Intention and Implementation of the Curriculum

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 Intent

The intent of the curriculum at Moorbridge is:

• P – Pupils Achieve, Progress and Attain - Pupils Achieve, Progress and Attain - NTSSS provides an arena where all children achieve their academic and vocational potential through a rich diversity of curriculum experiences

• E – Enjoyment & Engagement of Education (Encourage Enjoyment of Education and Training  -  ‘School days should be the happiest days of students lives’ – we need to instil the love of learning and enjoyment of school – Moorbridge PRU should be a fun place to Learn and Teach - many children attending Moorbridge PRU (and parents) have had negative experiences of schooling and we need to transform this)

 P – Personal Development and Relationships - Personally and form Positive Relationships - All pupils should leave Moorbridge PRU as confident, secure individuals with a high sense of self-esteem having progressed and achieved widely –including positive Mental Health and Well Being


These values are core to the school and we want them to impact on the following:
• Allowing every student to feel valued for who they are and be successful having had the ability to achieve; All Pupils are capable of learning anything, when given the appropriate support and challenge
• Pupils to realise and appreciate the value of community; developing an empathy and sensitivity to the needs of others. Shaping the future is intrinsic to all that we do, endeavouring to develop young people who can play an increasingly useful and positive role in society and make informed choices about their lives -  both now and in the future
• Ensuring the pupils and staff are part of a  school environment where children can grow up to become well rounded individuals with a keen interest in life and learning
• Pupils will feel a sense of security that allows them to become confident risk takers in all that they do within school
• We will ensure pupils receive quality teaching first to meet their individual learning needs; providing young people with compassion and challenge within a strong, stable and structured environment. Helping pupils to become independent learners taking increasing responsibility for their own learning. We believe learning is not based solely on the acquisition of knowledge but on the development of the skills, attributes and values needed to encourage life-long learning. Through the teaching of core skills; we aim to equip our Pupils with the skills to learn and a clear understanding of how they learn, becoming reflective Pupils and thinkers. Central to our philosophy is for learning to be enjoyable; for Pupils to thrive and be empowered with the opportunities and confidence required for them to take responsibility, take risks and become independent learners.
• Pupils and staff helping to raise standards and progress; knowing that we all need to know what to do in order to improve and how to do it, preparing to be better tomorrow. 
•  We will clearly identify young people’s learning and personal needs, set clear  targets and regularly review these to ensure good progress, as well as ensuring pupils will reach age related educational standards. Wherever possible, we strive to support every Key Stage 4 learner to leave with at least 5 good GCSEs or equivalent. Many pupils far exceed this. We will help pupils achieve success by any means - we always adapt to meet the needs of individuals - success is non-negotiable. For our pupils there is no “good enough” - we aim to be exceptional.
• Shaping the future is intrinsic to all that we do. Ensuring pupils are able to move on to their next educational provision – be this returning to their mainstream school, another mainstream school, a specialist provision or post 16 Education, Training or Employment (100% pupils in 2018 entered Education, Training or Employment)
• We will always be an inclusive provision that values all children and adults in the school community; regardless of race, religion, gender, sexuality or disability. We will instill each young person with an understanding of their inherent value and the value of others. We strive to enable them to go on to live in the world as independent people and meet the challenges of the 21st Century.
• We will create a secure and inspiring environment where each young person is supported holistically to enable them to take ownership of their lives, their learning and their decisions.
• We will give all pupils a personalised learning experience which will secure their successful reintegration or transition into an appropriate educational provision, employment or training. Equally importantly, we help equip them with the skills to succeed in adult life such as developing communication, cooperation and confidence.
• We will listen to our learners, seeking to understand their ‘journey’ and any difficulties in their lives that make engagement a challenge then help them to re-engage.
• We will use robust Governance to guarantee that the highest standards of leadership and management and teaching, learning and pastoral care are maintained and developed.
• We will remain at least a GOOD in OFSTED judgements.


All lessons incorporate a focus to improve standards of Literacy. For some students in Year 9, a focus is placed on GCSE/Equivalent preparation. As a result, lessons are themed and personalised to ensure all students are ready for their future education – whether this is to study GCSEs at Moorbridge PRU/NTSSS, another Alternative Provision, A specialist provision or a return to mainstream.

