupil’s next steps by providing a passport for progression into a range of post 16 options.

Throughout both KS3 and KS4 all pupils receive alternative provision engagement opportunities within their timetables, some of which allow them to progress towards a level 1 qualification. The school maintains strong links with external stakeholders in education, health and SEND who are supporting the young people to ensure there is an integrated approach to providing a rich and relevant learning experience that supports pupil transition back into a mainstream setting if possible or into a secure post 16 destination.

In some instances Castle School will provide an entirely bespoke curriculum offer to support pupils whose illness makes it impossible to attend or engage in school life in a typical way. Our intent with these programmes is to provide pupils with an enriched learning experience that is understanding of the pupils needs but also one that is ambitious and prepares pupils for appropriate next steps.

Across all pathways there is a strong emphasis on developing strategies to promote independence and overcome barriers to attendance and engagement.

*adapted to reflect pupils ability to engage and access learning, based on health and care needs

Personalised Programmes/Gateway

Personalised Programmes is a pathway that is made available for Respects’s most vulnerable and educationally dis-enfranchised pupils. All pupils on this pathway have been unsuccessful on accessing other educational settings in Derby, most have EHCPs, many are LAC, many are subject to Child Criminal Exploitation and most have current or recent involvement with Youth Offending Services. All pupils are considered educationally and socially vulnerable.

The personalised programme curriculum is shaped to ensure the learning offer is accessible and engaging whilst still being ambitious. We aim to inspire and challenge our pupils to learn and progress in all aspects of their life and learning. Working towards the National Curriculum will be prioritised in core/facilitating subjects such as English, maths, science and ICT. Pupils within Personalised Programmes have experienced significant interruption to their education. In response, the curriculum focuses on identifying and addressing these gaps so that pupils have the knowledge, understanding and skills to make informed choices and ultimately succeed in their next stage of learning.

Personalisation is central to the success of this curriculum. The overall ‘packages’ that are put together for pupils are individualised and based on the needs, ability and circumstances of each pupil. Whilst very few packages look the same or are delivered in the same way – all pupils within Personalised Programmes study a ‘core offer’. This constitutes English, maths, science, ICT and PSHCE. Additional learning and development opportunities stem from this offer. These range from therapeutic placements to help address emotional trauma to technical and vocational placements to provide a gateway to a potential future career.

Gateway is an assessment process, which is responsive to the referral route and used to enable readjustment time for pupils who may have had changes to school setting. The assessment process collates information about academic ability, readiness for learning and new or emerging needs. Following time in the Gateway, informed decisions will be

made and pupils will transition into the next most appropriate setting. This may be Specialist setting, PRU or mainstream.

The Gateway will provide a detailed analysis of the pupil through assessments and analysis of emerging needs to establish the transition route to the most suitable follow on phase of education. The Gateway assessment process will run concurrently with sustaining the most appropriate learning and school experience for the pupils needs at the time.

Reading and Intervention

All members of staff understand the importance of reading, across all subjects. The Respect Collaborations of Schools is committed to improving the life chances of our students by continually developing their literacy skills. The closer we can bridge the gaps between reading ages and chronological ages – the better the outcomes for students with their time with us. Regular reading sessions take place every week, including ‘D.E.A.R’ time, beyond English and across many different sessions, so that we can increase Respect students’ will and skill to read and furthermore enhance the inclusion of all, through different reading experiences and approaches. All pupils are encouraged to log reading on their reading logs and these logs are used to identify progress in reading where pupils will be invited to the annual reading awards to celebrate success. Annual reading assessments check the progress of all pupils.

There are different reading interventions available, dependent on need, for all pupils. Fluency, phonics, inference or recognition of HFWs (high frequency words) are all types of skills that can require intervention. Phonics is taught to those pupils for whom it is appropriate. The school has invested in Little Wandle as a DfE valided Systematic Synthetic Phonics programmes. ‘Read it Write it’ and FLASH Academy are also used as part of a wider offer to support reading and literacy

Each school has a library where pupils have access to a range of excellent books to suit all abilities – we are continually improving these spaces, to make them as accessible as possible for Respect pupils and where we don’t have something that a pupil may want to read, will look to invest in new material.

Extra-Curricular Activities

To enhance the curriculum we provide a variety of out-of-school activities, visits, residential trips and lunch time clubs. All pupils are encouraged to attend to promote independence and the transference of skills across the curriculum, and to promote healthy lifestyles and positive mental health.

The list of activities available is tailored to suit the needs of each school and is reviewed regularly to ensure it remains interesting and relevant to pupils.

Wider Curriculum

We understand that pupils face many barriers to learning and that academic success is often not the primary barrier to lifelong success for our pupils. Alongside our formal learning/academic curriculum each school has developed a ‘wider curriculum’ offer to codify the work we do to provide pupils the skills, behaviours and experiences they need to become positive and productive citizens. Each school is responsible for its wider curriculum offer. These curricula generally include work on overcoming social anxiety, emotional regulation, preparation for working life and improving self-awareness and efficacy. As with extra-curricular activities, these are adapted to needs of the cohorts at respective schools

Sex and Relationships Education

This is an integral part of the curriculum based on National Curriculum Areas of Study, and it is taught with care and sensitivity at an appropriate level depending on the child’s age and learning ability. This is primarily delivered as part of the PHSE curriculum.

Religious Education

All Key stage 3 pupils have RE lessons as part of their “themed curriculum” (TC). Pupils on a Nurture pathway also access RE through a thematic approach incorporating the learning which is appropriate to their needs. This also includes participating in specific/themed curriculum drop down days.

The curriculum for RE aims to ensure that all pupils know about and understand a range of religions and worldviews by being able to describe a range of religious beliefs, investigate some religious questions and recognise different ways of life in a variety of communities and cultures.

Curriculum Statements

Individual Department Curriculum Statements detail what is offered to pupils within each curriculum area at each key stage. These describe the content and sequence of learning within each area. To see these statements, please see ‘Individual Class Curriculum Statements’.

The Respect Collaboration of Schools recognises that parent carers have the right to withdraw their child from RE lessons and/or acts of Collective Worship and from elements of Sex Education.