Flexible Curriculum Pathways
At Cambian Brook View School we have Flexible Curriculum Pathways. These pathways at their core are the Pre-Formal, Informal, Semi-formal and Formal pathways. Each of these core pathways are ambitious, carefully sequenced, well-considered and progressive. Each pathway has its own curriculum but they are part of a greater learning continuum with each student getting a personalised curriculum to meet their academic and personal development needs. There are some shared aspects, for example, Skills for Life, careers education, SMSC, Fundamental British Values, personal safety, health education and Preparation for Adulthood. Students can move between the pathways or experience elements of more than one.
We use research and training to ensure our staff are equipped with specialist pedogeological knowledge to meet the needs of all our students. All staff understand the needs of students with SEND and they use informed specialist methodologies to deliver accessible and aspirational learning opportunities for all. The specialist pedagogies required can be different depending on the Key Stage, pathway or subject.
The Brook View Vision
- To provide developmentally appropriate experiences that challenge and support pupils to access the world around them.
- To provide pupils with skills and knowledge that is relevant to them, their life and their future.
- To teach transferable skills and nurture holistic progress within the key areas of development and beyond.
Curicculum aims
Broad & Balanced Curriculum
Provide a broad and balanced education for all pupils that’s coherently planned and sequenced towards cumulatively sufficient knowledge for skills and future learning and employment.
Knowledge, Skills & Application
Enable pupils to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations.
Spiritual, Moral, Social & Cultural Development
Support pupils’ spiritual, moral, social and cultural development.
Physical Development & Wellbeing
Support pupils’ physical development and responsibility for their own health, and enable them to be active.
Positive Attitudes to Learning
Promote a positive attitude towards learning.
Equal Access & Inclusion
Ensure equal access to learning for all pupils, with high expectations for every pupil and appropriate levels of challenge and support.
High Aspirations & Achievement
Have a high academic, vocational and technical ambition for all pupils.
Knowledge & Cultural Capital
Equip pupils with the knowledge and cultural capital they need to succeed in life.
Enhanced Learning Experiences
Provide a range of enhanced learning experiences including, where possible, outdoor education, work-related learning and community links.
Provision Overview
Below is a table that sets out an example of what the provision may look like at during each stage of the curriculum pathways. The below is not an extensive list and the can be adapted to meet the needs of individual pupils. We will work collaboratively with therapy team, parents, carers, other professionals to ensure the correct package of education is provided to each individual young person.
Assessment & Targets
Following admission to school, all children and young people will be assessed, so that each learner will have a learning programme and targets that allows them to leave school, where possible, with well-developed social and communication skills and skills in English, Maths and ICT. Progress in learning and personal development will be frequently assessed so that targets and learning programmes can be regularly modified.
For some learners, in meeting their entitlement to access the curriculum the school will need to plan for, and provide, specialist learning resources and support as defined within their Education Health Care Plan.
Learners are actively involved in the assessment of their progress and achievements so that they know how well they are doing, what they are aiming to achieve, how they can reach these goals and identify their next steps in learning.
Assessment is incorporated into all curriculum planning. Pupils progress is shared at all review meetings and is included in the end of year school report.
Positive Behaviour Management
As a whole school approach, we are aware that children communicate through behaviour therefore; Road to Rewards is used to reward academic learning and positive social interaction throughout the school day.
Once awarded a Road to Reward it cannot be deducted however, during each session of the school day including transport, lesson, breaks, lunches and assemblies etc. the children and young people can earn positive points.
Positive Road to Reward points can be awarded for the following:
Arriving to school/lesson on time
Completing work
Independent learning
Individual target – this is bespoke for each young person and displayed in their class
Break time
Positive behaviour
Reading
Team work
Transport
Extra points
Arrangements for Education Reviews
Annual EHCP reviews are a legal requirement and are held to
Evaluate progress since the last review;
Plan for the next 12 months.
In Year 6 and Year 9, reviews will include Transition Planning.
Transitional reviews - are held for pupils in Year 6 and Year 9 and subsequent years to formulate a Transition Plan to help plan for future needs and again at the end of Year 11.
