Due to the nature of the setting it is highly likely that students will not be placed in chronological year group, however we created curriculum maps in chronological year group as this makes it easier for the DFE to see what we are covering. As we will continue to be used as a shorter term mental health recovery placement (1-3 years) it will generally be the case that students will have moved to another school before taking GCSE. Those students who do take GCSE are likely to be older than year 11 in most cases, or will have joined us later in their school career in year 9 and 10, and not be ready emotionally or mentally to leave yet. They will require BESPOKE 1:1 tuition and BESPOKE schemes of work becuase it will depend what has been covered with them previously and where the gaps are in their learning as to what educational aims are covered when.
A typical day - a snap shot of year 8
I arrive at 9:30 and I'm met at the door by my key worker who is a qualified member of the therapy team (by year 2 of operation we intend to have our own school bus and collection service with therapy staff on board). I know I can access their support at any time I need it, or see the school counsellor. During the week I also have a coaching 1:1 session booked in for me, and some of my friends have other 1:1 sessions which best suit them.
I can choose an 'active' or 'calm' initial activity to help me settle in and socialise with my friends. It's very relaxed and all the staff are there too - laughing, joking. It is not like a traditional school relationship.
The first session starts by 9:45 and is a therapy based session to assess my anxiety levels and I'm coached through what the rest of the day is going to be. This helps me feel really secure about what is expected of me.
Second session is maths or English - I'm learning with others, but there are two therapy team members in my group too, and they are there to help me either with the work or more importantly in helping me build my levels of confidence, self-esteem, perseverance and resiliance. If I feel really wobbly I can exit and I have a sensory diet all of my own which guides me to choose a therapy input with my keyworker that will best work for me.
For lunch we break early, and go to a local eatery. There is a set area for us and a set menu to choose from. I am learning social skills and eating in a different environment.
After lunch it is either maths or English, then the next session is P.E and we go across to the village hall or outside for a task. PE is very much aimed at my own likes and interests - I'm encouraged to find a physical activity that works for me as it in turn will help my mental health. I can snack at any time in lessons, and can leave to use the toilet - I'm treated as a young adult, not a child. I'm involved fully in curriculum decisions.
During art I choose to do photography, using the media GCSE level equipment - I'm trusted and use 'real tools' for real jobs. Its the same in the science lab where we have access to equipment to A level standard.
If I choose to stay for a club I'll be joined by some students who also have anxiety, but attend local schools - this is great for me as it widens my social circle and helps to encourage me that one day soon I might be able to make it into a bigger setting with a larger peer group - if we all feel that is best for me.
There is not a set 'Map' for years 11- 13 as it depends on the subjects being taken. Some students, due to being out of school for long periods, will be entering at 9/10 level and will follow that map. Students taking GCSE either for the first time, or as re-takes will have a bespoke timetable of their chosen subjects mixed with social skills and therapy. For details of the GCSE coverage see the last few documents in each of the sections below.
We will be following the Pearson 5 year schemes of work below (years 7 to 11) to cover all the requirements of the dual award syllabus for any students who stay with us for science at GCSE.
If students have maintained chronological year group, the geography curriculum is designed to have covered the GCSE syllabus by the end of year 10. This leaves year 11 to re-visit and expand case studies, carry out additional fieldwork residentials, and prepare for examination. If students have not maintained chronological year group, or have entered the school in order to do re-takes, a bespoke sheme of work will be created for them based on an initial assessment of what knowledge has been maintained from the previous setting.
Year 11 - we do not offer history GCSE. If, however, a student showed exceptional aptitude we could provide this on a 1:1 tuition package basis, as the syllabus for year 10 covers 50% of the GCSE course with AQA. The student would need to be within chronological year group or out of chronological year group on a re-take tuition basis.
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CHILDCARE VOUCHERS UPDATE
WE WERE REGISTERED WITH OFSTED ON THE VOLUNTARY REGISTER FOR CHILDCARE, HOWEVER WE NO LONGER TAKE CHILDCARE VOUCHERS AS OF 16/05 WHEN WE CEASED OFSTED VOLUNTARY REGISTRATION AS WE NO LONGER WORK WITH YOUNG PEOPLE AGED UNDER 8.
WE ARE CURRENTLY APPLYING FOR THE LWBC TO GAIN 'SCHOOL STATUS' WITH THE DFE, AND WILL THEN BE REGISTERED WITH OFSTED UNDER THE FULL REGISTER FOR SCHOOLS.
IF YOU HAVE AN EHCP WE CAN NOT OFFER 'SCHOOL HOURS' UNTIL THIS PROCESS IS COMPLETE; YOU CAN REGISTER INTEREST HOWEVER AND WE WILL CONTACT YOU LATER IN THE YEAR IF WE HAVE ACHIEVED SCHOOL STATUS. WHILST WE AWAIT REGISTRATION LEAS WILL CONTINUE TO USE US FOR STUDENTS WITH YOUR CHILD BEING DUAL REGISTERED.