Qualifications & Achievements

English, communication and language lie at the heart of our capacity to imagine, think and create and makes a crucial contribution to children’s development as successful learners. Their developing use of language underpins children’s achievements across the curriculum and lays the foundation for active involvement in cultural life, society, work and lifelong learning.

The English department at Grateley aspires to deliver the subject in ways that meet the individual needs of all our young people with the overall intent that our pupils achieve their academic potential.

The Teaching of English inspires students to enjoy and appreciate literature and the written word in all its forms. Students explore the workings of the English language, for instances its etymology, grammatical structures and literary and rhetorical techniques, and an emphasis is placed on the teaching of grammar and spelling. The school provides opportunities for students to develop confident speaking and listening skills by narrating, discussing, arguing and persuading in a range of activities, and they are encouraged to discuss the implicit meanings of literature and its relevance to social, historical and cultural issues. Students are exposed to literary genres, ranging from Shakespeare to current journalism. The influence of the media is studied explicitly through the analysis of newspapers, magazines, advertising, film and television.

Grateley House School follows the National Curriculum. This means we aim to ensure all students can:

• read easily, fluently and with good understanding.

• develop the habit of reading widely and often, for both pleasure and information.

• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

• appreciate our rich and varied literary heritage.

• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.

The majority of students at Grateley House School follow the GCSE pathway, which develops candidates’ ability to read with insight, distinguish between fact and opinion, evaluate how information is presented, follow an argument, recognise inconsistencies, and understand linguistic and structural devices. Students must show their competence and confidence in speaking and listening in a range of situations. They will need to read literary and media texts, including contemporary and pre-twentieth century literature, and write in a wide variety of forms and styles. This encompasses critical and imaginative responses to literary and factual material. The impact of this is that the majority of our students sit their English Language exam at the end of Year 11. Students are supported to continue their English studies in Post 16 should they not achieve the required result in Key Stage 4 in an appropriate format.

The Functional skills course is also offered for those students who are not yet ready to follow the GCSE route. As the decision is often taken at different times throughout the school year, dependant on each student’s performance, they are all working at their own pace within the class. The courses are focused on the skills needed to develop knowledge and understanding and the intent is to prepare the students for progression on to higher qualifications as they reach the point in their schooling that it is appropriate for them to do so. Some students follow the NCFE English Qualification Suite if they are unable to access the whole Functional Skills curriculum. This may be due to anxieties around delivering a presentation or because they are unlikely to complete the whole course in the time they have left at Grateley House School.

At Grateley House School mathematic lessons provide its pupils with lively, interactive learning experiences fostering their enjoyment of, confidence in, and enthusiasm for mathematics. Mathematics teaches pupils how to make sense of the world around them through developing their ability to calculate, to reason and to solve problems. It enables pupils to understand and appreciate relationships and pattern in both number and space in their everyday lives.

The mathematics curriculum at Grateley House School encourages growing knowledge and understanding, where pupils learn to appreciate the contribution made by many cultures to the development and application of mathematics. It equips pupils with the problem-solving skills that are needed in everyday life. It promotes sound numeracy skills; logical reasoning; attention to detail and helps pupils to understand the world around them. The curriculum encourages creative thinking when pupils are challenged by unfamiliar situations and provides the tools and language to communicate these ideas accurately. At Grateley House School, we endeavour to provide a high-quality mathematics education therefore providing a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

The curriculum is delivered in the five main areas: number, algebra, ratio, proportion and rates of change, geometry and measures, probability and statistics. The curriculum is designed to be ambitious and individualised, incorporating the pupils EHCP into every lessons and meeting the needs of learners with autism. The curriculum is planned through a logical sequence of lessons, which are re-visited and reflected upon in order to embed the skills into the long-term memory and support application of these learnt skills. The expectation is that the majority of pupils will move through the curriculum at broadly the same pace. However, decisions about when to progress are always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material consolidate their understanding, including through additional practice, before moving on. It is through this sequence of lessons that gaps in their knowledge are identified and learning/interventions are put in place to ensure these gaps are filled.

The majority of pupils work towards GCSE mathematics, but functional skills and Entry Level mathematics are offered for those students who are not yet ready to follow the GCSE route. As the decision is often taken at different times throughout the school year, dependant on each student’s performance, they are all working at their own pace within the class. The courses are focused on the skills needed to develop knowledge and understanding and the intent is to prepare the students for progression on to higher qualifications as they reach the point in their schooling that it is appropriate for them to do so. Some students follow the NCFE Maths Qualification Suite if they are unable to access the whole Functional Skills curriculum. This may be due to anxieties around delivering a presentation or because they are unlikely to complete the whole course in the time they have left at Grateley House School.

