The pupils who attend The New Broadwalk PRU exhibit a wide range of both emotional and educational needs, which by their very nature can impinge negatively upon their progress. The school therefore provides a flexible curriculum that addresses all areas of pupil needs.
The school’s statement of intent supports the two main aims of the National Curriculum:
To provide opportunities for all pupils to learn and achieve,To promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.
The curriculum at The New Broadwalk PRU is intended to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also a range of extra-curricular vocational and placement activities that the school organises with outside agencies in order to enrich the experience and address the challenges of the pupils. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and supported. We aim to teach the pupils at The New Broadwalk PRU positive, responsible attitudes developing knowledge and skills, including social and basic life skills so that they may become contributory members of the extended community.
Our school curriculum is underpinned by our mission statement and the curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives.
We value the way in which all our pupils are unique and our curriculum promotes respect for the views of each individual child, as well as for people of all cultures. We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
We value the importance of each person in our community. We organise our curriculum so that we promote co-operation and understanding between all members of our community.
We value the rights enjoyed by each person in our society. We respect each child in our school for who they are and we treat them with fairness and honesty. We aim to enable each person to be successful and we provide equal opportunities for all the children in our school.
We value our environment and we aim, through our curriculum, to teach respect for our world and how we should care for it for future generations, as well as our own.
3. Aims and objectives
3.1 The aims of our school curriculum are:
To enable all children to learn and develop their skills to the best of their ability;To promote a positive attitude towards learning, so that children enjoy coming to school and acquire a solid basis for lifelong learning;To teach children the basic skills of literacy, numeracy and information communication technology (ICT);To enable children to be creative and to develop their own thinking;To teach children about their developing world, including how their environment and society have changed over time;To help children understand Britain’s cultural heritage;To enable children to be positive citizen’s in society;To fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for Religious Education;To teach children to have an awareness of their own spiritual development and to understand right from wrong;To help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;To enable children to have respect for themselves and high self-esteem and to be able to live and work co-operatively with others.
4. Organisation and Planning
4.1 Subject policies address aims and objectives and long term plans, with particular consideration of the needs of young people with social, emotional and behavioural difficulties and associated specific learning difficulties in a diverse society. Policies and long term as well as medium term plans are reviewed regularly in line with current legislation and the changing needs of the school population. Short term plans are provided by teachers on a weekly basis, taking into AFL.
4.2 In keeping with our aim to provide a stable environment, we operate the positive model from Primary School practice whilst still aiming to deliver the Secondary School curriculum. This arrangement aims to meet the particular needs of pupils who have been out of formal education for extended periods and/or pupils with significant learning difficulties. Underlying aim for this group is to gradually establish a group work ethos, extend the individual concentration span and to increase the ability to function and communicate in a team. There is an emphasis on learning emotional literacy skills to prepare the pupils for life beyond school.
4.3 Pupils’ spiritual, moral, social and cultural development is supported in a number of ways including direct teaching, the promotion of the school ethos of mutual respect and trust, educational visits, in class and individual tutorial sessions as well as participation in charity events during and out of school hours.
4.4 All pupils follow the National Curriculum. They study the three core subjects – English, Mathematics and Science. In addition they study Information and Communication Technology, Humanities, PSHE, Art Design and Technology, Careers, Citizenship, PE and Drama. Strategies to promote literacy and numeracy across the curriculum are constantly reviewed to fit the current group of young people. Pupils who need individual support to enable them to become more competent in literacy and numeracy are to be given individual sessions with specialist staff to achieve this.
4.5 Although homework is not compulsory it is always available and pupils are encouraged to take it home in order to develop their independent study skills and to help them make faster progress in their learning. Pupils are rewarded for their homework.
4.6 All pupils in KS3 are offered the opportunity to sit optional SATs exams based on level of previously assess ability, not year group. Year 9 pupils are encouraged to attend vocational placements to allow for a successful transition into the adult world. Opportunities to work towards vocational qualifications are being developed rapidly with our vocational team at Brighter Futures.
