FIVE RIVERS CHILDCARE LTD Curriculum Policy & Procedure 'Five Rivers is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment' Policy Owner Headteacher Authoriser Head of Education Date of Original Issue 01/09/2017 Date of Next Review 30/09/2019 Version V4 Five Rivers Child Care Limited [01/09/2017], All Rights Reserved. The content of this policy is protected by the copyright laws of England and Wales and by international laws and conventions. No content from this policy may be copied, reproduced or revised without the prior written consent of Five Rivers Child Care Limited. Copies of content may be saved and/or printed for use in relation to the business and affairs of the Company only.
Table of Contents 1. Curriculum Policy... 2 1.1 Policy Statement... 2 1.2 Terms and Definitions... 2 1.3 Data Protection... 2 1.4 Disclosure of Information... 2 2. Curriculum Procedure... 3 2.1 The School aims to:... 3 2.2 We aim that children should:... 3 2.3 Key Stage 2 Years 3, 4, 5 and 6 & Key Stage 3: Years 7, 8, and 9... 4 2.4 KS4: Years 10 and 11 and post 16... 5 2.5 Admissions... 5 2.6 The Headteacher will ensure that:... 6 2.7 The Head of Education will ensure that:... 6 2.8 Arrangements for monitoring and evaluation... 7 2.9 Curriculum Wheel... 8 Page 1 of 8
1. Curriculum Policy 1.1 Policy Statement 1.1.1 All children have a right to a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account. Work in school should be planned to meet the requirements of the National Curriculum taking account of the need to differentiate the learning experiences of our children. 1.2 Terms and Definitions 1.2.1 The below table sets out a number of terms and definitions used within this document: Term Definition 1.3 Data Protection 1.3.1 Five Rivers Child Care supports the objectives of the General Data Protection Regulation (GDPR) and the Data Protection Act 2018 and other legislation relating to Data Processing, including the Human Rights Act 1998, Regulation of Investigatory Powers Act 2000 and the Freedom of Information Act 2000. Five Rivers Child Care has a statutory obligation to process personal data in accordance with the provisions of the General Data Protection Regulation (GDPR) and the Data Protection Act 2018 1.3.2 Every member of Five Rivers Child Care has an obligation to ensure that the information they process (use) is collected, maintained and disclosed in accordance with the General Data Protection Regulation (GDPR) and the Data Protection Act 2018 and the Five Rivers Child Care Data Protection Policy. 1.4 Disclosure of Information 1.4.1 Any use or disclosure of information held within Five Rivers Child Care, without there being a legitimate purpose or legal basis, will be classed as unauthorised and is a criminal offence under Section 55 of the Act Right of Access (Subject Access Requests). Page 2 of 8
2. Curriculum Procedure 2.0 At Five Rivers, we provide a therapeutic educational framework that promotes emotional growth and academic success. All staff engage with pupils responding appropriately to individual needs based on assessment and using their interests to boost levels of achievement. 2.1 The School aims to: Cater for the needs of individual children of both sexes from all ethnic and social groups. Facilitate children s acquisition of knowledge, skills and qualities which will help them to develop intellectually, emotionally, socially, physically, morally and aesthetically, enabling them to become responsible, useful, thinking, confident and considerate members of the community. Create and maintain an exciting and stimulating learning environment as appropriate within a community setting. Ensure that there is a match between the child and the tasks s/he is asked to perform. Provide a broad, balanced and differentiated curriculum as appropriate for the needs of each individual pupil. Recognise the crucial role which parents and carers play in their children s education and make every effort to encourage parental and care staff involvement in the educational process. Treat children with DIGNITY and RESPECT. 