Quality of Education and Impact

Moorbridge PRU Curriculum


Pupil Referral Units do not under legislation have to follow the National Curriculum, nevertheless, we believe at Moorbridge PRU that if we want to achieve of Core Values we need to mirror many aspects of this.

The National Curriculum document draws a clear distinction between what it terms the 

“School Curriculum” and the National Curriculum”. 

“The school curriculum comprises all learning and other experiences that each school plans for its pupils. The National Curriculum is an important element of the school curriculum”                   (National Curriculum p10) 

The “School Curriculum” should have as its foundation secure Curriculum Aims.  

In the past few years the Moorbridge PRU has been working on developing its own “School Curriculum”, establishing clear aims which in turn drive the teaching and learning. So whilst the National Curriculum may determine “What is to be taught” the school curriculum increasingly determines “How it is taught” 

The school’s curriculum planning seeks to create themes that will deliver the school’s aims alongside the vast majority of aspects of National Curriculum and Examination subjects.

The following pages outline these aims. These were developed by staff and Management Committee/Governors (Curriculum Committee) and are the foundation on which all learning is built within Moorbridge PRU.

The aims of the curriculum at Moorbridge are to:

·         P – Personal and Relationship Development

·         E – Enjoyment & Engagement of Education

·         P – Personal Development and Relationships

We acknowledge that our students with SEMH benefit from access to a curriculum where priority is given to maintaining and developing their physical and Mental Health well-being and ensuring that their medical and sensory needs are addressed.  

In addition we have developed an Intervention Model to address the needs of learners working below expected norms many of whom have an additional need (see SEMH Intervention Impact Strategy)

Where learners move from Key Stage 3 to Key Stage 4 and Post 16/FE the emphasis shifts more towards preparation for adulthood, employment, training  and maximising independence. Where relevant, opportunities are provided for students in KS4 and FE to participate in mini-enterprise activities, link courses and work experience in order to support them plan for the transition process and prepare for life after school. Learning in KS4 is accredited and the aim is for as many students as possible to achieve qualifications which will help them enter their next stage of Education, Employment or Training.

Personalised Programme

A few students need a personal programme developing to meet individualised needs as they are unable to access the full curriculum. These students will nearly all have CAHMS or other Medical involvement where there have been great concerns about the young person and are not at the current time able to access a full time education.  In such circumstances there will be direction from Medical professionals involved as well as working with pupils and parents/carers to achieve the very best outcomes for that young person. For each of these students, the hours, days and subjects will depend on the following:

  • ·         Mental Health or ‘Physical Wellness’/Medical Condition
  • ·         There will be advice from CAHMS or Medical professionals advising on length of time in school
  • ·         Academic ability and what areas of schooling have been missed
  • ·         Interests and hobbies to help re-engage the young person in learning
  • ·         Relationship development and Nurture to ensure the best possible MH and Well Being

All such pupils will receive individual or very small group teaching (across KS3 and KS4) and will be issued with a Short Term Schooling Plan.  These plans are agreed by the LA and are of a nature that change will not happen quickly that they are reviewed on a 4 weekly basis looking for even the smallest of improvements.

Assessment of Pupils Abilities

All pupils are assessed on entry using GCSE Grades, Level 1 or Level 2 at KS4 and  progress measures and (See Assessment at KS3 and Assessment at KS4).  We use this as our assessment levels so that all schools can relate to our assessment processes.

Personalised Learning and Inclusion in KS3 and KS4

We adapt the curriculum for individual learners according to their needs.  We recognise pupils’ strengths, needs and interests and build on these to promote achievement and success. We identify our pupils’ needs through the Baseline Tests, Boxall Profile, Mainstream School Observations and Assessments and plan and adapt provision and learning opportunities to meet these needs.  

We are committed to providing the best learning opportunities, including access to learning programmes that link classroom learning to life skills. 

All children learn best from first hand experience.  To develop a full understanding of a concept a child must have relevant, practical learning experiences in different situations.  We strive to provide opportunities to practice and apply learning in many contexts.

Alongside the traditional curriculum the school has a range of therapeutic inputs that support young people struggling with adolescence to access learning. These include Speech and Language Therapy, Thrive Approach, Restorative Practice Conferences and conversations, Play Therapy, Councillors to name but a few.

Data Captures

      The holistic progress of all pupils is paramount at Moorbridge PRU.  Progress data is collected continuously due to the ever changing cohort of pupils at Moorbridge PRU.  Progress is measured in a holistic manner and through a variety of different measures. The measures that we use are:

  • Progress of individual pupils in all subjects over time. (pupils are baselined in subjects and progress is measured - Expected (Amber) Progress  - 2 sub levels of progress in an academic year,  Good Progress (Green) - average of 3 Sub levels of progress in a year, Exceptional Progress (Blue)  - average of 4 or more sub levels of progress a year and Below Expectations (Red) - where pupils on average progress 1 or less sub levels of progress a year.
  • Closing the Gap - Looking at where pupils are expected to be from their KS2 SATS results in English and Maths and where they are now.  We look at 6 different flightpaths of expectations from the KS2 results, we look at where the pupils are now and decide what needs to be done to close the gap academically.  This helps to form the targets in subjects.
  • Attendance Improvement Progress
  • Attendance Targets and Achievement
  • Subjects Targets and Achievement
  • Holistic Development Profile  - to monitor Personal Development
  • Pupil Surveys and Pupil Voice to understand Enjoyment and Engagement