Each subject aims to enrich students’ current experiences and identify barriers established whilst in mainstream education. They then use this knowledge to identify strategies for each subject in order to support students in accessing all areas of the curriculum. Teaching staff also help students to discover individual learning styles in different contexts, further assisting in over-coming barriers once faced in a mainstream setting.

A strong emphasis is placed on Personal Development in order to enable students to communicate with others effectively. This develops confidence in each individual’s ability and promotes higher self-esteem.

Small groups, 1:1 mentoring and Key Teacher time allows students to reflect on their work and set their own targets for future development whilst ensuring they enjoy their studies.

 

Personalised Learning and Inclusion 

 

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.

Please see curriculum implementation for all subjects at the bottom of the page as well as the full curriculum document.


KS3 Curriculum Statement and Plan -Short Term Placement 


  • Pupils will be placed in the Moorbridge Short Term Placement through the North Tyneside Fair Access Panel.
  • Pupils will have a partnership placement with their original mainstream school or a new school.
  • Pupils and mainstream school staff will have a number of meetings during their placement in order to maintain the relationship.
  • Mainstream school and Moorbridge Pupil Referral Unit will constantly monitor the pupils’ progress in order to ascertain their readiness to return to school.



Through the curriculum we aim for pupils to :

1 Help pupils reach their personal and academic potential;
2 Have a strong sense of responsibility, self-regulation and coping strategies.
3 Develop skills to become a ‘good citizen’
4 Re-engage the pupil with learning and school
5 Encourage the pupils to be inquisitive about their world and eager to keep on learning;
6 Help pupils respect each other as individuals, having a tolerance and empathy for other people’s    cultures, religions and points of view; Helps to ensure that they are confident in their relations with other people and able to make positive contributions – they are caring and active citizens;
7 Make sure pupils  are happy and safe by nurturing their self-esteem and confidence;
8 Help the pupils learn that it is possible for everyone to learn and for the teacher to teach
9 Encourage pupils to treat each other with courtesy and consideration;
10 Ensure that the Pupil Referral Unit is a “bully-free” environment;
11 Always speak politely;
12 Respect one another’s property.
13 Help pupils fulfil their academic potential by re-engaging them in their learning;
14 Ensure pupils know what they can do and what they need to learn next;
15 Use different styles of teaching to ensure learning is always interesting, engaging and fun;
16 Listen to the children and responding flexibly so those with specific needs can all work at an appropriate pace and to their potential;
17 Encourage the pupils to ask questions
18 Help the pupils to understand and adopt a healthy, physically active and environmentally friendly lifestyle.
19 Help Pupils Recognise how to keep themselves safe, including when using mobile technology and social networking sites;


Implementation

The Implementation will be through the following Core Curriculum:

English
Maths
Science
Behaviour For Learning
PSE
French
Global Citizenship
Food
PE
Art and Design

We will particularly focus with the pupils on readiness for school and look at:

1 Regulating Emotions &  De - Escalation 
2 Mindfulness 
3 Critical Thinking 
4 Problem Solving 
5 Fixed v Growth Mindset 
6 Relationships and how they affect our lives  
7 Bullying 
8 Teamwork and collaboration 
9 Negative Relationships & Positive Relationships  
10 Peer Pressure & Sexual Relationships
11 Resilience 

12 Stereo Types, Prejudice and Discrimination  
13 Adolescent Mental Health
 


KS3 Long Term Curriculum

Intent

The curriculum at Moorbridge PRU Long Term Provision aims to:
• P – Personal and Relationship Development
• E – Enjoyment & Engagement of Education
• P – Personal Development and Relationships

Through the curriculum we aim for pupils to :
1. Have a strong sense of responsibility, self-regulation and coping strategies.
2. Develop skills to become a ‘good citizen’
3. Re-engage the pupil with learning and school
4. Encourage the pupils to be inquisitive about their world and eager to keep on learning;
5. Help pupils respect each other as individuals, having a tolerance and empathy for other people’s    cultures, religions and points of view; Helps to ensure that they are confident in their relations with other people and able to make positive contributions – they are caring and active citizens;
6. Make sure pupils  are happy and safe by nurturing their self-esteem and confidence;
7. Help the pupils learn that it is possible for everyone to learn and for the teacher to teach
8. Encourage pupils to treat each other with courtesy and consideration;
9. Ensure that the Pupil Referral Unit is a “bully-free” environment;
10. Always speak politely;
11. Respect one another’s property.
12. Help pupils fulfil their academic potential by re-engaging them in their learning;
13. Ensure pupils know what they can do and what they need to learn next;
14. Use different styles of teaching to ensure learning is always interesting, engaging and fun;
15. Listen to the children and responding flexibly so those with specific needs can all work at an appropriate pace and to their potential;
16. Encourage the pupils to ask questions
17. Help the pupils to understand and adopt a healthy, physically active and environmentally friendly lifestyle.
18. Help Pupils Recognise how to keep themselves safe, including when using mobile technology and social networking sites;


