Chemistry Students

Quality of Education - Intention and Implementation of the 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, endeavoring 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.