Curriculum Overviews
Intent
Pupils admitted to Spring Lane School have been on disruptive educational journeys. We are committed to being a stable and positive provision that prepares pupils for a changed and successful future, whether that be in continued education with us, another mainstream school, a more specialist setting or progression onto aspired training and further education pathways.
Our curriculum is structured to develop pupils in terms of core knowledge, skills for adulthood, culture and personal development. Our curriculum is designed to buffer the adversity our pupils have previously faced, through smaller, accessible provision, through trauma-informed practice, supporting psychological and physical safety and building knowledge and confidence leading to individual achievement and broader experiences.
Pupils will:
- Re-engage in education through an informative induction, accessible provision and unconditional positive relationships with adults
- Respond to our curriculum that identifies and supports pupil needs and pupils interests, to broaden their positive experiences in school
- Repair in their trust in adults, their value in learning and achieving and will repair gaps in their knowledge and skills
- Reflect on their aspects of self, on their learning pathways and progress, and their place in the local and wider communities
- Rise in attendance, engagement and attainment to progress and prepare for adulthood
- Route successful transitions through school, to post-16 destinations and a changed, positive future
In our classrooms we have a range of pupils who have very different backgrounds in education, community experiences, living circumstance, learning needs and scale of ability. It is important that pupils go through a robust referral and induction process, so that we are informed of age-related progress indicators and we can positively respond to pupils needs. Induction includes reviewing information that we receive, pupil voice and baselines in Reading, Numeracy and CAT4 Learning Profiles, so that gaps in learning and needs can be targeted.
Using the National Curriculum at the core, we have developed a curriculum across the key stages, that is ambitious and broad:
| Universal Curriculum | Enhanced Curriculum | Targeted Curriculum |
| Pupils in all our onsite provisions access the universal curriculum. These subjects are fundamental to core knowledge and skills in line with the National Curriculum | Pupils in our different onsite provisions access elements of the Enhanced curriculum. It is designed to evoke creativity, skills and interests to inform choices for KS4 options and post-16 courses | Pupils access the Targeted Curriculum based on individual needs. These needs are established at entry and throughout their stay at the school. |
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To help drive the curriculum and implement effective middle leadership for improved pupil outcomes, the subject areas are split into Faculties:
STEM Faculty - Science, ICT, Vocational, Maths - (Faculty Lead: Mr A Jones)
Culture Faculty - English, History, Art, Nurture (Faculty Lead: Mr A Brodigan)
Personal Development Faculty - PSHRE, PE, Food & Nutrition, Experiences (Faculty Lead: Mrs S Senior)
Impact
The impact of our curriculum will be measured in two components;
Component 1, The Heart, aims for positive impact in engagement, attitudes to learning, attendance, relationships and experiences, as part of the personal development aspect to the curriculum.
Impact in...
- Re-engagement in School attendance
- Responding positively to peers and adults
- Repairing attitudes to learning
- Rise in happiness, aspirations and experiences
Component 2, The Mind, aims for impact in achievement, attainment, repairing knowledge and skills deficits, pathways to accreditation and opportunities into further education or training at post-16.
We recognise that pupils, because of their past experiences, need time, stability and consistency, allowing them to learn to re-engage again, repair their view of school, learn to trust adults and see value in themselves and their abilities, before impact in achievement and attainment in their academics becomes habitual.
Impact in...
- Reparation of knowledge and skills across the curriculum
- Rise from academic baselines
- Route of pathways to accreditation
- Route of pathways to progression / employability