Implementation

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
• 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.
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
• 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.



The time spent on the subjects each week:

KS3 - Hours per Week per Subject
Subject KS3
 
English                 3 Hours 30 Minutes
Maths                   3 Hours  15 Minutes
Science                 1 Hours  30 Minutes
Humanities            1 Hours  30Minutes
PSE                      1 Hours  30Minutes
ICT                       1 Hours  30Minutes
PSE                      1 Hours  30Minutes
Food                     1 Hours 10 Minutes
Activity                 1 Hours 10 Minutes
Art                       1 Hours 10 Minutes
Life Skills              1 Hours 10 Minutes
Design                  1 Hours 10 Minutes
Outdoor Education 1 Hours 10 Minutes
Nurture Time         45  Minutes
Social & Emotional Development      3 Hours 45 Minutes
Reflection & Celebration                   50  Minutes
Break                                             1 Hours 15 Minutes

Total 28 hours 10 minutes

Literacy, Numeracy and SMSC is explicit in all subjects.

Core Curriculum

The Core Curriculum is as follows:
• English (Including Skills and Reading)
• Math,
• Science,
• Humanities,
• PSE
• ICT

Skills Sessions in the mornings:
• Numeracy Skills
• STEAM Skills
• Careers Skills

All of these subjects are following national curriculum guidance and they are currently using GCSE Grades/ Life after Levels to describe pupils attainment.
Progress in each of these subjects is measured from the Moorbridge baseline as well as comparison to the KS2 results  – upon entry all pupils are tested in:
• English
• Maths
• Science
• Reading Age
• Reading Comprehension
• Curriculum Engagement

Personal Development
These subjects develop Social and Emotional Skills, PLTS (Personal Learning and Thinking Skills), Behaviour Modification as well as other key learning skills –
• B4L – what do the pupils need to achieve to reach their targets – weekly 1:1 sessions to discuss this
• Life Skills,
• Nurture,
• Social and Emotional Development
• Positive Mind
• Deeper Learning Days
• SMSC Days

Staff will use their knowledge of the individual students and their group organisations to focus specifically on different skills  (e.g. Vulnerable/Anxious students - focus may be on Independence, collaboration and engagement in activities whereas Groups which have predominantly behavioural issues may focus on Reflection, Problem Solving and Relationships with Adults) or the teacher may choose to focus on all of the skills.

The skills which the pupils will develop are in:
•   Independence/Self Management Skills
•   Practical Skill Development
•   Collaboration
•   Reflection in Learning
•   Engagement in Activities
•   Problem Solving
•   Relationships with Adults/other Students


Enrichment

These session are designed to develop a range of skills not always addressed by the core curriculum or Enrichment Curriculum - this aspect of the Moorbridge KS3 Curriculum allows pupils to enjoy and engage in the practical/vocational skills to progress where they may find difficulty in the academic curriculum and thus enrich their skills and knowledge in a different way.
The focus of the lessons will be around the development of Social and Emotional Literacy and aimed at the development of the process to achieve the task/activity rather than just the end product. 
The areas of Enrichment are:
• Food
• Design
• Outdoor Education
• Art
• Activity
• Design


Impact

• Pupil Progress, Achievement and Attainment
• Development of Self Esteem and confidence
• Outstanding learning by all pupils
• Developing Strategies to Succeed
• Personal Development & Positive Relationships
• Re-engagement of  pupils in education
• Development of confidence of individuals who are able to live safe, healthy and fulfilling lives and develop both academically and personally
• Developing foundations for future learning
• Successful learners who enjoy learning; make good progress and achieve excellence.
• Developing responsible citizens who can make a positive contribution to society and re engage in mainstream or post 16 education
• Creating an aspirational students who believe in themselves, thus developing Self Esteem and Self Confidence.
• Teaching and Learning for all pupils takes into account individual needs and styles achievement culture, allowing everyone to experience success and raising standards of attainment.