The impact of the mathematics curriculum aims to provide pupils at Grateley House School with the strategies to apply their knowledge in adulthood, build resilience, have an understanding that we learn from making mistakes and have the qualifications they are capable of, for their next steps in their learning journey.

At Grateley House School the study of Science is an exciting subject, which aims to fire students’ curiosity about phenomena in the world around them and develop their enthusiasm for learning, whilst also offering opportunities for personal development including analytical thinking skills, communication skills and self-confidence.

Our Science Curriculum is designed to be ambitious and to promote the highest possible levels of individual achievement – ‘everyone has a personal best’ and ‘can achieve something special’. We recognise autism and the range of associated complex learning difficulties that can act as a barrier to student learning and we address the individual’s needs as identified in their EHCPs, while our teaching also incorporates their special interests as an additional means of encouragement and motivation. The Science curriculum therefore plays an essential role in preparing our students for life in the wider community and in preparing them to participate meaningfully in society.

Grateley House School follows the framework of the National Curriculum, so it is broad and balanced, but also adapted to the needs of the individual. Learning is carefully planned and structured in a logical sequence building on prior knowledge and the fundamental ‘big ideas’, incorporating regular opportunities for recap and overlearning, so that the key principles and key science vocabulary become embedded in students’ long term memories. By providing a rich and stimulating scientific learning experience students are encouraged to question why something happens in the way it does and to develop their problem solving skills learning through exploration, observation and investigation which helps their understanding of how science is related to daily life and the world around them.

Science learning offers opportunities for students to develop their social and communication skills enabling them to discuss their ideas and findings, develop an argument based on evidence and present their case using appropriate scientific language. Mathematics is embedded in the science curriculum, providing many opportunities for students to collect and analyse data and carry out numerical computation, therefore transferring skills. In addition to these key skills, Science learning addresses many issues arising through a consideration of SMSC and British Values, and by promoting respect and diversity, students develop their self-awareness, attitudes and values which they need to be successful in their future lives.

The impact of the Science curriculum at Grateley House School is to provide students with skills and strategies for problem solving, evaluating evidence and making logical decisions, the foundations they need for adulthood living in an increasingly scientific and technological world.

At Grateley House School we strive to deliver a curriculum to our pupils that is inspiring and ambitious. Our curriculum builds on children’s prior knowledge, ensuring that there is a clear progression of skills throughout both key stages. We aim to deliver high-quality lessons in both History and Geography, using a wealth of practical and online resources.

In History lessons, we will help pupils gain an understanding and knowledge of Britain’s past, as well as learning about events from around the world and ancient history. We will discuss how such eras have impacted on our lives today. Children will be taught skills to aid them in thinking critically, observing evidence, and asking perceptive questions and develop judgement.

When teaching Geography, we know that children are naturally curious about the world in which they live, they are enthusiastic to learn more about the wider community and contrasting countries. Through our curriculum coverage the children will learn about diverse places, people, resources, natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As children’s knowledge and understanding of the world deepens it will help them to gain knowledge about the Earth’s physical and human processes and the formation and use of landscapes and environments.

Our long-term goal is to create a curriculum that reflects the school’s local context and heritage and is built upon children’s interests.

Most students from our school are 'digital natives' as they have constant access to technology in their everyday lives. However, at the forefront students need to be aware of how to use technology appropriately and safely. Additionally, students in today's society need to be 'tech literate' and familiar with computer programming and creative digital media skills as the jobs they will be working towards in the future will be more heavily reliant on these fields. Young people sometimes lack resilience when confronted with problems or challenges. By studying computational thinking, pupils learn how to recognise problems and approach them in a controlled and systematic way.

• Develop their capability, creativity and knowledge in computer science, digital media and information technology

• Develop and apply their analytic, problem-solving, design, and computational thinking skills

• Understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns

Learning computing at Grateley House School equips students to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that students become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Students at Grateley House School have the opportunity to gain qualifications in Computer Science GCSE and/or Creative iMedia. The Computer Science GCSE involves learning computer architecture, algorithms and programming. Whilst the Creative IMedia is our ICT course which includes learning development of digital graphics, 3D design and game design.