As a school we use all of this information to help in the development of all pupils.  We additionally hold the following meetings to help all pupils to build bridges and be successful learners and members of the community:

  • Raising Achievement Meetings take place on a weekly basis with subject leads in order to ensure progress of all pupils
  • 1/2 Termly Pupil Progress Meetings take place to monitor all students in each Key Stage
  • Weekly Pastoral and Welfare meetings take place to look at Attendance progression and Personal Development
  • Daily Behaviour Meetings take place to analyse, evaluate and formulate strategies for all pupils

Please see document ''September 2019 Data'  at the bottom of this page which summarises all of our performance last year .


Key Stage 4 GCSE/Equivalent Attainment - 2019 

Key Stage 4 Attainment   - 89% Full Time Pupils gained 5 GCSE's 9-4/A*-C/Equivalent

The staff at Moorbridge PRU - 

'Well Done all the students and staff at Moorbridge. We have yet again managed to achieve outstanding results. The % of pupils achieving 5 GCSE’S A*-C is far in excess of the previous National Average for Pupil Referral Units '


Management Committee/Governors October 2019– 

‘Fantastic and Well done to all the staff and students at Moorbridge this is an outstanding achievement!’

The following tables demonstrate KS4 performance over the last 2 years in comparison to National Standards:

5+ GCSE at A*-C or 4-9 or equivalent

5+ A*-C or 4-9 including English and mathematics GCSEs

5+ GCSE at A*-G or 1-9 or equivalent

A*-C or 1-9 in English and maths GCSE or equivalent

A*-G or 1-9 in English and maths GCSE or equivalent

A pass in any qualification

AP & PRU - Nationally from 2014 -15







Moobridge 2017 - 2018







Moobridge 2018 - 2019







Please see additional information at bottom of the page - 'GCSE Results Summary'.

Approaches to Literacy and Numeracy at Moorbridge PRU

Literacy and Numeracy are integral parts of all subjects at Moorbridge PRU.

We have a weekly Literacy and Numeracy focus as well as weekly spellings in all subjects.  Please see weekly plan below


There are weekly additional Literacy and Numeracy Tasks for all pupils to be completed as a class activity.

Approaches to Reading at Moorbridge PRU

Moorbridge PRU Academy is committed to raising the standards of reading for all its students. It is important that all students develop the ability to read confidently to cope with the demands of everyday life.

Moorbridge PRU has a Libraryand all students are encouraged to use this.  Moorbridge PRU students all have an assigned time on a daily basis for reading.

Teaching effective reading skills is not just the responsibility of the English department. All subjects, where students are expected to read, are taking steps to develop these skills and provide opportunities for them to acquire the appropriate knowledge.

Specific strategies on the approaches to the teaching of reading:

·         KS3  reading lessons

·         Cloze activities to support word recognition and comprehension.

·         Different text types implemented daily.

·         Moving image to support printed text.

·         Displays for key words.

·         Language for learning as a focus of lesson objectives.

·         Using texts related to local surrounding to personalise and engage.

·         Activities linked to a range of reading strategies: empathising, inferring, close reading, reading backwards and  forwards, skimming, scanning, predicting and questioning but to name a few.

·         1:1 extract to support phonics at individual word level.

·         1:1 extract to place words in to sentences.

·         1:1 extract to develop grammar.

Performance tables: which schools are excluded?

Guidance from the school and college performance table website says that, for 2014, the following providers are excluded from Key Stage (KS) 4 performance tables:

·       Hospital schools

·       Pupil referral units

·       Alternative provision

About the 2014 key stage 4 results, DfE http://www.education.gov.uk/schools/performance/secondary_14/s3-1.html

A school leader asked us whether pupil referral units (PRUs) or alternative provision academies (AP academies) will be excluded from the progress 8 and attainment 8 performance measures. These measures come into effect in 2016 as part of the reforms to the secondary accountability system.

We put this question to the Department for Education (DfE).

A representative from the DfE's progress 8 team explained that PRUs and AP academies are not included in performance tables, so floor standards are not applied to them. She confirmed that this will continue to be the case when the progress 8 and attainment 8 measures come into effect.

PRUs are not included in performance tables, so floor standards are not applied to them

However, she added that PRUs and AP academies will still be expected to demonstrate that their pupils are making good progress and that their needs are being met fully.

BUT - Dual registered pupils in PRUs

The DfE representative also explained that where a pupil is registered at both a PRU or AP academy and a mainstream school, and is being prepared for qualifications by the mainstream school, the pupil's exam results will count towards the mainstream school's performance tables.

This information has been downloaded from "The Key for School Leaders" with reference to PRU data.


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