Woolston Brook School

Curriculum Vision
Our curriculum has been designed to ensure that all of our pupils are given the opportunities to excel regardless of their starting points or background; by using a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life and have a pupil destination after school. 

Should you wish to know more about the curriculum beyond our site, please contact Maureen Brettell Headteacher or Annamarie Ellis Interim Deputy Headteacher.

The Curriculum at Woolston Brook supports our vision to provide outstanding education, which is child-centred. Our fundamental belief is that every pupil has the potential for growth. We believe that by having high expectations and aspirations, all our pupils can learn and achieve. We aim to provide a curriculum that allows pupils the opportunity to learn and develop in a supportive and creative environment, in which there is a focus on recognising achievement and supporting progression and in which pupils feel safe and are happy.

Curriculum INTENT : The school is committed to providing a broad and balanced curriculum, based on the National Curriculum for those pupils of compulsory school age. This is blended with opportunities for pupils to develop functional skills, good oracy, social, emotional and independence skills and skills for working life as appropriate in line with the 14-19 Curriculum.

The curriculum is designed to promote the social, moral, spiritual and cultural development of the pupils as well as their intellectual and physical development. We want our curriculum to engage pupils as active participants in their education.

The promotion of social, moral, spiritual and cultural development is delivered throughout all subjects via our Pillars, threads and Drivers. 

Our values curriculum is an essential part of Woolston Brook School life. Our values-based approach is referred to as our 3 Rs and this is embedded in all we do.

 
We believe the values contribute to a strong learning environment that enhances achievement and develops pupils social, emotional and relationship skills. Not only are the values held in high regard, acknowledged and celebrated in the pupils, but they are modelled by the staff throughout.

Our whole school approach helps develop well rounded and resilient learners. It breaks down the pre-conceptions of ‘fixed mindset’ and allows personality and character to flourish in a safe and progressive way. It quickly liberates teachers and pupils from confrontational relationships, freeing up quality learning time where a positive attitude is most valued.

Woolston Brook School 3 R’s are key to equipping our pupils with positive relationship skills, intelligences and attitudes to succeed at school and in their futures.

Curriculum IMPLEMENTATION: We believe that a carefully planned and structured curriculum is the foundation upon which excellent learning and development is built.  The curriculum is designed and implemented so that it builds on prior knowledge and prepares pupils for the next stage in their education. Lessons are engaging, inspiring and suitably differentiated so that pupils are able to achieve, or go beyond, their potential.

Development of language and building knowledge are integral to curriculum planning.  Subject Leaders, who are experts in their subjects, carefully construct a curriculum that promotes a deep understanding of a wide range of topics whilst also developing the three R’s values.  Teachers plan learning that use data and prior attainment information and that allows pupils to embed and recall knowledge.  This builds firm foundations for progression to the next level of their learning.

Key Stage 2
Key Stage 2 is a supportive setting that seeks to prepare children for Woolston Brook Secondary school life. Classes are small and are supported by specialised teaching staff with a breadth of primary school experience. There is a great emphasis on the development of language and communication, which is modelled by the whole staff team. 

 Fun and enjoyment of learning is of high priority. The approach to teaching in all subject areas is to praise effort and engagement above attainment. We aim to develop a ‘Growth Mindset’ over a ‘fixed mindset’ in our young learners. As the children learn academically and socially they develop confidence, become responsive to others, learn self-respect and take pride in behaving well and in achieving.
 
Key Stage 3
 In Key stage 3 we transition from the primary setting into the Secondary school. Pupils are supported in their move slowly by moving to a transition class base and then in Y8 towards a main school timetable. This is done by expanding the breadth of discrete subjects, increasing the variety of staffing and the teaching areas used. This process is conducted with careful consideration as our year 7’s become more subject conscious and build further relationships with new staff. They will have learnt classroom expectations and will have increased their self-confidence as learners.

 Year 8 and 9 develops subject knowledge across a broad range of subjects. Pupils are encouraged to explore their potential and at the end of Y9 options are taken -focusing on gaining specialised subject knowledge leading towards potential pathways at Key Stage 4. High expectations are set for attainment outcomes using available data and progress at Key Stage 3. 

 Key Stage 4
 In Key Stage 4, pupils focus on acquiring specialist knowledge and accredited outcomes in order to prepare for their next steps in education, training or employment. The Government require young people to either:
·         stay in full-time education, for example at a college
·         start an apprenticeship or traineeship or
·         spend 20 hours or more a week working or volunteering, while in part-time education or training.

In Key Stage 4, all pupils follow a curricular pathway  which can then personalised to meet both their needs and future aspirations.

Curriculum Impact
At Woolston Brook our curriculum will:
•          ensure that the sequence of learning builds on previous knowledge whilst supporting future progression.
•          enable all pupils to fulfil their potential.
•          meet the needs of pupils of all abilities at the school.
•          allow pupils to acquire an appreciation and respect for their own and other          cultures.
•          develop pupils ready for their next phase of learning and beyond.
•          enable pupils to develop lively, enquiring minds and the ability to question and argue rationally.
•          enable pupils to develop social, emotional and relationship skills. 
•          enable pupils to develop into well rounded and resilient learners.
•          successfully prepare pupils for employment, further education or training.

Assessment
Establishing pupils’ knowledge, skills and understanding on entry to the school is a challenge. Often negative experiences of previous educational settings, and a wide complexity of social and emotional issues may have led to extensive gaps in subject knowledge.

At times, academic progress may not be a high priority for the pupil and the family. Therefore, although very important for a young person’s success into adulthood, progress at Woolston Brook School focuses on many aspects of school and family life and not solely on academic outcomes alone. Our behaviour & attendance team, Behaviour mentors , external provision team, teaching assistants and teaching staff all make a coordinated contribution towards improving the child and successes are celebrated where progress is made.

Sustained effort and engagement in learning, mental resilience, well-being, positive contribution to the community and attendance are celebrated at Woolston Brook School. Our rewards programme, pastoral team, wellbeing team are some examples of day to day practice that supports the positives changes that we make.

Our induction process is important in the early stages and we look to establish positive links between school and home. Where appropriate, CAT4, Star reading, Early Literacy Screening and baseline testing takes place on entry to the school.  Information from previous educational settings is often sparse but any data collected is used alongside early professional judgements to ascertain pupils’ starting points within our curriculum.

 ‘Data Collection Points’ in the calendar ensure quality summative data is entered before each report is generated.  The subject leader with accountability will overlook department data collected and use this to update departmental reviews and targets set for the subject. Using our platform School Pod -progress data can be reviewed alongside behavioural and attendance  information and anything else we know about each individual to form an overall judgement