At Grateley House School we view Personal, Social, Health, Citizenship and Economic education (PSHCE) as laying the foundation for all learning to take place. Such value stems from the view that we not only want our students to achieve their potential academically, we also strive for them to become global citizens who contribute to their communities, have respect for others, hold British values in the highest regard and understand their place in the wider context of the world.

Through the contribution of PSCHE, Grateley House School actively promotes British Values and supports students’ social, moral spiritual, cultural development. It is our aim to prepare our students for the opportunities, responsibilities and experiences of life as set out in Section 78 of the Education Act 2002. In addition, Grateley House School recognise the high value a good quality PSHCE curriculum holds in providing a broad and balanced curriculum that promotes positive behaviours, safety (including e-safety) and SEAL (social and emotional aspects of learning). As a school, we recognise our responsibility to teach our students how to keep themselves safe both in school, their homes and the wider community.

At Grateley House School, PSHCE education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills, students need to manage their lives now and in the future. As part of a whole-school approach, PSHCE education develops the qualities and attributes students need to thrive as individuals, family members and members of society. For our students at Grateley House School, their autism needs to be celebrated and any barriers that could prevent them from engaging in society, overcome.

Our PSHCE education contributes to personal development by facilitating building of student confidence, resilience and self-esteem, to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others, will help students to form and maintain good relationships, develop essential skills for future employability and allow them to better manage their lives and obtain a sense of fulfillment.

Our PSHCE education programme aims to make a significant contribution to students’ spiritual, moral, social and cultural (SMSC) development, their safety and the school’s statutory responsibility to promote students’ wellbeing. In addition, the learning provided through our comprehensive PSHCE education provision is an essential to safeguarding students at Grateley House School as well as actively promoting British values.

Our PSHCE curriculum is designed to build self-esteem and aims to ensure that every student leaves Grateley House School, feeling able and confident to move forward onto paths we have carefully helped to construct alongside them.

At Grateley House School Physical Education develops pupils’ physical competence and confidence and their ability to use these to perform in a range of activities. It promotes personal development, physical development and knowledge of the body in action. Physical Education provides opportunities for pupils to be competitive, collaborative and good effective communicators in both individual and team sports and activities. The curriculum at Grateley House School aims to achieve confident, resilient young people who develop a range of transferable, lifelong skills.

The Physical Education Curriculum at Grateley House School is designed to be developmental, progressive, challenging and supportive at each key stage. It uses the Physical Education National Curriculum as a framework to ensure an extensive structure, although planning is adapted to meet the special educational needs of our students. A sequential curriculum supports students to develop skills based on prior knowledge.

Physical Education is a key vehicle in promoting positive attitudes toward healthy and active lifestyles and aims to help foster lifelong physical activity.

Learners benefit from broad and balanced curriculum that gives students the opportunity to experience a wide range of activities and work independently and as part of a team to develop physical and inter personal skills successfully.

The curriculum allows for competition and / or enjoyment depending on the ability of the students. Our curriculum focuses on the skills needed to develop key movement and motor skills through to meeting the demand of physical activities and developing tactics and technique a like. Every child should experience an enjoyable, exciting and engaging curriculum based on a range of individual and team activities which teaches the importance of 'fair play' and the place of PE in a healthy active lifestyle.

By developing a range of skills in a wide variety of different activities this allows a student to recognise their strengths and weaknesses. Educating students about how the body responds to exercise and why PE is pivotal to a healthy lifestyle.

We are preparing youngsters for their future communities and developing an awareness of growing levels of inactivity and the means to combat this. We do this by providing them with the skills and a pathway for pursuing physical activity.

The variety of activities offered both on site and off site will give the students the awareness and experience of using the facilities and opportunities in their local community.

Our Curriculum is designed to be inclusive, fully incorporating pupils’ EHCPs into every lesson and meeting the needs of learners with autism. A wide range of personal development activities are offered by the P.E. Department and help to enrich the personal development of all our pupils.

Students are encouraged to reflect not only on their own performance but also that of their fellow students through regular peer coaching/assessment. Furthermore they learn how to compete fairly and the importance of etiquette in sport.

The impact of our curriculum aims to provide pupils at Grateley House School with the strategies in which they can become lifelong learners who are well prepared for adulthood and able to actively participate in sport and exercise.

At Grateley House School Art and Design is a fundamental part of pupil’s personal development, self-expression, ability to communicate with confidence, and attainment as they progress through their individual journey in this subject.

