Our Curriculum is diverse as we seek to match the learning needs of the individual student with their course at mainstreams school/ college/ employment. For example, some young people are studying English with the OCR exam board and others with Edexcel - as such, our staff are skilled at finding solutions for the individual young person to follow the exam board specification relevant to their usual school's course and timeframe.
We work collaboratively with the young person and their interests - particularly in support of their preferred engagement with subjects/areas of learning in order to support their wellbeing and mental health improvement. Challenge does however, remain an essential part of the individual making progress and our staff are skilled to manage this effectively.
Our default curriculum for those not engaged in learning or having not been in learning environments for a period of time, centre on the need for communication and functional skills, whilst ensuring individual responses are celebrated and encouraged.
Executive Headteacher - Quality of Provision
The Blue Tangerine Federation Governors - Quality of Provision
Head of School - Development of Framework, Intent, Standards, Training Needs, Relevance, Personalised learning
Teachers - Coverage, Standards, Assessment, Implementation, Interventions, Action PlanningTriangulation of planning, assessment, teaching and learning, Feedback to pupils and parents, collaborative practices, reporting, termly pupil progress
High Level Teaching Assistant - standards, consistency of delivery, adaptation to needs
Ofsted added the term 'cultural capital' to their inspection handbook as part of its 2019 update. It defines it as:
... the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said, and helping to engender an appreciation of human creativity and achievement.
Chief Inspector Amanda Spielman explained:
By 'cultural capital', we simply mean the essential knowledge, those standard reference points, that we want all children to have. So for example, it’s about being able to learn about and name things that are, for many, outside their daily experience.
It is for the school to decide what is 'essential knowledge' for our pupils and as such, our curriculum outlines the cultural capital we want our pupils and students to learn about; with due regard to relevance for their particular needs as young people with specific needs in our mainstream world.