4.7 The school is non-denominational. At the beginning of the week there is an assembly for all at which the thought for the week is promoted and celebrate the successes of the previous week. These assemblies are led by Senior Management and both staff and pupils can play an active part in them.
4.8 Physical Education plays an important role at The New Broadwalk PRU. It provides opportunities:
Together with play times where pupils can take part in vigorous activity which seeks to raise general levels of fitness and alertness;For pupils to develop their physical control and increase their confidence in themselves;For pupils to take part in team games and develop mutual respect;For pupils to represent the school in competitions/matches and gain a sense of pride;For pupils to develop skills of self control
It is also recognised that many of our pupils need a positive outlet for excess energy and may be offered additional sessions of sports throughout the week.
Regular football matches against other special schools are arranged and The New Broadwalk PRU has joined a Football league for Special SEBD schools in the North West. We believe in giving the pupils an opportunity to work on individual and team skills which can only be beneficial to their all round education.
4.9 It is the policy of The New Broadwalk PRU that Sex and Relationships Education should form part of the curriculum of the school, particularly in view of the high level of teenage pregnancies and sexually transmitted diseases amongst young people in Salford as well nationwide. The school aims to provide the opportunity for pupils to learn about sex and relationships through question and discussion in an atmosphere without embarrassment through Science, Personal, Social and Health Education (PSHE) and the local Youth Ambassador scheme. We endeavour to give pupils the opportunity to learn the facts while dispelling myths and half-truths without creating fear or anxiety through these programmes. Regular contact with outside agencies further enriches the opportunities pupils are offered to explore sensitive issues.
5. The role of the subject leader
5.1 The role of the subject leader is to:
Provide a strategic lead and direction for the subject;Support and offer advice to colleagues on issues related to the subject;Monitor pupil progress in that subject area;Provide efficient resource management for the subject.
5.2 The school gives subject leaders non-contact time each term, so that they can carry out the necessary duties involved with their role. It is the role of each subject leader to keep up to date with developments in their subject at both national and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for their subject, ensure that there is full coverage of the National Curriculum and that progression is planned into schemes of work. The subject leader may also keep a portfolio of children’s work, which s/he uses to show the achievements of children and to give examples of expectations of attainment.
6. Monitoring and review
6.1 Our governing body’s curriculum committee is responsible for monitoring the way the school curriculum is implemented. This committee reviews each subject area according to the policy review timetable.
6.2 We have named governors for all areas of the curriculum. The governors liaise with the subject leaders of these areas and monitor closely the way the school teaches these subjects.
6.3 The headteacher is responsible for the day to day organisation of the curriculum. The headteacher and senior staff monitor the lesson plans for all teachers, ensuring that all classes are taught the full requirements of the National Curriculum.
6.4 Subject leaders monitor the way their subject is taught throughout the school. They examine long-term and medium-term planning and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.
7. Tracking progress
As you may or may not be aware the Government has decided to simplify assessment and remove existing levels to measure progress and attainment.
The New Curriculum is more challenging than before as the focus is to learn fewer things but in greater depth to make sure that pupils have a secure and deep understanding of what they are learning about. Each school has to look at their assessment practices to take account of this.
The National Curriculum sets out a guideline of expectations of what should be taught.
In the PRUs and most mainstream schools in Salford, the Core subjects are English, Maths, Science and ICT (Computing).
When your child starts at the PRU they will complete baseline assessments in all the core areas of the curriculum in addition to reading, spelling and learning style. This helps the staff to see where your child is up to and group them accordingly.
Each question on an assessment shows which area of the curriculum your child can or cannot do. These are called Key Performance Indicators (KPIs).
Depending on the number of KPIs your child answers correctly in their assessment they will be given a band. If your child is working at a band below their age related expectation we will work closely with them to help them to improve.
KPIs are used to inform planning and are tracked on a termly basis. Progress is monitored and assessed based on the following:
A booklet that explains this in more detail is available for download by clicking the link below.
You can also find a record of our Academic Achievement percentage progress by number of KPIs per term below.