Ashton, Manchester

Safe Start Curriculum Policy

Policy Created: January 2020
Reviewed by: Grace Speakman
Review Date: January 2021

C O N T E N T S
1 Introduction
2 Policy Aims and Values
3 Curriculum Review
4 Assessment and Recording

1. INTRODUCTION

Safe Start offers full time secondary education to young people whose personal and social circumstances are barriers to regular mainstream attendance.

The aims of our School are to:

  • Offer an appropriate programme of educational provision to young people not attending mainstream secondary school, which includes English, Maths, Science and IT
  • Respond to students’ needs, Identifying, addressing and take steps to resolve issues,
    which result in student non-attendance, such as behaviour problems, bullying, learning
    difficulties, caring responsibilities or poor relationships with teachers, overcoming
    potential barriers for individuals and groups of students
  • Develop individual routes back into mainstream school, training, further education as
    appropriate.

The core work of the school lies in building trusting and respectful relationships with young people,
offering a curriculum that will re-engage their interest in learning, and work in partnership with
schools and other agencies to achieve reintegration to mainstream education if appropriate.

The whole curriculum, as approved by the Board of Trustees, is designed to ensure that the
education offered to all students is broad and balanced and includes access to linguistic,
mathematical, scientific, technological, human and social, physical and aesthetic and creative
areas. The school curriculum will:

  • Promote good teaching of literacy, numeracy and interpersonal skills
  • Promote the spiritual, moral, cultural, mental and physical development of students
  • Prepare students for the opportunities, responsibilities and experiences of later life

The school curriculum comprises all learning and other experiences that are planned for students;
the national curriculum is one part of the school curriculum.
This policy is designed to reflect our unique circumstances and sets out our curricular aims.

2. POLICY AIMS AND VALUES

The curriculum provides pupils with an introduction to the essential knowledge that they
need to be rounded, educated citizens. It introduces pupils to the best that has been
thought and said; and helps engender an appreciation of human creativity and
achievement.
Aims:

  • To provide an alternative approach to learning through a trauma informed lens
    and adopt a character education approach by empowering young people in
    building resilience to overcome barriers to learning
  • To provide a curriculum which is broad, balanced, relevant and engaging which
    allows students to maintain contact with key areas of the home school
    curriculum.
  • To provide a curriculum which is flexible to changing needs
  • To provide a curriculum which is consistent with British Values of democracy, rule
    of law, equality and diversity.
  • To make provision for the individual learning needs of each student as identified
    through the referral information from schools and any statement of educational
    need.
  • To provide a curriculum which develops literacy and numeracy across the
    curriculum, utilising opportunities in subject areas to develop students
    mathematical and literacy fluency?
  • To support our students in experiencing and demonstrating continuous progress
    and achievement with opportunities for assessment to inform their learning
    needs.
  • To ensure provision for equal opportunities and cultural diversity.
  • To provide opportunities for students to celebrate success and achievement.

3. CURRICULUM REVIEW

The curriculum will be reviewed annually taking account of any changes to legislation
and the changing needs of students.
It is recognised that curriculum planning is a collective responsibility which needs to
incorporate the expertise, subject knowledge and experience of the staff. Staff will be
consulted annually in order to provide a curriculum which is responsive to changing
needs and priorities locally and nationally for approval by the Board of Trustees
The planning will take account of:

  • the teaching time available
  • the need to develop a programme of study which allows individuals to learn at a
    pace which is appropriate to them.
  • how the subject will be taught and assessed, the use of language (reading,
    writing, speaking and listening), numeracy and the use of ICT.
  • Meeting the legal requirements with the procedures for assessment ensuring that
    students and their parents/carers receive information to indicate progress

The following questions will help with focus for these reviews:

1. Are we meeting the needs of individual students?
2. Does the planning ensure continuity for individual students over time and across the
whole curriculum?
3. Is there progression across the key stages?
4. Is the curriculum broad and balanced and providing a range of educational
opportunities which meet student need?
5. Are there adequate opportunities for practical work and problem solving?

4. ASSESSMENT AND RECORDING

Using information from the initial referral form original referrer or parent (e.g from
MPRU) the teaching staff will:

  • provide a baseline assessment of students’ attainment levels as a starting point in
    planning for individual target setting.
  • develop individual education plans showing clear, measurable targets.
  • maintain a record of achievement and experience demonstrating the learning
    opportunities with which students have been presented.
  • set appropriate half termly learning targets and report achievement.
  • plan lessons which set high expectations for every student