2.2 We aim that children should: Learn to be adaptable; how to solve problems in a variety of situations; how to work independently and as members of a team. Develop the ability to make reasoned judgements and choices, based on interpretation and evaluation of relevant information from a variety of sources. Be happy, cheerful and well balanced. Be enthusiastic and eager to put their best into all activities. Begin acquiring a set of moral values, such as honesty, sincerity and personal responsibility - on which to base their own behaviour. A moral compass. Be expected to behave in a dignified and respectful way and learn to become responsible for their actions. Care for and take pride in their alternative school. Develop tolerance, respect and appreciation of the feelings and capabilities of others in an unbiased way. Develop non-sexist and non-racist attitudes. Develop the skills to think and solve problems mathematically in a variety of situations. Be able to listen and read for a variety of purposes and be able to convey their meaning accurately and appropriately through speech and writing for a variety of purposes. Develop an enquiring mind and scientific approach to problems. Have an opportunity to solve problems using technological skills. Be capable of communicating their knowledge and feelings through various art forms including art/craft, music, drama and be acquiring appropriate techniques which will enable them to develop their inventiveness and creativity. Page 3 of 8
Develop knowledge of geographical, historical and social aspects of the local environment and national heritage and be aware of other times and places and recognise links among family, local, national and international events. Have some knowledge of the beliefs of the major world religions. Develop agility, physical co-ordination and confidence in and through movement. Learn how to apply the basic principles of health, hygiene and safety. 2.2.1 Within our child-centred approach to education we maintain the five expected outcomes as defined in Every Child Matters. This requires five key areas to be met through the curriculum. These are: 1. Being healthy: all pupils are encouraged to maintain a healthy lifestyle and become confident and safe in an environment in which they can live and learn without fear or anxiety. 2. Staying safe: students continue their education within our organisation with all of the necessary support and provision required. Our students are entitled to learn in a safe and secure environment. Pupils will also be taught how to understand, respond and calculate risk effectively, for example with CSE, domestic violence, female genital mutilation (FGM), forced marriage, substance misuse, gang activity, radicalisation and extremism and to be aware of support available to them. Also, within the curriculum, pupils will be taught of risks with fire, water, roads and railways. 3. Enjoying and achieving: our staff and pupils together strive to deliver and achieve high standards in all aspects of education. Pupils of all abilities are encouraged to achieve and become confident in their abilities and their achievements. The requirements of the National Curriculum are taken into consideration as far as possible and that pupils proceed through the examination system appropriate to their abilities and needs. No one is disadvantaged educationally and that education provision is a continuous process. 4. Making a positive contribution: all pupils see the celebration of achievement and are encouraged to make a positive contribution to their education. All pupils are taught the importance of Citizenship and how they can contribute meaningful to the community and the wider society. 5. Economic well-being: all pupils are to develop independence skills through our CoPE (ASDAN) awards When appropriate, the student will undertake a specifically designed programme through work experience within local businesses and the community in order to offer activities and work awareness and job opportunities. 2.3 Key Stage 2 Years 3, 4, 5 and 6 & Key Stage 3: Years 7, 8, and 9 2.3.1 Our curriculum gives pupils of compulsory school age experience in the following areas of learning: linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative. Each student is taught two to one to ensure all needs are met and so that staffing is in line with Risk assessments for pupils attending 1ACE. Page 4 of 8
2.3.2 The curriculum is planned and delivered following a Thrive Assessment for each pupil and initial baseline academic assessments. 2.3.3 AQA unit awards will be encouraged throughout the curriculum. 2.4 KS4: Years 10 and 11 and post 16 2.4.1 Pupils continue to follow the curriculum experience of the areas of learning, whilst embarking on the opportunity to access accreditation from Entry Level up to GCSE in all subjects. 2.4.2 Alternative providers will be used to enhance curriculum options as identified in initial and ongoing assessments of the pupil s needs both SEMH and academic. 2.4.3 All teaching staff are responsible for the planning and delivery of the curriculum on a day-today basis and for making cross-curricular links where appropriate. Staff must make amendments to planning in order to optimise learning opportunities when they arise. 2.4.4 Management and allocation of resources as well as whole school curriculum enrichment opportunities are the responsibility of the Headteacher. 