Timetable at Moorbridge PRU


[1] All students have a full time timetable unless they have a severe medical or mental health reason (backed by a Consultant/Doctor/CAHMS) to state that they are unable to attend school full time

e.g. Student 1 has a PT Timetable due to half of her week being spent in a specialist provision for anorexia.
Student 2 has a PT timetable as they are in the process of gender realignment and have not attended school for 18 months. 
All part time timetables are agreed with parents/ carers and registered with Angela Horncastle in the Attendance and Placement Service.

[2]  All pupils are grouped according to their individual needs – occasionally a pupil may not fit into anyone particular group and thus we have to devise an individual timetable

e.g.  Student 3 – has a diagnosis of ASD, Tourette’s and serious medical issues relating to his heart and lungs – can not attend till 10am due to the medications the pupil is taking and is struggling to develop relationships with pupils of his own age – personalised timetable with a combination of KS4 and KS3 lessons to meet his needs.

[3]  The groups in Key Stage 3 are:

  • Extremely Anxious/Vulnerable/MH   (Yellow & Orange)
  • Sports Academy   (Green)
  • Extreme Social & Emotional/Behaviours (Red and Blue)
        
 Red – Social and Emotional – Behavioural Issues –serious disruption has been caused in school by these pupils and their management has to be strict, tight and consistent.
• Blue – Social and Emotional – Behavioural Issues – some disruption but there are often underlying SEN issues which have caused the pupil distress in their mainstream school, a variety of services are involved with these pupils and again, strict consistent handling to ensure that the pupil’s behaviour is kept under control.
• Orange – These pupils have a variety of issues, mainly anxious and vulnerable with some challenging behaviours.  These pupils require an extremely nurturing and flexible environment to meet their individual needs.
 Yellow – These pupils are extremely anxious and vulnerable with a wide range of MH issues, often having tried to commit suicide or have depression alongside other conditions such as ASD.  These pupils require a highly nurturing environment with a great deal of flexibility for those times when their MH difficulties  are extreme.
 Green – The KS3 Sports Academy – the pupils in this group have the full Range of needs from Anxious/Vulnerable/MH to Social & Emotional/Behavioural nevertheless, all these pupils have been or are actively involved in sport or have an interest in sport – therefore with these pupils we use to sports to re-engage them with education, develop self esteem and confidence.  Pupils study a full range of subjects as well as before and after school sports sessions and often partake in sporting activities with other PRUs and schools.

[4]  KS3 Curriculum
All pupils in KS3 have the following core curriculum:

• English
• Maths
• Science 

All of the above subjects are assessed using ‘Life After Levels’ Assessment system which is based on GCSE results.
Pupils are assessed in detail every 6 weeks and this is reported to mainstream schools.  The pupils grade, progress (in the form of below, satisfactory, good and outstanding progress from the pupil’s baseline) is reported to the mainstream school as well as their ‘Closing the Gap’ level (this is the distance the pupil is from their expected KS2 Grade expectations)
In addition to this pupils have:
• ICT
• CPSE (PSE and Citizenship)
• Cooking
• Activity/PE
• Art/Multi Media
In addition to this we also have an additional aspect to the KS3 curriculum which helps to develop the pupils in all aspects of Social, Emotional, Mental Health and Well Being.  These subjects are planned by the KS3 Coordinator and Key stage teachers to meet the individual needs of pupils and different cohorts:
• Enrichment -encouragement to learn in the environment surrounding us.
• Nurture  - this starts the week for all KS3 students to develop skills in self esteem, confidence, appreciation, turn taking, problem solving etc. as well as ensuring that a relationship is developed with the pupils’ key teacher – during this time pupils will also develop their own personal targets and reflect upon their previous weeks learning.


[5]  KS4 Groups

The groups in Key Stage 4 are:

  • Extremely Anxious/Vulnerable/MH   
  • Anxious/Vulnerable but outward behaviours
Pupils in KS4 are grouped.  This depends on their MH, Physical Health and Social and Emotional Issues.  

The groupings in KS4 are:

Amber – students in this group have severe MH and are Vulnerable and anxious.  There is often high level CAHMS involvement with medical psychiatrists (eg Anorexia, Self Harm, Suicide attempts etc).  The pupils find great difficulty in socialising outside of their own classroom but a lot of work is completed with these pupils to ‘bridge the gap’ to the future.  Most of these pupils have high academic levels at KS2.
Magenta – The Food Academy – this group of students have an interest in Food and Cooking.  Pupils have MH, Physical and Social and Emotional needs and the majority will have CAHMS involved..  Pupils during this school year will complete additional qualifications in Catering, Food and Nutrition and Food Hygiene.  For pupils progressing into Year 11 next year we are looking at Employment and Enterprise Qualifications around Food topics.  However, they may choose next year to follow a different subject route.
Indigo – The Sports Academy – like KS3 these pupils have additional  sporting opportunities within the day to help improve engagement, mental and physical health.  Pupils have MH, Physical and Social and Emotional needs and the majority will have CAHMS involved. Pupils will complete the Cambridge Progression Sports Qualification as well as other Sport and Leadership Qualifications and lead a range of activities in other academic establishments.
Aqua – the students in this provision have severe MH needs  (CAHMS and medical interventions outside of school) but do demonstrate some challenging  behaviours.  The pupils in this class have a range of interests and therefore need a range of subjects to choose from.  A lot of work is completed around preparation for life beyond school and pupils are offered vocational placements.
Diamonds - these students all have medical and MH issues and have a high level of external interventions meaning that they are not able to attend school full time.  These pupils all have the backing of a Consultant and need specialised either 1:1 or very short time tuition.