Aspects of Art and Design can infiltrate other subjects but prescribed Art and Design lesson time incorporates personal learning plans and targets that encompass formal learning as well as sensory and expressive features.

The National Curriculum is used to provide breadth of structure as well as scaffold a specialized program with high expectations and innovative lessons. In addition to sensory exploration being of high importance, expectations of individual ideas, expression, and mastery are consistently strived for. A wide scope of projects are delivered across KS3-KS5 exploring the work of a broad spectrum of artists from a variety of backgrounds and cultures. Protected characteristics are celebrated and present throughout the curriculum. Students are encouraged to implement their own ideas with support of the specialist Teacher. This is essential to the self-expressive side of the subject on which value is placed to promote engagement, learning and sensory enjoyment.

Art and Design projects are planned through a logical sequence of lessons. Students produce creative projects, exploring ideas, artist reference and response. Key vocabulary is used to present outcomes and reflections with students being given the tools to evaluate their own work and that of others. Fundamental elements of art are introduced in Key Stage 3 and revisited continually at each stage of the students’ learning journey. Previous learning is recapped and students revisit techniques and practice to develop knowledge and understanding progressively. Through logical structure and sequencing learning can be embedded, retained, mastered and transferred.

In the Art and Design Curriculum Map, techniques such as printmaking, sculpture, painting, drawing, photography and textiles make up a varied and exciting curriculum aimed to accessible for all and meet all students’ needs. Research and reading skills are developed and numeracy, literacy and ICT is embedded throughout every lesson in line with student ability. Inclusive measures are in place to ensure every lesson can be accessed by every student. EHCP targets are incorporated into each session and personal development opportunities present themselves at each Key Stage. The Art Department provides activities alongside the more formal creative practice in order to enrich the curriculum and enhance individuals interest, awareness and understanding of the wider world. This includes enterprise projects, fundraising and the inclusion of SMSC embedded throughout the curriculum. The impact of the creative arts curriculum aims to provide students at Grateley House School with strategies, skills, knowledge and understanding to support with their development to becoming lifelong creative learners, prepared for adulthood and for their futures to involve active participation in society.

It is intended that Design and Technology at Grateley House School affords each student the opportunity to further their interests in expressing their own ideas via a creative means. Students are encouraged to bring their own chosen ideas to the table, to share them with others and to explore ways and means of producing practical pieces. Each student will naturally will have different interests, whether it be sport, gaming, nature or whatever, and this will inevitably present each student with a path for individual study. Students will be encouraged to plan their work and to make notes when new skills are explored. We also rely heavily on photographic evidence for the purposes of recording and developing each student’s ideas. There is a great emphasis on the concepts of recycling of materials and the effective use of resources in the DT department – nothing goes to waste. Project tasks are adapted and tailored to individual pupil’s abilities and interests, with a new theme within which all students will explore their own ideas every half term or six weeks. The Design Technology Curriculum is designed to be inclusive, fully incorporating each student’s EHCPs into every lesson and meeting the needs of learners with autism. Projects will therefore vary according to the individual student’s needs and capabilities.

At Grateley House School we develop our students to be highly literate and numerate; Maths is naturally embedded in Food Technology. The curriculum is designed to develop confident learners who can communicate their likes and dislikes, but who also can take the opportunity to experience new tastes. Students develop their resilience and independence in food tech as they gain confidence and skills needed to be able to feed themselves and others.

SMSC underpins students’ experiences in food tech where they are given the opportunity to understand the world around them and have empathy for others including those from different religions, cultures and the foods associated with these. British Values are an intrinsic part of the food tech curriculum with students being given opportunities to experience traditional British fare. They learn how to keep themselves healthy and safe whilst cooking and develop a sense of fun and humour so that they are able to fully enjoy food experiences.

The curriculum content at GHS has been mapped against the National Curriculum and incorporates the principles laid out in a number of national frameworks that have been developed to support food teaching and learning, which ensures full coverage in line with national requirements.

As part of their work with food, students are taught how to cook and apply the principles of nutrition and healthy eating; instilling a love of cooking that will open the door to one of the great expressions of human creativity. Learning how to cook being a crucial life skill that enables students to feed themselves and others affordably and well, now and in later life. Practical activities require students to plan their time and select appropriate resources to produce a range of savoury and sweet products, increasing in complexity as they progress through KS3. Consideration is given to students’ individual needs and preferences, and practical lessons aim to support students to explore a varied range of produce and cuisines, thus encouraging new experiences.