2.4.5 Personal and social education is an integral part within our curriculum for all key stages and will be taught as stand-alone lessons in addition to assemblies, circle and leisure time. 2.5 Admissions 2.5.1 At Park House School we offer placements to young people aged from 8 to 19. Where required, EAL additional needs will be suitably met with support from LA translation services. We offer a number of responsive and flexible academic and SEMH packages: Placement at Park House School Transition (entry to college, mainstream, etc) Mentoring/nurture 1:1 and 2:1 tuition Employability supported programme Virtual/distance learning Apprenticeships (as an aspiration) 2.5.2 1ACE community outreach programme 2.5.3 Imagine a school without walls. Imagine a future where there is a place for your true abilities and talents to shine through. This is 1ACE. 2.5.4 We work alongside young people for whom mainstream, specialist settings and alternative provision have not worked. We support them to get back on track, to explore their own identity, their strengths - identifying next steps and a way to achieve them. Page 5 of 8
2.5.5 Five Rivers education currently operates 1ACE in Somerset, Dorset and Wiltshire. 1ACE can provide a high-level ratio of support and a bespoke, personalised timetable suited to the needs of the pupils. We identify local provisions (vocational, sporting, therapeutic and artistic) to work with in partnership. These opportunities are targeted to address barriers to learning and, alongside our Park House base, can support a step up to group work or working alongside others. 2.6 The Headteacher will ensure that: All statutory elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives, which reflect the aims of the school and indicate how the needs of individual pupils will be met. This will include how the subject will be taught and assessed, the use of language (reading, writing, speaking and listening), and the use of information and communications technology The amount of time provided for teaching the curriculum is adequate Where appropriate, the individual needs of pupils requiring therapy/ies, and/or medical support or interventions are met and the curriculum adapted to meet these needs The procedures for assessment meet all legal requirements, and pupils and their parents/carers receive information to show how much progress the pupils are making, how they compare with national expectations, and what is required to help them improve The Headteacher is fully involved in decision-making processes that relate to the breadth and balance of the curriculum It is the responsibility of the Head of Schools to ensure that reference is made to this policy in other associate policies, and, where changes are made to this policy, all other school policies and procedures are checked/amended Other staff will ensure that the school curriculum is implemented in accordance with this policy 2.7 The Head of Education will ensure that: They consider the advice of the Headteacher when approving this curriculum policy and when setting statutory and non-statutory targets. Progress towards annual statutory targets is monitored. National Curriculum tests (where appropriate) and teacher assessment results are published in the prospectus and in the report to parents/carers and social worker and progress towards meeting agreed targets is described. They participate actively in decision-making about the breadth and balance of the curriculum. Issues are always presented to pupils in a balanced way. Page 6 of 8
2.8 Arrangements for monitoring and evaluation 2.8.1 The Head of Education will receive a termly report from the Headteacher on: 2.8.2 The standards achieved and the progress of each pupil in key stages to cover; o Attendance o Academic progress o Progress in other areas o Patterns in crisis incidents o Other areas of performance as needs arise 2.8.3 Data and analysis of outcomes (including any concerns) relating to QA events o Planning Scrutiny o Lesson Observation o Peer Observations o Pupil Voice o Pupil Data &/or Reports o 1:1 o Work Scrutiny o School Forum o Analysis of All Available Data Sets o Appraisal/Performance Management 2.8.4 Evidence of the impact of any intervention packages 2.8.5 The views of the staff team about the action required to improve standards Page 7 of 8
2.9 Curriculum 2.9.1 Each pupil at 1ACE Park House will follow a curriculum which gives them access to the 7 areas of learning. 2.9.2 Access will be through discrete subject areas e.g. English and Maths; some access will be in through cross curricular programmes e.g. scientific through projects at AEC ; Human And Social through targeted ASDAN work. Page 8 of 8