[6]  KS4 Curriculum
We have developed in KS4 a curriculum to meet the needs of individual students.  The curriculum ensures that we meet all of the pupils’ needs and not just their academic needs.  The curriculum operates on a 2 year plan, thus if pupils start in Year 10 it will mean that they have the opportunity to complete GCSE’s/Equivalents in Year 10 as well as different ones in Year 11 if they have a achieved a minimum of Grade 4/Equivalent in their first year.  It also means that they are able to gain qualifications when their MH and physical health allows them to. The aim is for as many pupils as possible to gain 5 GCSE/Equivalent 9 -4 Grades.  2017 – 2018 = 70% pupils gained 5 GCSE Equivalent at A*-C or 9-4.

We reviewed the curriculum last year because of the following reasons:

• Pupils in KS4 suffer from Medical or Mental Health Issues and have had or currently have CAMHS interventions/Workers who agree with placement at Moorbridge as well as Mainstream School recommendations.  Higher levels of Medical issues or Mental Health Issues often leads to higher rates of absence and thus the current curriculum is not allowing enough time for completion of the coursework.
• We need to have a two year curriculum with increased time for subjects and the ability to achieve qualifications each year due to the possibility of a decline in MH or increase in medical issues – when this happens the pupils are often out of school for a long period of time therefore we need to ensure when they are ‘good’ we capture as much of this as possible – some pupils may complete Year 10 but then mental Health goes down in Year 11 – this would allow them to still gain qualifications.
• Many of the courses we are now offering have a large coursework component and thus pupils are likely to be able to gain 9 -4 Grades (A-C) within these courses even prior to completing the exams which is important to the development of pupils resilience, self esteem and confidence.
• Some very able pupils with anxiety really struggle with exams and do not perform to their potential; therefore we need to offer courses which do not rely completely on terminal assessments.
• The Curriculum offers an element of choice as in mainstream school – not too much as MH pupils cannot deal with this.
• Emphasis on vocational skills for those who need this.
• Range of qualifications available for pupils depending on year of entry to Moorbridge, time of entry and individual needs.

Year of Entry 1 & 2
Year 10 Maximum 4 -5 GCSE’s/Equivalent
Year 11 Additional 4 - 5 GCSE’s/Equivalent
Total Maximum 8  - 10GCSE’s/Equivalent

The subjects on offer to pupils are:

English and Maths (all pupils)

All pupils will complete English and Maths in both Years. 

In KS4 English there is a two year rolling SOW which covers the same skills but different topics.  Pupils will sit their GCSE English in Year 10 and if they gain a 5 or above they would not complete this the following year and complete alternative qualifications.  If they get less than a Level 5 they would re sit the following year to improve the level.  Occasionally in English individual students are identified for Functional Skills Level 1.

The range of qualifications in English and Maths are:
• Entry Level Qualifications
• EDEXCEL Awards
• Functional Skills
• GCSE

In addition to this all pupils will complete:

  1. [1] NCC Qualification (L2 Equivalent)
    • Food Hygiene
    • Food and Nutrition
    • Drugs and Alcohol Awareness NCC Qualification (L2 Equivalent)
    • Mental Health Awareness
    • First Aid
    • Equality and Diversity
  2. PSE  (L1 and L2)
  3. Employment and Employability(L1 and L2) 
  4. Preparation for Working Life (L1 and L2)
  5. ICT Qualification (L2)
  6. BTEC Science or GCSE Science
    (L1 or L2) 
  7.  GCSE Art and Design/ Photography/Textiles/Fine Art
  8. BTEC Home Cooking Skills (L 1or L2) Welsh Board 
  9. Hospitality and Catering (L1 and 2)
  10. Cambridge Progression PE
    (L1 or L2) +  Sports Leader Award
  11. Duke of Edinburgh
  12. BTEC Travel and Tourism
     
Some pupils will complete additional qualifications if they have started them at their mainstream school and wish to complete them.
ALL students can potentially complete a personalised timetable completing work started in their mainstream school.  This will depend on the amount of work completed, discussions with parents/carers and mainstream schools as well as the pupils’ mental and physical capacity.

[7]  Additional support – if pupils are identified by their initial screening tests as having additional SEN needs or they already have these identified by other services previously (eg L&C, Dyslexia etc.)  pupils will receive 1:1 intervention during each week.  Pupils will also be able to access a guidance counsellor to ensure that pastoral issues are addressed and to minimise disruption to their academic work.

[8] Understanding your pupils Curriculum -
• All pupils will be assigned a group
• The timetable is divided into groups
• The CPOMS information that you receive weekly will indicate the group the pupil is in
• From this you can see which subjects your student has and when
• Particularly in KS3 the pupil may move groups according to an escalation of needs or staff identifying other needs over time.

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Moorbridge PRU,
Jan 6, 2019, 8:34 AM
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