Pupils will also access an enrichment curriculum which will develop further Emotional and Social Skills;
• Food
• Art
• Sport/Activity
• Life Skills 

Additionally pupils will have daily 1:1’s to look at Personal Development and set targets to help achieve

Impact

All subjects will include a formative assessment to see how much the pupils know and at the end of their placement they will complete another test to see how much they have learnt – summative assessment.
Pupil will also be assessed on the following:
• Spelling Age
• Reading Age
• Learning Style
• Cognitive Ability
• Holistic Development Profile to inform Target Setting
Pupils will be able to state in Pupil Progress Meetings how they have addressed their personal issues, what they can do to help themselves and what they need to do in the future to return to school.

Key Stage 4


Moorbridge PRU encourages students to achieve GCSE/Level 1& 2 outcomes in order to open a variety of pathways for their future. We aim for as many students as possible to gain 5 GCSE's/Equivalent 9-4/A*-C.

KS4 – Pupils with Emotional, Social and Mental Health issues who are Vulnerable and Anxious

Pupils will enter KS4 either from:

• KS3 where their needs have been identified in partnership with their mainstream schools and multi agency professionals to meet the criteria for the KS4 students
• From mainstream school in either Year 10 or Year 11 where the school and other multi agency professionals have identified the need for a provision for this anxious and vulnerable young person.

The curriculum at Moorbridge PRU Short Term Provision aims to: 

• P – Personal and Relationship Development
• E – Enjoyment & Engagement of Education
• P – Personal Development and Relationships

Rationale for KS4 Curriculum:

• New Government Curriculum for KS4 has a greater emphasis on English and Maths, the content is more difficult and it is expected that the pupils need to gain higher marks to achieve the top grades.
• Pupils in KS4 suffer from Medical or Mental Health Issues and have had or currently have CAHMS 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 off 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 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 thus alternatives to this where pupils can succeed is required.
• The Curriculum offers an element of choice as in mainstream school – not too much though as MH pupils can not 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

Intent

In KS4 we have a 2 year curriculum to allow all pupils to have the widest possible experiences:

Year 1
  • GCSE English
  • Functional Skills Level 2
  • Functional Skills Level 1
  • GCSE Maths
  • Edexcel Number & Measure/Algebra      Level 2
  • Edexcel Number & Measure/Algebra      Level 1
  • GCSE Art & Design
  • PSE Level 1  & Level 2
  • NCFE Employability Skills Level 2
  • BTEC Science (Principles of Science Unit1)
  • NCFE PLTS (Personal Learning & Thinking Skills) Level 1 / 2
  • BTEC Home Cooking Skills and Level 2 Food Hygiene
  • Cambridge Progression Sports Studies and Sports Leader Award and NCFE Employment in the Sports and Leisure Industry
  • NCFE  Level 1/ 2 Occupational Skills (based on Work Based Learning)
  • NCC Resources – Level 2 Qualifications – Food Hygiene,  Food and Nutrition, Drugs Awareness, Equality and Diversity, Mental Health Awareness and First Aid.

Year 2

  • GCSE English Literature
  • GCSE English
  • Functional Skills Level 2/GCSE English
  • GCSE Statistics
  • GCSE Maths
  • Edexcel Number & Measure/Algebra      Level 2 or GCSE
  • NCFE Level 2 Craft or Personalised Learning
  • NCFE Learning to Learn Level 2
  • NCFE Job Search & Interviews Level 2
  • BTEC Science (Principles of Science Unit2)  or GCSE Trilogy or GCSE Biology
  • NCFE  Learning to Learn Level 1 / 2
  • NCFE Level 1 / 2  Food Production & Cooking Skills or Hospitality
  • NCFE Level 1 / 2 Award in Health and Fitness and Level 1 / 2 Nutrition and Health and Duke of Edinburgh
  • NCFE  Level 1/ 2 Vocational Studies (based on Work Based Learning)  and Learning to Learn
  • NCFE PLTS – Personal Learning and Thinking Skills


Each pupils will follow an individual pathway in order to achieve the best possible outcomes for themselves for both now and in the future.  The pathway will be decided by the pupil, the staff at Moorbridge PRU and all stakeholders.  Students can study the following subjects at Moorbridge PRU

In addition to this some pupils will complete work from their mainstream schools in other GCSE subjects not listed above e.g RE, History, Business Studies   

 The Pathways that pupils follow at Moorbridge PRU KS4 are as follows:


 Pathway 1 (AMBER)

Academic and Alternative Qualifications.              






Intent

5+ GCSE’s/Equivalent 9 - 4
 Pathway 2     (FOOD AND SPORTS ACADEMY)
 
Combo (Vocational and Academic Curriculum in School with a Focus on a Subject area – Sport or Food)                                  

Intent

5 GCSE 9-1
 Pathway 3
(AQUA)

Vocational Placement, Academic and Vocational Qualifications         






Intent

Level 1&2 Qualifications and GCSE's dependent on ability and plan                            
 Pathway 4 

1:1 Personalised/DRS Partnership            








Intent

Personalised  to  Pupils needs                           
 Core Curriculum GCSE’s/ Equivalent:

• English/English Literature (GCSE)
• Maths/Statistics (GCSE)
• Science (BTEC Unit 1 or Unit 2)
• Photography (GCSE)/Arts Award (Silver)
• PSE (Level 2)
• NCC Level 2 Qualifications
• ECDL/ICT


In addition all  pupils have PE/Activities and Nurture Time
It is expected that these students will go on to Post 16 provisions to complete Level 3 qualifications.
 Core Curriculum of GCSE’s or Equivalent:

• English (GCSE/Level 1 & 2 Functional Skills)
• Maths (GCSE/Level 1 & 2 Functional Skills)
• PSE (Level 1 & 2)
• NCC Level 2 Qualifications
• Option
• PWL – Preparation for Working Life
Options: -
• Science
• Photography
• BTEC Cooking
• CP Sport


In addition all  pupils have PE/Activities and Nurture Time
Pupils will have planned interventions to improve Literacy and Numeracy skills
Pupils will progress to post 16 provisions completing Level 2 or 3 Qualifications
 All pupils will have a personalised timetable and will be expected to complete an Alternative Education Placement for up to 2 days per week. 
These students may have additional needs in the form of a statement or other identified issues.
All students will follow a Core Curriculum of GCSE’s or Equivalents in :
• English (Level 1)
• Maths (Level 1)
• Photography
• PSE
• PWL – Preparation for Working Life
• NCC Level 2



Every pupil will have a personalised timetable depending on their needs, abilities and skills
Pupils will transition to Post 16 provisions or Apprenticeships.
 Year 11 Students - Every pupil will have an individualised timetable which will be the result of a collective partnership with the mainstream school to meet the individual needs of the Young person.
This pathway is for those students whose Emotional, Social and Mental Health may deteriorate so much so that they may be in danger of not completing Year 11 without additional support.
The Young person will follow the curriculum of their mainstream school and the mainstream school will provide the work, support and advise necessary for the Young person to achieve the GCSE’s they are expected to achieve.
All pupils will have the opportunity for Social and Emotional Development activities.
The pupils will remain on the roll of the mainstream school.

Additionally all pupils will recieve


  • ·         Careers Information, Advice & Guidance and Religious Education)
  •           Connexions Appointments and support
  • ·         Personal Development and Pastoral Support


In order to allow students to access qualifications in subjects previously studied in their mainstream school , some students may be disapplied from some subjects in order to undertake supervised independent study.

There is a strong focus on Functional Skills in English, Maths and ICT as we know our local providers either require this for post-16 destinations or will offer this as part of the course for those who do not achieve the required GCSE grades. Early entry for these exams has a positive impact on self-esteem and builds confidence that extends to GCSEs.

All subjects will identify barriers established whilst in mainstream education; using experiences from our core body of staff, we will draw on knowledge to identify strategies to support students in accessing all areas of the curriculum. Individual learning styles are addressed, further assisting in over-coming barriers once faced in a mainstream setting.


Changes to GCSE Grades


In September 2015, the Government made changes to the way in which GCSEs are to be graded.  These changes affect most courses for students beginning Year 10.


Deeper Learning Events and Nurture Time


All students have the opportunity to take part in Deeper Learning Events which help to develop learning skills as well as becoming informed citizens  (See guide below)
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